Papers by Kevin Kane
Before the implementation of the Iowa Aquatic Gap Analysis, project coordinators had no sense of ... more Before the implementation of the Iowa Aquatic Gap Analysis, project coordinators had no sense of the breadth of biological sampling data available for fish. However, it was considered important to have the most extensive biological data set possible. We were able to systematically compile a fish inventory database that we believe satisfies this objective. Other Aquatic GAP projects may find themselves in a similar situation and thus benefit from our approach to compiling a comprehensive biological inventory database. Disciplines Environmental Monitoring | Geographic Information Sciences | Natural Resources and Conservation | Physical and Environmental Geography Comments This report is from GAP Analysis Bulletin 12 (2004). This article is available at Iowa State University Digital Repository: http://lib.dr.iastate.edu/cfwru_reports/1
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Partnering within the Great Plains states has been very important to the success of the Great Pla... more Partnering within the Great Plains states has been very important to the success of the Great Plains Regional GAP project. Over $3.5 million have been received in monetary and in-kind support from partners for the direct funding of basic layers of gap analysis as well as spin-offs of the GAP projects important to partners in the Great Plains (Table 1). Successes in basic gap analysis efforts would not have been possible without the direct and financial support of our many partners in the Great Plains. In addition to the financial aspects of partnering, contributions of partners have demonstrated their interest in our work and the value of creating high-quality, state-of-the-art products. Our partnering support, both in direct and in-kind financial aspects, also has stimulated several spin-off projects within the basic GAP effort, thereby facilitating future partnering with various agencies and organizations. Disciplines Biodiversity | Environmental Monitoring | Geographic Informatio...
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This final project report is a compendium of 3 previously submitted progress reports and a 4th re... more This final project report is a compendium of 3 previously submitted progress reports and a 4th report for work accomplished from August – December, 2009. Our initial primary objective (Progress Report I) was prediction of environmental services provided by the 27 Iowa Conservation Reserve Enhancement Program (CREP) wetland sites that had been completed by 2007 in the Prairie Pothole Region of north-central Iowa. The sites contain 102.4 ha of wetlands and 377.4 ha of associated grassland buffers. Mass balance models were constructed for each of the 27 wetlands and used to simulate nitrate removal performance across a representative range in hydraulic loading rate and temperature. Models predicted that nitrate mass removal could range from 200 – 3,000 kg/ha/y, depending on hydraulic and nitrate loading rates. The greatest benefit of wetlands for mass nitrate reduction will be found in those extensively row-cropped and tile-drained areas where the nitrate concentrations and loading rat...
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The Iowa Gap Analysis Project (IA-GAP) began in 1997 to identify areas in the state where vertebr... more The Iowa Gap Analysis Project (IA-GAP) began in 1997 to identify areas in the state where vertebrate species richness lacked adequate protection under existing land ownership and management regimes. Disciplines Biodiversity | Environmental Monitoring | Geographic Information Sciences | Natural Resources Management and Policy Comments This report is from GAP Analysis Bulletin 12 (2004). This report is available at Iowa State University Digital Repository: http://lib.dr.iastate.edu/cfwru_reports/4 FINAL REPORT SUMMARIES Iowa Gap Analysis Project KEVIN L. KANE Iowa Cooperative Fish and Wildlife Research Unit, Iowa State University, Ames Introduction The Iowa Gap Analysis Project (IA-GAP) began in 1997 to identify areas in the state where vertebrate species richness lacked adequate protection under existing land ownership and management regimes. To accomplish this goal, the IA-GAP team prepared an assortment of data sets that led to three main pieces of information: • Iowa vegetation ty...
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The Iowa Aquatic Gap Analysis Project (IAGAP) began in 2001 to identify areas in the state where ... more The Iowa Aquatic Gap Analysis Project (IAGAP) began in 2001 to identify areas in the state where fish species richness lacked adequate protection under existing land ownership and management regimes. Another ma in goal of the project was to create fish prediction data for Iowa streams and rivers. To accomplish these goals, the Iowa GAP team prepared an assortment of datasets that led to the creation of three main datasets: Iowa streams and rivers; Iowa fish habitat models for 157 species; Iowa land stewardship (ownership and management). When the project began, there were few statewide datasets available that provided the type of data needed for this project. Conse quently, much effort was devoted to building the previously mentioned key data layers at a sufficiently fine scale and resolution for subsequent analysis. The exception to this statement was land stewardship; it had been created for the terrestrial GAP project. It need ed minimal editing to serve as a dataset for IAGAP. A...
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The Iowa Gap Analysis Project (IA GAP) began in 1997 to identify areas in the state where vertebr... more The Iowa Gap Analysis Project (IA GAP) began in 1997 to identify areas in the state where vertebrate species richness lacked adequate protection under existing land ownership and management regimes. To accomplish this goal, the IA GAP team prepared an assortment of datasets that led to three main pieces of information: Iowa vegetation types; Iowa vertebrate/habitat relationship models for 288 species; Iowa land stewardship (ownership and management). When the project began, there were few stat ewide datasets available that provided the type of data needed for this project. Conse quently, much effort was devoted to building the previously mentioned key da ta layers at a sufficiently fine scale and resolution for subsequent analysis. At the completion of the project, these data became freely available, with the intent that they will be used by those responsible for managing the state’s valuable natural resources, and by the public, so that every one can be better informed. With this i...
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The Iowa Gap Analysis Project (IA GAP) began in 1997 to identify areas in the state where vertebr... more The Iowa Gap Analysis Project (IA GAP) began in 1997 to identify areas in the state where vertebrate species richness lacked adequate protection under existing land ownership and management regimes.To accomplish this goal, the IA GAP team prepared an assortment of datasets that led to three main pieces of information: -- Iowa vegetation types -- Iowa vertebrate/habitat relationship models for 288 species -- Iowa land stewardship (ownership and management) When the project began, there were few statewide datasets available that provided the type of data needed for this project. Consequently, much effort was devoted to building the previously mentioned key data layers at a sufficiently fine scale and resolution for subsequent analysis. At the completion of the project, these data became freely available, with the intent that they will be used by those responsible for managing the state’s valuable natural resources, and by the public, so that every one can be better informed. With this...
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"University academic professional staff: Augmenting traditional faculty teaching, advising, and r... more "University academic professional staff: Augmenting traditional faculty teaching, advising, and research roles."
Kane, Kevin Lee. Iowa State University,
ProQuest, UMI Dissertations Publishing, 2007. 3259458.
Abstract (summary)
The growth of the research university has had many consequences including an evolving workforce. With growth and evolution has come a need to keep faculty primarily engaged in their teaching and research roles, freeing them from other administrative burdens. To accomplish this task, the university began employing more administrators and professional staff. Over time, however, specialization and differentiation of the academic workforce have resulted in an overlap of some responsibilities between professional staff and faculty.
The purposes of this study were to develop a better understanding of the roles and responsibilities of professional staff, especially those who have become involved in the academic mission at American research universities, and to reveal the degree to which these roles overlap with the roles and responsibilities of faculty. The importance of this study lies in using this new understanding to most effectively employ academic professional staff for the overall excellence of the university they serve.
As part of the study, questions were asked about roles, characteristics, and careers of academic professionals in a research university and where these roles overlapped with faculty. The study used both secondary data analysis and survey methodology; Iowa State University served as the case study. A survey of 2,449 professional staff resulted in a response rate of 62%. Three hundred sixty respondents met the criteria of academic professionals.
Analysis of the results show that academic professionals are involved in teaching for-credit courses, formally advising students, and performing sponsored research---criteria established as overlapping traditional faculty responsibilities. Most of the work they perform occurs in the main academic areas of the university: centers, institutes, and colleges. Academic professionals are most likely advisors, scientists, coordinators, and research associates. They hold masters, doctorate, or professional degrees. Many are funded by research contracts and have non-tenure-eligible faculty rank. They spend significant amounts of time working with faculty including having a faculty supervisor. Career planning brought them to the university to be involved in the academic mission.
The findings of this inquiry have the potential to assist university decision makers in framing and answering challenging academic, financial and cultural questions that occur as academic professionals augment traditional faculty roles within the university's academic mission."
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Journal of Applied Sciences, 2008
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The Gap Analysis Bulletin, Vol. 12, 2002, pp. 41 & 42., 2004
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Book Reviews by Kevin Kane
Journal of College Student Development
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Papers by Kevin Kane
Kane, Kevin Lee. Iowa State University,
ProQuest, UMI Dissertations Publishing, 2007. 3259458.
Abstract (summary)
The growth of the research university has had many consequences including an evolving workforce. With growth and evolution has come a need to keep faculty primarily engaged in their teaching and research roles, freeing them from other administrative burdens. To accomplish this task, the university began employing more administrators and professional staff. Over time, however, specialization and differentiation of the academic workforce have resulted in an overlap of some responsibilities between professional staff and faculty.
The purposes of this study were to develop a better understanding of the roles and responsibilities of professional staff, especially those who have become involved in the academic mission at American research universities, and to reveal the degree to which these roles overlap with the roles and responsibilities of faculty. The importance of this study lies in using this new understanding to most effectively employ academic professional staff for the overall excellence of the university they serve.
As part of the study, questions were asked about roles, characteristics, and careers of academic professionals in a research university and where these roles overlapped with faculty. The study used both secondary data analysis and survey methodology; Iowa State University served as the case study. A survey of 2,449 professional staff resulted in a response rate of 62%. Three hundred sixty respondents met the criteria of academic professionals.
Analysis of the results show that academic professionals are involved in teaching for-credit courses, formally advising students, and performing sponsored research---criteria established as overlapping traditional faculty responsibilities. Most of the work they perform occurs in the main academic areas of the university: centers, institutes, and colleges. Academic professionals are most likely advisors, scientists, coordinators, and research associates. They hold masters, doctorate, or professional degrees. Many are funded by research contracts and have non-tenure-eligible faculty rank. They spend significant amounts of time working with faculty including having a faculty supervisor. Career planning brought them to the university to be involved in the academic mission.
The findings of this inquiry have the potential to assist university decision makers in framing and answering challenging academic, financial and cultural questions that occur as academic professionals augment traditional faculty roles within the university's academic mission."
Book Reviews by Kevin Kane
Kane, Kevin Lee. Iowa State University,
ProQuest, UMI Dissertations Publishing, 2007. 3259458.
Abstract (summary)
The growth of the research university has had many consequences including an evolving workforce. With growth and evolution has come a need to keep faculty primarily engaged in their teaching and research roles, freeing them from other administrative burdens. To accomplish this task, the university began employing more administrators and professional staff. Over time, however, specialization and differentiation of the academic workforce have resulted in an overlap of some responsibilities between professional staff and faculty.
The purposes of this study were to develop a better understanding of the roles and responsibilities of professional staff, especially those who have become involved in the academic mission at American research universities, and to reveal the degree to which these roles overlap with the roles and responsibilities of faculty. The importance of this study lies in using this new understanding to most effectively employ academic professional staff for the overall excellence of the university they serve.
As part of the study, questions were asked about roles, characteristics, and careers of academic professionals in a research university and where these roles overlapped with faculty. The study used both secondary data analysis and survey methodology; Iowa State University served as the case study. A survey of 2,449 professional staff resulted in a response rate of 62%. Three hundred sixty respondents met the criteria of academic professionals.
Analysis of the results show that academic professionals are involved in teaching for-credit courses, formally advising students, and performing sponsored research---criteria established as overlapping traditional faculty responsibilities. Most of the work they perform occurs in the main academic areas of the university: centers, institutes, and colleges. Academic professionals are most likely advisors, scientists, coordinators, and research associates. They hold masters, doctorate, or professional degrees. Many are funded by research contracts and have non-tenure-eligible faculty rank. They spend significant amounts of time working with faculty including having a faculty supervisor. Career planning brought them to the university to be involved in the academic mission.
The findings of this inquiry have the potential to assist university decision makers in framing and answering challenging academic, financial and cultural questions that occur as academic professionals augment traditional faculty roles within the university's academic mission."