SDG 10: Reduced Inequalities - Reduce inequality within and among countries
I possess a strong commitment to student education, and a goal of mine is to stimulate students' critical thinking and problem-solving abilities. Recently, students and I have been on a journey to open classroom content and discussions in an interdisciplinary and inclusive way. Students are challenged to rethink their role as active knowledge producers beyond the class as students become co-authors of open educational resources. For example, students are co-authors of multiple texts, like Extinction Stories, Climate Lessons, and Current Challenges in Biodiversity and Conservation. More examples include educational resources like lesson plans on the restoration of red wolf populations (doi:10.25334/1X6V-F106, featured on QUBES) and soil science in your backyard (https://www.oercommons.org/courses/restoration-ecology-soil-science-in-your-backyard on OER Commons).
The goal of my research program is to promote the conservation of biodiversity by maintaining viable wildlife populations across the landscape. Specifically, my research addresses the influence of anthropogenic disturbances, like forest management, urbanization, and agriculture, on wildlife. My goal is to open students' eyes to the interconnected world of science by using my research as an example of how to assimilate science and the role of conservation in today's world. Ultimately, I aim to provide an inclusive and enjoyable environment that fosters the learning process for students and allows us all to be lifelong learners.
I possess a strong commitment to student education, and a goal of mine is to stimulate students' critical thinking and problem-solving abilities. Recently, students and I have been on a journey to open classroom content and discussions in an interdisciplinary and inclusive way. Students are challenged to rethink their role as active knowledge producers beyond the class as students become co-authors of open educational resources. For example, students are co-authors of multiple texts, like Extinction Stories, Climate Lessons, and Current Challenges in Biodiversity and Conservation. More examples include educational resources like lesson plans on the restoration of red wolf populations (doi:10.25334/1X6V-F106, featured on QUBES) and soil science in your backyard (https://www.oercommons.org/courses/restoration-ecology-soil-science-in-your-backyard on OER Commons).
The goal of my research program is to promote the conservation of biodiversity by maintaining viable wildlife populations across the landscape. Specifically, my research addresses the influence of anthropogenic disturbances, like forest management, urbanization, and agriculture, on wildlife. My goal is to open students' eyes to the interconnected world of science by using my research as an example of how to assimilate science and the role of conservation in today's world. Ultimately, I aim to provide an inclusive and enjoyable environment that fosters the learning process for students and allows us all to be lifelong learners.
SDG 11: Sustainable Cities and Communities
SDG 11: Sustainable Cities and Communities - Make cities and human settlements inclusive, safe, resilient and sustainable
SDG 13: Climate Action
SDG 13: Climate Action - Take urgent action to combat climate change and its impacts
SDG 14: Life Below Water
SDG 14: Life Below Water - Conserve and sustainably use the oceans, seas and marine resources for sustainable development
SDG 15: Life on Land
SDG 15: Life on Land - Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss
Scholarly Work
Tran, V.T., A.C. Vitz, and M.H. Bakermans. 2024. Evaluating habitat-specific interference in automated radio telemetry systems: Implications for animal movement studies. Animal Biotelemetry 12(1), 1–12. https://doi.org/10.1186/s40317-024-00369-y
Bakermans, M.H., and A.C. Vitz. 2023. Hot stops: timing, pathways, and habitat selection of migration eastern whip-poor-wills. Journal of Avian Biology 2024(1–2). https://doi.org/10.1111/jav.03142
Kay N., Sadlon A., Bakermans M.H. 2023. Bat activity is related to habitat structure and time since prescribed fire in managed pine barrens in New England. PeerJ 11:e15888 https://doi.org/10.7717/peerj.15888
Bakermans, M.H., J.M. Driscoll, and A.C. Vitz. 2022. Habitat selection and site fidelity on winter home ranges of Eastern Whip-poor-wills (Antrostomus vociferus). Avian Conservation and Ecology, 17(2), 17–. https://doi.org/10.5751/ACE-02237-170217
Bakermans, M.H., G. Pfeifer, W. San Martín, and K. LeChasseur. 2022. Who writes and who responds? Gender and race-based differences in open annotations. Journal for Multicultural Education 16(5): 508-521. https://doi.org/10.1108/JME-12-2021-0232
Mallick, U.B., M.H. Bakermans, and K. Saeed. 2021. Transforming a Liability into an Asset: A System Dynamics Model for Free-Ranging Dog Population Management. Systems (Basel), 9(3), 56–. https://doi.org/10.3390/systems9030056