What does less ice mean for Lake Superior? Find out on B3
THE STATESMAN
WEDNESDAY, MARCH 6, 2013
UNIVERSITY OF MINNESOTA DULUTH
WWW.UMDSTATESMAN.COM
UMD student helps research why Minn. moose population is declining BY GRAHAM HAKALA hakal045@d.umn.edu
Moose are an iconic animal of the Northland, and Minnesota is home to many of them. Unfortunately, moose in the state face a big problem: their population has declined by 35 percent in just the last year. Efforts are currently underway to find out what is happening to the moose in Minn., and researchers at UMD are working to solve the problem. “Moose are so important to people here,” said UMD doctoral candidate William Chen, who is currently working on the research project. “People really want to find out what’s going on.” In order to figure out what is causing the moose to die off so quickly, the researchers must study the creatures’ habits. The researchers at UMD have partnered with various wildlife management agencies: the DNR, Fond du Lac Band of Lake Superior Chippewa, the Grand rortage Indian Reservation, and others. “What this project is doing is trying to understand why the moose are declining, and if there is anything we can do to alleviate that,” Chen said. In order to study the moose more closely, researchers must do live captures of the animals, and install GPS tracking collars on them. The collars are designed to record and send various bits of data to the researchers, who compile the information. “We hire a helicopter company,” Chen said. “The helicopter spots moose from the air and chases them out from the undergrowth… once they’re out in the open, they dart the moose.” see MOOSE POPULATION, A3
WILLIAM CHEN/SUBMITTED
UMD student and doctoral candidate William Chen poses with a tranquilized moose after placing a GPS collar around its neck.
Professor receives large grant to Tutoring Center continue brain-barrier research reaches milestone BY MAEGGIE LICHT licht096@d.umn.edu
Ten years of research, late nights, early mornings, and $4.4 million of grant money has led UMD Assistant Professor Anika Hartz to where she is today—a McKnight Land-Grant Professorship recipient. “I couldn’t believe it,” Hartz said. “It’s a great honor, and I’m very grateful. It shows that I had great mentors and reflects on working with a great team.” The McKnight Land-Grant provides Hartz with research funds
and what she refers to as “invaluable time.” Her work centers on the blood-brain barrier, a unique tissue in the brain that serves to protect the body’s central nervous system. “I was looking at the blood brain-barrier,” Hartz said. “To protect the brain, the blood vessels that compromise the blood-brain barrier are equipped with special mechanisms that supply the brain with nutrients and keep out toxins.” Currently, she is in the process of unlocking the mysterious relationship of Alzheimer’s disease
and the blood-brain barrier. “I became more interested in seeing whether or not the bloodbrain barrier was involved in disease pathology,” Hartz said. “At the time, there was not much known. I found that in Alzheimer’s, the function of the blood-brain barrier seems to be impaired, and this was also confirmed by another group.” With that critical information discerned, Hartz explained the relationship between Alzheimer’s disease and the blood-brain barrier. see ANIKA HARTZ, A3
ANIKA HARTZ/SUBMITTED
Anika Hartz (far left) and her husband/research partner Bjoern Bauer (far right) stand in the lab with their 2012 research team.
BY SHANNON KINLEY kinle005@d.umn.edu
As of the first week in February, the UMD Tutoring Center reached a milestone of 300,000 tutorials since it first opened its doors 33 years ago The tutoring program began in 1987 as a small math-tutoring program that was coordinated by the Department of Mathematics and Statistics. The Tutoring Center was originally located in the library and moved to its current residence in Solon Campus Center in 1995. Jill Strand, instructor of the tutor training course, has been involved with the tutoring center since 1994 and has seen it grow from a very small student resource to a very large one. She said that while the staff has always hoped it would turn into the resource it is, they didn’t know what would happen when first starting out. “The fact that 300,000 tutorials are provided for free, and that anyone from UMD can come in and get help is amazing,” Strand said. It took the Tutoring Center ten years to reach 100,000 tutorials and only eight years to get from 200,000 tutorials to 300,000. “It has grown, as far as numbers, enormously,” Strand said. “We used to be excited if we would hit 9,000, and that was a huge deal.” Strand reminisced about the Tutoring Center’s early years, and said that it originally started out with 90 tutors per year. Now, there are 120 tutors per semester. “We hope to just keep growing
once we make the move over to the library,” Strand said. “We will have more space and the potential to increase hours.” The Tutoring Center will be moving to the second floor of the library as of next fall. In 1998, Dr. Martha Maxwell from the University of California Berkeley came to UMD to do a multi-day program evaluation of the Tutoring Center. During the evaluation, she conducted interviews with tutors, students, faculty and administrators and did comparisons to other programs in the U.S. In Maxwell’s final report, she named UMD’s Tutoring Center as one of the least expensive programs for its size in the nation. Strand thinks one reason the program is so cost-effective compared to other programs is because the program is credit-based and not paid. She said most programs are solely paid or a combination of paid and credit. “About half of the tutors have used the Tutoring Center themselves at one point, and they come back as a way to give back to the university and to give back to the Tutoring Center,” Strand said. On top of tutors being recommended by faculty from departments, tutors have to complete a semester-long training course for which they receive two credits. The tutors then have the option to go on for three more upper-division tutor practicum credits, for one credit per semester. see TUTORING CENTER, A3
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