Njal Rollinson is the graduate associate director at the School of the Environment and is cross-appointed with the Department of Ecology & Evolutionary Biology. His research is in evolutionary ecology, but blends various fields, especially behaviour and conservation. The work of the Rollinson Lab is motivated by theory and rooted in natural history and aims to push forward the understanding of life histories and life cycles while conserving our planet’s biodiversity.
What are the main themes or questions that guide your research?
- How does the thermal environment impact the ecology and evolution of species and populations?
- How has climate change already impacted species and populations, and how will it do so in the future?
- How and why do animals communicate, and how does communication vary in different environments and social contexts?
How do you see your research contributing to broader conversations about biodiversity or environmental change?
In two ways. First, by using data-driven models to assess and project climate change impacts on individuals and populations, thereby pushing forward our understanding of thermal sensitivity of extinction risk for different populations and species. This type of information is used in species conservation assessments by the International Union for Conservation of Nature, as well as national agencies, such as the Committee on the Status of Endangered Wildlife in Canada. Second, by inspiring young scientists and non-scientists. My students and I engage the public on a variety of fronts, including talks in public schools and in local nature clubs, and in Algonquin park, and is featured in venues such as CBC, national geographic, Canadian geographic, and elsewhere.
How does your research inform the way you approach teaching?
My research is fieldwork intensive, but at the end of the day we are left with data and our own experience. My teaching “brings the data alive”, where I use examples from own work in the field, my own stories, and pictures, to illustrate and explain concepts, and to make learning tangible and engaging. I also continue to bring a healthy complement of undergraduate students into the field every summer, in an immersive learning environment.
What do you enjoy most about working with students, whether in the classroom or in the lab?
My group works disproportionately with undergraduates, partly because undergraduates are among the most enthusiastic students. I love the enthusiasm and the wonder I see when they handle turtles and salamanders for the first time, or seeing bears, moose and other wildlife at our field site. It reminds me of my own experience when I was young and discovering nature for the first time, and underscores that understanding biodiversity and advocating its conservation is a worthwhile endeavor.
What has been a particularly rewarding moment in your academic career so far?
During tenure review, professors receive feedback from most or all students previously mentored. Seeing the positive comments and testimonials about career opportunities from former students was amazing!
What advice would you give to students or early-career researchers interested in ecology or evolutionary biology?
Work hard during your undergraduate years! Dedication and effort are always rewarded. In University, standing out through consistent hard work can open doors to valuable opportunities—like joining a research group—which can further distinguish you from your peers and lead to even greater prospects. But remember, success isn’t just about personal achievement. Be kind, fair, and supportive of those around you. The most exceptional students are not only driven in their own pursuits, but also uplift others and give back to the communities they come from.
What’s the name of a book, film and/or a piece of music that’s left a lasting impression on you?
Any book that involves monsters eating people. The more people eaten, the better. I love sci-fi horror.