Lainie Brice

Research has established that carnivores can indirectly benefit plants by directly killing or changing the behavior of their prey, but much of what we know about these processes, or trophic cascades, stems from studies on small carnivores in controlled environments. My research primarily focuses on filling this gap in knowledge. Specifically, I study the role of large, terrestrial carnivores as instigators of ecosystem change, exploring when and how such predators cause trophic cascades across broad landscapes. To do this, I combine field data, long-term observational data, and quantitative analyses to untangle complex food web interactions. Most of my work has focused on wolves and large ungulates (elk and deer) in Yellowstone and Wisconsin, but I’m also further interested in how climate change and human activity impact wildlife populations, and how to best measure complex ecological processes without experimental control.

One of my primary goals as a teacher is to teach students how to do good science. “Good science” is not just understanding the scientific method or how best to design an experiment; rather, doing “good science” also means being open to failure, accepting unexpected outcomes, and, perhaps most importantly, learning how to question. I find that fieldwork is one of the best (and most fun) ways to turn students into good scientists, because it absolutely never goes the way that you plan. You need to learn to think on your feet, change plans, and adapt to your surroundings. Because of this, I try to incorporate field labs into my classes as much as possible. At Wellesley, I teach Ecology with laboratory (BISC 201), which includes several field labs, and am developing an upper-level course on wildlife ecology and conservation, which will also include labs that emphasize field work. With it’s mix of habitats and wildlife, Wellesley’s campus is perfect for teaching students the ins and outs of ecology, as well as sharing my love of nature.

As a graduate student, my research was producing results that contradicted the commonly accepted story that wolf reintroduction to Yellowstone brought about rapid and widespread change to the ecosystem. Instead, I learned just how hard it is to measure ecological processes at large spatial and temporal scales without experimental control. What’s more, I learned how easy it is to misrepresent a study when trying to convey results to people outside of your niche. Because of this, I’m always interested in how we effectively communicate science that is often complex, nuanced, and uncertain. The same applies to teaching, and I like to challenge my students to question what they read, both in the popular press and their textbooks.

Outside of work, I love to hike and explore nature, but am also great at being indoorsy–I can spend all day inside working on one of my umpteen hobbies. I love home renovation, upcycling furniture, upholstery, baking, crafting, puzzling, and sewing (I recently finished my first quilt and am hooked!). I’m a huge fan of women’s sports, especially soccer, rugby sevens, and anything related to the Olympics. I also love to explore and travel, and am lucky enough to have set foot on all seven continents. And most importantly, I’m obsessed with my cat, Ollie, a ginger boy with a lack of brains but a heart of gold.

Education

• B.S., University of Maryland-College Park
• M.S., University of St Andrews
• Ph.D., Utah State University