Prospective Students

Information for Prospective Students

What you should do if you’re interested in working with me….Please read some of my publications (I suggest that you look at Osenberg et al. 1999 (Ecology), Osenberg et al. 2002 (Ecology Letters), Vonesh and Osenberg 2003 (Ecology Letters), Shima and Osenberg 2003 (Ecology),  Osenberg et al. 2006 (Foundations of Restoration Ecology), Stier and Osenberg (2010) to get a sense of the types of questions I ask, my philosophy, and the approaches that I take.  Although most of my recent work is in coral reef systems or involves meta-analysis, I’m particularly keen to recruit new students who are interested in aquatic systems, especially in the Athens region (coastal Georgia, SREL, streams, etc.).

If you are still interested in joining my lab, please think about the type of research questions that drive you and the type of graduate program that you’d like to be a part of.  Please contact me (preferably via e-mail) and let me know: 1)  what types of research questions you are interested in (be specific; tell me what drives you to do science; what excites you intellectually); 2) what experiences have prepared you for graduate school (who you’ve conducted research with, what you’ve done, resultant publications, etc.); and (although I hate asking this)… 3) your GPA and GRE (I use this as a crude way to see “flags” — the university also has certain minimum requirements, so it’s best that we deal with these issues up front).  Please also check out the pages for my current and past students.

My philosophy…. I expect my students to value critical interaction and to seek out diverse scientific input.  I did not get into science to work in isolation, and I expect my students to share a spirit for interaction (e.g., over beers, bourbons, or a cup of coffee, and certainly at a blackboard).  I expect students to attend the departmental seminar as well as other seminars and reading groups.  I don’t care about grades (they are irrelevant, although there will be some important courses you’ll need to take) — instead I value your growth as a scientist and colleague.  I challenge my students to combine field, lab, observational, experimental, statistical, and mathematical approaches.  The combination is far more powerful than any one alone.

My students are supported by my research grants, their own grants/fellowships, and by teaching assistantships.  Many of my students have (or had) university fellowships, three held EPA STAR Fellowships, four received NSF Graduate Research Fellowships, two received NSF Dissertation Improvement Grants, three had fellowships from our NSF IGERT grant (QSE3), and all have received a variety of smaller grants (typically <$6,000) from a diversity of sources.  Overall, they have succeeded in attracting almost a million dollars in research funds and fellowships.  I expect students to attempt to procure their own funding (grant writing is an important part of their training), based on the development of questions that are “independent” of my own — I never “hand” a student a project, although I expect that their questions will be similar to my own (or else they wouldn’t be working in my lab).  In some cases, the students may work on the same system as I do.  But in these cases, they still need to develop a research project in which they can independently develop their ideas (with support, but not too much interference, from me).  I enjoy interacting and working with my students, and will offer them whatever help that I can (financial and intellectual), but my primary goal is to help them develop into, and succeed as, independent, creative scientists.

To get a better sense of me, you might want to check out my favorite quotes.