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Jim Junker

Title: Research Assistant Professor

Department: Biological Sciences

College: College of Science

Curriculum Vitae

Curriculum Vitae Link

Current Scheduled Teaching

No current or future courses scheduled.

Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching

No previous courses scheduled.

Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Intellectual Contributions

    Journal Article

  • Junker, J. (2024). Maximum likelihood outperforms binning methods for detecting differences in abundance size spectra across environmental gradients. Other. https://doi.org/10.1111/1365-2656.14044
  • Junker, J. (2023). Landscape diversity promotes stable food‐web architectures in large rivers. Other. https://doi.org/10.1111/ele.14289
  • Junker, J. (2023). Can biodiversity of preexisting and created salt marshes match across scales? An assessment from microbes to predators. Other. https://doi.org/10.1002/ecs2.4461
  • Junker, J. (2022). Individual size distributions across North American streams vary with local temperature. Global Change Biology. https://doi.org/10.1111/gcb.15862
  • Junker, J. (2022). Influence of biomimicry structures on ecosystem function in a Rocky Mountain incised stream. Other. https://doi.org/10.1002/ecs2.3897
  • Junker, J. (2021). Flow is more Important than Temperature in Driving Patterns of Organic Matter Storage and Stoichiometry in Stream Ecosystems. Ecosystems. https://doi.org/10.1007/s10021-020-00585-6
  • Junker, J. (2020). Contrasting responses of black fly species (Diptera: Simuliidae) to experimental whole‐stream warming. Freshwater Biology. https://doi.org/10.1111/fwb.13583
  • Junker, J. (2020). Resource supply governs the apparent temperature dependence of animal production in stream ecosystems. Other. https://doi.org/10.1111/ele.13608
  • Junker, J. (2020). Thermal niche diversity and trophic redundancy drive neutral effects of warming on energy flux through a stream food web. Ecology. http://dx.doi.org/10.1002/ecy.2952
  • Junker, J. (2019). DOM composition alters ecosystem function during microbial processing of isolated sources. Other. https://doi.org/10.1007/s10533-018-00534-5
  • Junker, J. (2017). Increased resource use efficiency amplifies positive response of aquatic primary production to experimental warming. Global Change Biology.
  • Junker, J. (2017). Shifts in community size structure drive temperature invariance of secondary production in a stream-warming experiment. Ecology.
  • Junker, J. (2016). Experimental whole-stream warming alters community size structure. Global Change Biology.
  • Junker, J. (2014). Seasonality in the trophic basis of a temperate stream invertebrate assemblage: Importance of temperature and food quality. Other.
  • Junker, J. (2012). Impacts of Warming on the Structure and Functioning of Aquatic Communities. Other.
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Overall
Summative Rating		 Challenge and
Engagement Index		 Response Rate

out of 5
out of 7		 %
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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