The Official Stuff
I am the Dennis and Sara Carey Distinguished Professor of Forestry and Natural Resources and a Josiah Meigs Distinguished Teaching Professor of Vertebrate Ecology in the Warnell School of Forestry and Natural Resources at the University of Georgia. I am affiliated faculty with the Center for Integrative Conservation’s ICON Ph.D. Program and adjunct faculty in the Odum School of Ecology. My research focuses on the effects of terrestrial and aquatic environmental change, particularly the effects of nonnative species invasions, land use, and climate on the ecology of amphibians and reptiles and other wildlife; how variation in the abundances of animals affects terrestrial and freshwater ecosystem processes; and applying ecological and evolutionary principles to develop knowledge and tools to effectively manage herpetofauna and other wildlife. I was a Co-PI and member of the Science Advisory Committee for the former Coweeta LTER, and I was an Associate Editor for the Journal of Wildlife Management for 13 years (2008-2020). I chair the Society for the Study of Amphibians and Reptiles Pre-College Scholarship Committee and new Student Chapters Program, and I am the faculty advisor to the University of Georgia Herpetological Society.
View my publications on Google Scholar
Follow me on Research Gate
View my publications on Google Scholar
Follow me on Research Gate
Instruction and Mentoring
Annually, I teach undergraduate courses on Animal Behavior (in Athens, GA and in New Zealand, and Australia), Herpetology (now led by Dr. Cyndi Carter starting in 2024), and Sustaining Human Societies and the Natural Environment (in New Zealand and Australia). I also teach a freshman odyssey seminars on the application of science to decision-marking around "wicked problems" and on Animal Behavior.
At the graduate level, I teach Principles of Fish & Wildlife Management, which is the anchor course for the Wildlife Science graduate area of emphasis. Historically, I also taught a doctoral course on Developing University Teaching Skills.
I teach workshops for graduate students and faculty on integrating professional writing into the classroom and on effective ways to provide student feedback and I am a member and current co-organizer of the faculty learning commons on "ungrading".
Outside the classroom, I have mentored over 100 undergraduate and 30 graduate students in research. I am the former chair of the University of Georgia’s Curriculum Committee and current chair of the Experiential Learning Subcommittee. I serve as the faculty co-advisor to the Herpetological Society at the University of Georiga and as the advisor to the University of Georgia Ice Hockey Team. Go Ice Dawgs!
In 2010, I received the UGA Early Career Excellence in Undergraduate Research Mentoring Award, in 2011 I received UGA's Richard B. Russell Award for Excellence in Undergraduate Teaching, in 2015 I was inducted into the University of Georgia Teaching Academy, and in 2017 I received the Meritorious Teaching Award in Herpetology jointly awarded by the Herpetologist’s League, the Society for the Study of Amphibians and Reptiles, and the American Society of Ichthyologists and Herpetologists and I was named Josiah Meigs Distinguished Teaching Professor. In 2021, I received the Lamar Dodd Creative Research Award and was named the Carey Dennis and Sara Carey Distinguished Research Professor in Natural Resources.
At the graduate level, I teach Principles of Fish & Wildlife Management, which is the anchor course for the Wildlife Science graduate area of emphasis. Historically, I also taught a doctoral course on Developing University Teaching Skills.
I teach workshops for graduate students and faculty on integrating professional writing into the classroom and on effective ways to provide student feedback and I am a member and current co-organizer of the faculty learning commons on "ungrading".
Outside the classroom, I have mentored over 100 undergraduate and 30 graduate students in research. I am the former chair of the University of Georgia’s Curriculum Committee and current chair of the Experiential Learning Subcommittee. I serve as the faculty co-advisor to the Herpetological Society at the University of Georiga and as the advisor to the University of Georgia Ice Hockey Team. Go Ice Dawgs!
In 2010, I received the UGA Early Career Excellence in Undergraduate Research Mentoring Award, in 2011 I received UGA's Richard B. Russell Award for Excellence in Undergraduate Teaching, in 2015 I was inducted into the University of Georgia Teaching Academy, and in 2017 I received the Meritorious Teaching Award in Herpetology jointly awarded by the Herpetologist’s League, the Society for the Study of Amphibians and Reptiles, and the American Society of Ichthyologists and Herpetologists and I was named Josiah Meigs Distinguished Teaching Professor. In 2021, I received the Lamar Dodd Creative Research Award and was named the Carey Dennis and Sara Carey Distinguished Research Professor in Natural Resources.
My philosophy to instruction and mentoring is to help students become confident, autonomous learners who can analyze, critique, and synthesize information to form and defend their own opinions. To achieve this, I know that I must inspire curiosity through my enthusiasm for subjects; create constructive learning environments that empower students to form and put forward their own ideas on difficult problems; and motivate students by demonstrating that I care about them as individuals and am invested in their aspirations and success. It is also my objective to collaborate and – when needed- lead in the design of course, major, and university curricula that provide students with consistent, evidenced-based approaches that engage and support them. I do this by continuously learning and growing as a teacher, participating in collegial communities on the scholarship of teaching and learning, and mentoring colleagues and graduate students to be creative, enthusiastic, and hopefully successful teachers.
I create a continuum of learning experiences for students that build from high levels of active engagement in the classroom, to introductory experiences the field, to independent inquiry in research and – for some students – a capstone theses. Through this model, I envision students building momentum and the confidence to continue forward in their academic or professional growth. I use active learning principles in all my classes.
I am a proponent of removing numeric grades from courses as a mode of student feedback. After several years researching the philosophy, history, and approaches to feedback and grading, I removed numeric grades from my courses in 2022 and have not looked back. I do not use numerical grades on individual assignments and I do not weight the relative importance of expectations or criteria. Students in my courses receive feedback on their assignments and – provided theyturned in a full and substantive draft at the initial submission deadline - they can revise assignments until the final course deadline. At midpoints during the semester and at the end of the semester, students submit a written case for the final grade that they believe they deserve based on comprehensive reflection of the work they have done and the ways they contributed to the course relative to expectations, qualities, and attributes I establish with the students at the start of each semester.
Beyond the classroom, I have been committed to mentoring graduate and undergraduate students in research and scholarship. Our obligation as mentors is to help students find the place where their passions and skills collide, and once they find that place, to foster their confidence to go farther. I am where I am today because I was afforded numerous heuristic experiences as an undergraduate. Not providing similar opportunities for students would be to ignore the value it had in my own career. To date, I have mentored more than 113 undergraduates including numerous CURO Apprentices, NSF REUs, and Senior and Honor’s thesis students. I have chaired 45 graduate committees (27 masters, and 18 Ph.D.).
I create a continuum of learning experiences for students that build from high levels of active engagement in the classroom, to introductory experiences the field, to independent inquiry in research and – for some students – a capstone theses. Through this model, I envision students building momentum and the confidence to continue forward in their academic or professional growth. I use active learning principles in all my classes.
I am a proponent of removing numeric grades from courses as a mode of student feedback. After several years researching the philosophy, history, and approaches to feedback and grading, I removed numeric grades from my courses in 2022 and have not looked back. I do not use numerical grades on individual assignments and I do not weight the relative importance of expectations or criteria. Students in my courses receive feedback on their assignments and – provided theyturned in a full and substantive draft at the initial submission deadline - they can revise assignments until the final course deadline. At midpoints during the semester and at the end of the semester, students submit a written case for the final grade that they believe they deserve based on comprehensive reflection of the work they have done and the ways they contributed to the course relative to expectations, qualities, and attributes I establish with the students at the start of each semester.
Beyond the classroom, I have been committed to mentoring graduate and undergraduate students in research and scholarship. Our obligation as mentors is to help students find the place where their passions and skills collide, and once they find that place, to foster their confidence to go farther. I am where I am today because I was afforded numerous heuristic experiences as an undergraduate. Not providing similar opportunities for students would be to ignore the value it had in my own career. To date, I have mentored more than 113 undergraduates including numerous CURO Apprentices, NSF REUs, and Senior and Honor’s thesis students. I have chaired 45 graduate committees (27 masters, and 18 Ph.D.).
Scholarly papers on teaching and learning
Presentations on teaching and learning
- Sterrett, S.C., D.P. Domizi, L.P. Larson and J.C. Maerz. 2014. Assessing perceptions and confidence and skills of undergraduate science writing. Warnell Symposium, Athens, Georgia.
- Lee, E., J. C. Maerz, & B. R. Altman. Research narratives to engage in learning the processes of science. 2013. University System of Georgia Teaching and Learning Conference: Best Practices for Promoting Engaged Student Learning, Athens, GA.
- DeVore, J.L., K.K. Cecala, and J.C. Maerz. 2010. Wikis in the classroom: Properties and potential uses of this collaborative learning tool. Ecological Society of America Annual Meeting, Pittsburgh, PA.
Animal BehaviorPeople, Places, ProfitAnimal BehaviorCourses
- Animal Behavior (WILD 3700)
- Principles of Fish & Wildlife Management (WIL 8001)
- Herpetology (WILD 4040/6040)
- Animal Behavior (WILD 3700W) and Sustaining Human Societies and the Natural Environment in New Zealand and Australia (FANR 4271/6271)
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The Good Stuff
I am a husband to a potent woman, father to three wonderful sons, the oldest brother to four siblings, and the servant to two dogs. I spend as much time as I can outdoors (running, hiking, fly fishing), traveling, watching live music, cooking, drawing, and - sometimes - learning to play the guitar. The illustrations throughout this website are my own designs.
I have four more bones than the average human. More detail than that costs.
The best decision I ever made was not giving up when I did not get into graduate school the first year I applied, and the worst decision I ever made was eating calamari at a truck stop in western Pennsylvania.
The worst thing anyone ever called me...to my face...was unqualified. I was.
The best thing anyone has ever called me is "dad".
I have four more bones than the average human. More detail than that costs.
The best decision I ever made was not giving up when I did not get into graduate school the first year I applied, and the worst decision I ever made was eating calamari at a truck stop in western Pennsylvania.
The worst thing anyone ever called me...to my face...was unqualified. I was.
The best thing anyone has ever called me is "dad".
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