Amanda Rugenski was in a marsh when she recognized her passion for becoming a scientist.
During a field excursion with her high school environmental science instructor, she found herself traversing a freshwater wetland that was soft and cushion-like, while gripping onto a rope — just in case she fell through.
“He mentioned, ‘There’s water beneath,’ and I responded, ‘What?’ Then, ‘I am walking on water!’” she recalled. “In that instant, everything clicked. His explanations in that setting made it all clear. From that moment, I was convinced.”
Rugenski obtained a B.S. in ecology and an M.S. in biology from Idaho State University, followed by a Ph.D. in zoology at Southern Illinois University. Currently a lecturer and undergraduate coordinator at the Odum School of Ecology, she is instrumental in shaping the undergraduate curriculum in ecology to enhance success for a variety of learners. Rugenski participated in the Active Learning Summer Institute to revamp general ecology and is part of the inaugural cohort for the Course Redesign Excellence Program.
“I fully endorse UGA’s active-learning initiative and the emphasis on experiential learning,” she stated. “All of these enable students to truly flourish in diverse learning environments.”
She also manages some of the school’s hallmark courses, such as a semester-long program on tropical ecology in Costa Rica and a Maymester field course centered on ecological problem-solving.
She supervises the undergraduate degree program in ecology, which includes study abroad opportunities, internships, and research, while also managing curriculum updates and evaluating student learning results. Additionally, she serves as graduate faculty.
Rugenski continually refines her teaching methodologies, integrating approaches to enhance her students’ chances — not solely for academic achievement but also for personal development. She has noted remarkable outcomes connected to the study abroad and away initiatives.
The Maymester program aims to familiarize students with the intricacies of sustainability and ecological challenges related to water issues in Georgia. While following the Apalachicola-Chattahoochee-Flint River Basin, participants engage with local residents, city representatives, government and state agencies, NGOs, and other organizations involved in decision-making processes.
“Students frequently tackle issues with a straightforward approach — ‘Here’s the issue, here’s the resolution,’” Rugenski explained. “However, real-world obstacles are seldom that uncomplicated. I want them to acknowledge the complexity while still discovering effective solutions. That’s the aim.”
The semester-long program in Costa Rica leads to “transformational” experiences.
“That course fosters lifelong friendships,” she shared. “They are sharing numerous ‘firsts’ together, and you remember those experiences and whom you shared them with.”
Even Rugenski, who first visited Costa Rica in 2008, continues to encounter firsts — in fall 2024, it was a new species of frog.
“The first thing I do upon arrival is head down to the stream to see what has changed, because it’s bound to be different from before,” she noted. “I never know what we’re going to discover during our labs. I don’t know what creatures we will encounter, and I am unsure of what we might collect. That’s thrilling to me.”
The students live, study, dine, and enjoy leisure activities together, cultivating strong relationships. Rugenski is also present, getting to know them in a manner that enables her to offer comprehensive mentorship and guidance.
“It allows me to assist them in recognizing their strengths and boosting their self-confidence,” she stated. “One of the key outcomes I truly appreciate seeing is that students experience a heightened sense of belonging.”
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