I maintain two active research paths: 1) ecohydrology and 2) socio-environmental modeling. On the ecohydrology path, I pursue research on the interactions of climate change and forest water use. I have established a continuous ecohydrological monitoring program in the UConn forest (https://www.hydroshare.org/resource/8996065d3ba34907a018be9b4369c1d3/). The purpose of this dataset is to collect data on variations in water use by threatened tree species (e.g. Eastern hemlock, Red maple, and American ash). These data have supported the development of seven proposals (4 funded, 2 in review, 1 revise and resubmit).
I intend to identity new ways to intergrate research and teaching. For example, in fall 2021 I piloted a two week module in NRE 2010 (Natural Resources Measurements) where students collect ecohydrological samples (plant twigs, soil, stream water, precipitation) from the UConn forest. Our teaching assistant extracted water from these samples using our Cryogenic Vacuum Extraction setup and analyzed the isotopic composition of these waters. Students toured the lab and observe the extraction and analysis of their samples. These data will then be used to demonstrate ecohydrological concepts in the subsequent lecture, and included as preliminary data in a recent NSF proposal.

On the socio-environmental modeling path, I am actively working with state (CT Office of Hazard Mitigation) and federal agencies (FEMA) to integrate new research on the simulation of human responses to environmental risks into policy. I attend bi-monthly meetings with a working group to identify and pursue academic-government partnerships. This collaboration has resulted in two submitted proposals (1 funded, 1 revise and resubmit). I believe this path is higher risk as funding opportunities appear to be more limited, however, I believe this path will lead to very high impact research.

My teaching goal is to ready students to confidently carry out environmental science research and consulting in private, governmental and academic settings. For my students outside of the environmental sciences, my goal is for them to understand how to interpret scientific evidence and collaborate effectively with scientist and engineers. I also believe that teaching and research should be fully integrated.

The course outline for NRE5605 (Environmental Data Analysis) encouraged graduate students to apply statistical methods learned in the course directly to their graduate research. The primary course assignment was a draft manuscript (approximately 4000 words) on their research in a generic format used by most peer-reviewed journals. I provided all students a simulated peer-review so that they would gain some understanding of the process. NRE6135 (Small Watershed Modeling) guided students through watershed model development and testing.

In 2021, I was awarded a USDA grant to implement a 6-week Teaching As Research (TAR) module into NRE 3125 (Watershed Hyrdology) in collaboration with our incoming postdoc, Dr. Christine Georgakakos. The TAR occured in fall 2021 and 2022. We studied how different teaching methods and data interaction (e.g. primary data collection, desktop analysis) affect student retention of hydrologic concepts. We are currently analyzing results and working on a draft manuscript describing the results of the TAR. Teaching methods will be refined and reimplemented in fall 2022. The module also strengthens Dr. Georgakakos’ teaching experience.