| A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
1 | Timestamp | What is your name? | What is your preferred email address? | What organization do you represent? (e.g., Birds Georgia, DNR) | Please list a brief project title. | Please describe the project with a 3-6 sentence project summary, including the type of data to be collected & proposed analyses. | What level of student is needed? Check all that apply. | How many student hours (per week) are needed? | To your best estimate, how long will this project take to complete? If unsure, please note or estimate in "Other". | Will funding for students be available? | Can the project be completed remotely? | What research area is your project focused in? What skills/background would it be useful for students to have? Check all that apply. | ||||||
2 | 3/11/2026 18:14:12 | Heather Waringa | heather.waringa@fernbankmuseum.org | Fernbank Museum | Forest Tree Inventory | We are currently working on an inventory of our trees on campus, starting with our beech trees. We need students to help collect data to enter into ArcGIS Field Maps. This will include measuring, determining tree species and assessing basic tree health. Students will work with my team and individually. Data usage may be required at some times, but a tablet is available to use. | Undergraduate, Graduate (MS), Graduate (PhD), High School | Unsure | Unsure | No | No | Ecology, Wildlife Management & Conservation, General Biology, GIS/Geography, Arboriculture, environmental science | ||||||
3 | 3/13/2026 9:01:23 | Mark hay | mark.hay@biology.gatech.edu | Ga Tech | monitoring of wildlife in Atlanta and nearby | ”wild Atlanta” - monitoring densities, movements, behaviors, etc. of coyotes, raccoons, hawks, owls, etc. (i.e., wildlife that are of interest to the public or might have outsized impacts on ecological function) in ATL as a function of parks, golf courses, roads, etc. | Undergraduate, Graduate (MS), Graduate (PhD) | 4+ | Many years | Possibly | No | Computer Science, Ecology, Wildlife Management & Conservation, General Biology, Scientific Communication, GIS/Geography | ||||||
4 | 3/17/2026 11:00:30 | Hunter Howell | hhowell@atlantaga.gov | City of Atlanta, Department of Watershed Management | General Request for Research Proposal | OWP is seeking proposals from interested research institutions to use our properties to conduct research that will provide data and information consistent with the goals of the GAP. These properties have previously been inaccessible to researchers. This new opportunity, coupled with the unique nature of these properties (i.e., large protected urban preserves), offers the ability to study a host of interesting questions. OWP is particularly interested in research that seeks to understand the impact of ecological restoration on ecosystem health or biodiversity, studies that take place across interesting urban gradients (e.g., canopy cover, impervious surface, pollutant or other water quality parameter), studies that assess stream or aquatic health through any biotic or abiotic metric, and studies that provide general biodiversity information across our properties or across ecosystems within properties. | Undergraduate, Graduate (MS), Graduate (PhD) | Unsure | Unsure | No | Some external GIS work would be very helpful if students are interested. | Ecology, Wildlife Management & Conservation, GIS/Geography | ||||||
5 | 3/29/2026 9:45:30 | Robbie Burger | robbieburger@uky.edu | University of Kentucky | Appalachian sky island biodiversity | Expanding this research to other taxa (trees, breeding birds and salamanders) and elevation gradients: https://doi.org/10.32942/X2RH3R | Undergraduate, Graduate (MS), Graduate (PhD) | 3-4 | Continuous | No | Yes | Ecology, Wildlife Management & Conservation, GIS/Geography | ||||||
6 | 4/6/2026 13:48:34 | Michel Kohl | michel.kohl@uga.edu | UGA | Athens/Atlanta Urban Wildlife | we have been colleting camera trap data in Athens and Atlanta to understand effects of urbanization on wildlife. We need assistance with tagging photos ect. | Undergraduate, Graduate (MS), High School | Unsure | Amount is flexible for as long as student wants to participate | No | Yes | Ecology, Wildlife Management & Conservation, Urban Planning | ||||||
7 | 4/15/2026 14:22:18 | Sara Gagne | sgagne@charlotte.edu | University of North Carolina at Charlotte | Long-term biodiversity monitoring of an urban Piedmont forest | A 60-acre piece of Piedmont upland forest is being developed as a long-term field station to better understand forest and wildlife patterns and dynamics in an urban context. The site is part of Snapshot USA and initial point counts for birds will be undertaken this spring. Over time, repeated point counts, camera-trapping, and monitoring for insects and aquatic biodiversity will be rolled out, as will communication to neighbors and the public at large about findings and trends. | Undergraduate, Graduate (MS), Graduate (PhD) | 4+ | Continuous | No | No | Ecology, Wildlife Management & Conservation, Scientific Communication | ||||||
8 | 5/28/2026 16:59:31 | Natalie Hyslop | nhyslop@ung.edu | UNG | Eastern Box Turtle Ecology | For the past 10+ years we have been studying a population of Eastern Box Turtles (EBT), using telemetry and CMR, in the NE GA Piedmont, a region with few published accounts of the species. We are interested in collaborating with graduate students and their mentors who are interested in analyzing different aspects of our data including: movements, resource use, CMR, thermal (ibuttons), overwintering, reproductive ecology, population genetics, diet, parasites, and other related topics. | Graduate (MS), Graduate (PhD) | Unsure | Unsure | Our university does not currently have a graduate program, so enrollment and funding support would need to be from another institution | Yes; however there are opportunities for the student to also work on site as desired. | Ecology, Wildlife Management & Conservation, GIS/Geography | ||||||
9 | ||||||||||||||||||
10 | ||||||||||||||||||
11 | ||||||||||||||||||
12 | ||||||||||||||||||
13 | ||||||||||||||||||
14 | ||||||||||||||||||
15 | ||||||||||||||||||
16 | ||||||||||||||||||
17 | ||||||||||||||||||
18 | ||||||||||||||||||
19 | ||||||||||||||||||
20 | ||||||||||||||||||
21 | ||||||||||||||||||
22 | ||||||||||||||||||
23 | ||||||||||||||||||
24 | ||||||||||||||||||
25 | ||||||||||||||||||
26 | ||||||||||||||||||
27 | ||||||||||||||||||
28 | ||||||||||||||||||
29 | ||||||||||||||||||
30 | ||||||||||||||||||
31 | ||||||||||||||||||
32 | ||||||||||||||||||
33 | ||||||||||||||||||
34 | ||||||||||||||||||
35 | ||||||||||||||||||
36 | ||||||||||||||||||
37 | ||||||||||||||||||
38 | ||||||||||||||||||
39 | ||||||||||||||||||
40 | ||||||||||||||||||
41 | ||||||||||||||||||
42 | ||||||||||||||||||
43 | ||||||||||||||||||
44 | ||||||||||||||||||
45 | ||||||||||||||||||
46 | ||||||||||||||||||
47 | ||||||||||||||||||
48 | ||||||||||||||||||
49 | ||||||||||||||||||
50 | ||||||||||||||||||
51 | ||||||||||||||||||
52 | ||||||||||||||||||
53 | ||||||||||||||||||
54 | ||||||||||||||||||
55 | ||||||||||||||||||
56 | ||||||||||||||||||
57 | ||||||||||||||||||
58 | ||||||||||||||||||
59 | ||||||||||||||||||
60 | ||||||||||||||||||
61 | ||||||||||||||||||
62 | ||||||||||||||||||
63 | ||||||||||||||||||
64 | ||||||||||||||||||
65 | ||||||||||||||||||
66 | ||||||||||||||||||
67 | ||||||||||||||||||
68 | ||||||||||||||||||
69 | ||||||||||||||||||
70 | ||||||||||||||||||
71 | ||||||||||||||||||
72 | ||||||||||||||||||
73 | ||||||||||||||||||
74 | ||||||||||||||||||
75 | ||||||||||||||||||
76 | ||||||||||||||||||
77 | ||||||||||||||||||
78 | ||||||||||||||||||
79 | ||||||||||||||||||
80 | ||||||||||||||||||
81 | ||||||||||||||||||
82 | ||||||||||||||||||
83 | ||||||||||||||||||
84 | ||||||||||||||||||
85 | ||||||||||||||||||
86 | ||||||||||||||||||
87 | ||||||||||||||||||
88 | ||||||||||||||||||
89 | ||||||||||||||||||
90 | ||||||||||||||||||
91 | ||||||||||||||||||
92 | ||||||||||||||||||
93 | ||||||||||||||||||
94 | ||||||||||||||||||
95 | ||||||||||||||||||
96 | ||||||||||||||||||
97 | ||||||||||||||||||
98 | ||||||||||||||||||
99 | ||||||||||||||||||
100 |