Douglas Morris
When I was young I spent a lot of my time outdoors. I was always interested in ecology and I grew up hoping that I could help to advance our ecological and evolutionary knowledge. My university education started in the early 1970s and resulted in a Ph.D. by the end of the decade. I moved into a university position as an assistant professor and continued my research in ecology. For the last twenty years, I have been involved with several universities, both in Canada and internationally.
My research into evolutionary ecology has focussed on the ecological and evolutionary implications of habitat selection, with small mammals as the primary study organisms. I view this research from a "big picture" perspective and try not to restrict my understanding of any particular group of species. The editor and referees of an important scientific journal recognized the value of my early theories and empirical work, and this helped to solidify my interest in habitat selection. Since that time I have expanded my basic theories and answered many questions about habitat’s role in ecology and evolution, and its use by wild species.
I enjoy spending time in the field and encourage students to participate in the fieldwork. This hands-on activity allows us to gain insights into the ecology and evolutionary biology that we would otherwise lack. Often my thinking is stimulated by fieldwork and by experiences at our various field sites. My teaching role goes hand-in-hand with my research. I am able to refine my understanding of nature and pass on that understanding to new generations of ecologists. Fieldwork is one important way that I keep myself grounded in what is important and practical. I stay up-to-date with current information by reading journals, reviewing manuscripts, developing theory, teaching students and networking with colleagues.
The Internet allows me to connect, and share ideas, with other scientists around the world. I also attend the annual meeting of The Canadian Society of Zoologists plus one major international conference each year. There are numerous employment possibilities associated with the growing government and societal emphasis on environmental issues. In the academic setting, advancement through salary increases is associated with achievement. Beyond the full professor level, advancement is mainly through the administrative stream. From a personal perspective, in the future, I intend to learn more about the adaptive behaviour of animals as indicators of environmental stress.
My goal is to be more active internationally and to demonstrate how to solve problems in conservation with the knowledge we have gained, and continue to gain, in two decades of field research on small mammals. If you are considering the life of university zoology or ecology professor you will require education in mathematics as well as a graduate degree in biology. The discipline needs people who can look at problems from a broad perspective. It is best to be more interested in the problems themselves rather than in particular animal or plant species. People with a broad background and experience in international conservation projects will have an advantage.
Environmental positions are available from coast to coast but many are located in Ottawa and provincial capitals. My day-to-day activities vary with the season. During the fall and winter, I concentrate on teaching and I interact with students, other faculty members and administrators. In the summer months, I enjoy being active in fieldwork at our Arctic, southern Alberta, northern and southern Ontario sites. I have the opportunity to work with many different biologists, foresters, and government agencies. The hours I work per week are officially thirty-five but are often eighty or more, especially in the fieldwork season.
The other duties that go with teaching and fieldwork are statistical analyses, computer simulations, handling wild animals, use of a variety of capture and safety equipment, writing, reviewing manuscripts and grant applications, organizing seminars and symposia, and administration. Research and teaching new generations of students to think about ecology, evolution and conservation are mutually rewarding. I am fortunate and thankful, to enjoy the freedom to think in new and creative ways. This freedom of thought allows me to contribute innovative solutions to environmental problems.
