Dr. Vern Peters
Associate Professor of Biology
A205,
780-465-3500 x8127
Our email addresses are First Name dot Last Name at kingsu.ca.
Education
PhD, University of Alberta, 2003
BSc, University of Manitoba, 1995
Courses I Teach:
BIOL 211 - Organisms and the Environment
BIOL 330 - Ecology
BIOL 340 - Plant Diversity
BIOL 436 - Conservation Biology
BIOL 438 - Plant Ecology
BIOL 494 - Senior Independent Project
Professional Experience
Research Scientist, Canadian Forest Service 2003 – 2005
Industrial NSERC Alberta Pacific Forest Industry 1998 – 2002
Research Technician, Ducks Unlimited Canada 1995 – 1997
Research Interests
Research utilizes tree-ring analyses to investigate population dynamics of trees, and climate-sensitive phenomena like masting in boreal forests.
Masting and fire ecology
Dendrochronology and tree population ecology
Ecological effects of climate change and fire severity
Forest management
CO2 emissions from wildfire
Current Research Projects
Masting synchrony and tree-ring production in white spruce – recent and historic patterns in relation to climate in boreal mixedwoods.
Snowshoe hares & missing rings: herbivore defoliation and light interactions affect ring development in white spruce
Fire severity and carbon emissions study in collaboration with Canadian Forest Service & Canadian Centre for Remote Sensing, that integrates remote sensing, fire behavior models, and field data to improve carbon budget estimates for ratifying the Kyoto Accord
Growth and Yield of White spruce in Natural Origin Stands
Limber Pine Research
I have used my research on
the endangered limber pine (officially listed provincially in 2009) as a
conduit to engage King’s students in the conservation community of
researchers and government wildlife managers with whom I collaborate.
The unintentional introduction of the white pine blister rust fungus
from Asia is killing off limber pine at unprecedented rates. The next
decade or two will literally determine the fate of trees that have
survived in the most punishing wind swept ridges, and alpine summits of
the Rockies since the Dark Ages (1000+ year-old trees exist!). As a
forest ecologist, I study the reproductive ecology of conifers,
specifically cone production and population dynamics as a means of
guiding provincial recovery approaches for the species.
Research Objectives
Key aspects of the reproductive biology are poorly understood in
this species, particularly relating to interannual variation in cone
production, the synchronous production of large cone crops (masting),
and the role of seed predators in limiting the availability of seed;
collectively these factors determine the success of natural
regeneration. These interactions are being addressed by field research
on the following objectives:
- To determine whether cone predation and regeneration differs in
limber pine forests that occur in single species stands versus stands
with two or more conifer species
- To determine whether cone predation and regeneration declines
with white pine blister rust (WPBR) infestation levels in limber pine
forests.
- To examine recent cone production trends in limber pine
populations relative to WPBR infestation levels to guide recovery
efforts (planting disease resistant seedlings).
Undergraduate
Research Opportunities
Annually I have hired two undergraduate researchers for summer
field studies, and supervised four undergraduate thesis students.
Thesis students are required to participate for 3-4 days in fall field
research, and work with data and samples collected over the summer in
the lab. Students are encouraged to participate in undergraduate
research conferences.
Research has been Funded by:
Alberta Tourism, Parks, and Protected Areas
The
Alberta Conservation Association
Natural Sciences and Engineering Research Council of Canada
(NSERC)
The King’s University College
Publications
Presentations
Related Links
Biology Major Program | Biology Minor Program
Organisms in their Environment, Every Year, Winter 3(3-0-3)
Organisms of all the major groups are affected by their environment and exert their influence on their environment and on each other. Topics will include a description of these relationships, of their development over time, and of theories of evolutionary development of these organisms. Students with credit in BIOL 261 or BIOL 262 cannot receive credit in BIOL 211. Prerequisites: Biology 30 or Science 30 (Students who intend to use Science 30 as a prerequisite must consult with and have the consent of the instructor.)
Ecology, Every Year, Fall 3(3-0-3)
Relationships among animals, plants and the non-living environment, energy flow, nutrient cycles, ecological succession, communities, populations; application of ecological principles to the modern world. Laboratory work focuses on using basic techniques of ecological investigation. Participation in a three-day, overnight field trip on Thursday, Friday and Saturday of the last weekend of September is required.
Prerequisites: BIOL 210, 211, CHEM 200, 201
Plant Diversity, 2008-09, Fall 3(3-0-3)
A study of all the major plant groups. Representative organism of each group will be examined in terms of their anatomy, morphology, and life cycle. Classification and adaptation will receive special attention. Students with credit in BIOL 261 cannot receive credit in BIOL 340.
Prerequisites: BIOL 210, 211
Conservation Biology, 2008-09, Winter 3(3-1.5-0)
A discussion of the principles of conservation biology with applications to sustainable human society and biosphere integrity. This course develops the theoretical and applied basis for maintaining plant and animal populations considered endangered, threatened or at risk. It explores the complex factors contributing to the decline, extinction, or recovery of species. The course develops a stewardship perspective rooted in biological principles, and ethical, historical and economic considerations. Local, regional and global conservation strategies are discussed. This course does not meet the natural science (with lab) breadth requirement.
Prerequisites: BIOL 330.
Plant Ecology, 2009-10, Winter 3(3-0-3)
Topics covered in Plant Ecology include ecophysiology, population biology, the structure and dynamics of plant communities, ecosystems, and landscapes, and climate and vegetative interactions, Field methods and analysis techniques for studying plant ecology will be covered.
Prerequisites: BIOL 330 and STAT 300.
Senior Independent Project, Every Year, Fall and Winter 2(0-1-3)
In this course students conduct an independent project, designed in consultation with the instructor. This project may be an independent research project in the laboratories at the University College, a cooperative project with a public agency, or a biological literature research project. Other ventures are possible. Before the work commences, the student is required to submit a detailed proposal. Upon completion of the project, the results must be presented in the form of a paper and a seminar. This course is only open to students registered in the 3-year B.A. or B.Sc. biology degree program and students in the environmental studies biology degree program.
Prerequisites: Six credits in biology at the 300-level.
