1. Soils Training And Research Studentships
Centre for Doctoral TrainingSTARS
Soils Training And Research Studentships
#starsoil
NERC-BBSRC Centre for Doctoral Training
2. Soils Training And Research Studentships
Centre for Doctoral TrainingSTARS
CEH
Lancaster University
CEH
Bangor University
CEH
British Geological Survey
Rothamsted Research
James Hutton Institute
University of Nottingham
Cranfield University
Eight partner organizations, 4 Universities and 4 Research
Institutes
CEH
3. Soils Training And Research Studentships
Centre for Doctoral TrainingSTARS
Starts: October 2015
3 student cohorts intakes 2015, 2016, 2017
24 (8x3) NERC BBSRC Studentships, plus 9 (3x3) match funded
from the consortium
+ additional investment support provided by the consortium
Contact: stars@lancaster.ac.uk #starsoil
http://www.starsoil.org.uk/
Aim: To create of a novel and unique national training
experience for the next generation of soil scientists
4. Soils Training And Research Studentships
Centre for Doctoral TrainingSTARS
Program 2
Soils & the
delivery of
ecosystem
services
Program 1
Understanding
the soil-root
interface
Program 3
Resilience &
response of soil
functions &
global changes
Program 4
Modelling the soil
ecosystem at
different spatial &
temporal scales
4 Programs
5. Soils Training And Research Studentships
Centre for Doctoral TrainingSTARS
Some of the things that we hope to achieve…
1. STARS research training journey, stimulating, structured and
monitored
2. Cohort training in the College - both ‘physical’ and ‘online’
3. Use on-line fora to share experiences and host meetings
4. Exposure to key soil ‘platforms’ and multidisciplinary research &
collaboration
5. Programme of CASE studentships, Internships (PIPs) and
international placements
6. Shared data repository and a legacy of an open online training
6. Soils Training And Research Studentships
Centre for Doctoral TrainingSTARS
Some example cohort building activities
7. Soils Training And Research Studentships
Centre for Doctoral TrainingSTARS
The STARS Management Board
David Chadwick – Bangor University
Guy Kirk – Cranfield University
Emma Sayer – Lancaster University
Sacha Mooney – University of Nottingham
Andrew Tye – BGS
David Robinson – CEH
Helaina Black – James Hutton Institute
Steve McGrath – Rothamsted Research
Phil Haygarth (Lancaster University) – Academic Director and Chair of the Board
Davey Jones (Bangor University) – Director of Training
Olivia Lawrenson (Lancaster University) – Administrator
8. Soils Training And Research Studentships
Centre for Doctoral TrainingSTARS
Local supervisors
propose projects
• Local HEI/RI
team select
the 4 best
projects
MB reduces 32 to
16 and advertise
• Selection
criteria:
strategic fit,
excellence,
collaboration
innovation, CASE
and PIP
Shortlist and
interview
• Up to 4
interviewed
• MB meeting
select 8 based
on applicant
quality
Admission Process…..
9. Soils Training And Research Studentships
Centre for Doctoral TrainingSTARS
MB may balance
intake for
science/intake/mult
idisciplinarity
QAA Quality Code
STARS Directorate
Records & Reports
to RCUK
Local processes
used where possible
Academic quality
and training
progress reviews
will be achieved
using well
established ‘tried
and tested’ Local PG
processes at the
registering HEIs
Progression process…..
10. Soils Training And Research Studentships
Centre for Doctoral TrainingSTARS
Training Quality
Supervisory skills
workshops
Annual review
Student Representative
Group and Strategy
Board
Establish success
indicators
Data Management
Returns via Je-S Student
Details Portal (SDP)
Biannual audits of Je-S
SDP information
Data and quality management
11. Soils Training And Research Studentships
Centre for Doctoral TrainingSTARS
STARS PhD Projects – Cohort 1
Carbon cycling in plant soil systems
Measuring and modelling plant-driven soil carbon dynamics
In-soil trophic interactions between plants, rhizosphere bacteria
and nematodes: improving availability of soil phosphorus
Breaking new ground: novel plants for the remediation and
conditioning of soil structure
Rhizosphere bacteria promote sustainable crop growth
Does soil biodiversity matter? Connecting diversity, function and
the delivery of ecosystem services from soils
Dynamics of metal nanoparticles in soil environments
Accounting for soil change using ecosystems service approach
Effects of long-term climate change on microbially-mediated soil
processes
Mitigating soil erosion by manipulating root system architecture
Can reduced tillage mitigate against climate change?
12. Soils Training And Research Studentships
Centre for Doctoral TrainingSTARS
Carbon Cycling in Plant Soil Systems
Understanding what controls the storage of carbon in soils and the cycling of plant nutrients is critical
to both maintenance of the natural environment and to feeding the world’s population sustainably.
Supervisors: Paul Hill & Davey Jones (Bangor), Sacha Mooney (Nottingham) and Tiina Roose (Southampton)
Candidate: Maria McMahon
Project aims:
To utilise recent technological advances to determine:
(1) The relative quantities and types of C, N and P delivered to the soil in
turnover of roots and mycorrhizas in temperate permanent grassland.
(2) The rate and route of utilisation by soil microbes of the various forms of
C delivered to the soil by these processes and how this controls the delivery
of C back to the atmosphere as CO2.
(3) How synchronous with mineralisation of plant C to CO2 is the return of N
and P to plant-available forms.
(4) How estimates of root and mycorrhizal turnover measured by state-of-
the-art techniques compare with those from more traditional approaches.
13. Soils Training And Research Studentships
Centre for Doctoral TrainingSTARS
Measuring and modelling plant-driven soil carbon
dynamics
Applications re-opened – deadline: 28th September
All information found at www.starsoil.org.uk
Large amounts of carbon are held as organic matter in the
world’s soils. Existing models predict that the land surface
will switch from being a sink for atmospheric CO2 to being a
net source as soils give up their carbon with rising
temperature, resulting in a positive feedback loop.
Supervisors: Guy Kirk, Ron Corstanje (Cranfield) and Eric Paterson (JHI)
The processes governing this are poorly understood, and
poorly represented in models.
Project aims:
Use a novel field laboratory at Cranfield to study these processes including:
1) isotopic labelling of plants and microbial substrates to follow carbon fluxes between plant and
soil pools.
2) mathematical modelling to link the processes together.
14. Soils Training And Research Studentships
Centre for Doctoral TrainingSTARS
1. Phytase enzymes act on phytate to generate plant
available orthophosphate.
In-soil trophic interactions between plants, rhizosphere bacteria and nematodes:
Improving availability of soil phosphorus
Malika Mezeli1 Supervisors: Timothy S. George1, Roy Neilson1, Martin Blackwell2, Courtney Giles1, Philip M. Haygarth3.
1. James Hutton Institute, Dundee. 2. Rothamsted Research. 3. Lancaster University.
Aims
Establish the importance of in-soil
trophic interactions in soil P and
plant dynamics.
Improve plant utilisation of
organic P.
Support future design of
sustainable agricultural systems.
Approach and Methods
Net uptake and change in soil P pool
through the growth cycle:
31P NMR HPLC DGT
The movement of P through
the soil/plant cycle:
18O-PO4 Stable Isotope
Isotope labelling
Categorisation of soil macro and micro fauna
Classic and molecular Nematology PCR RNA analysis
3.Current research aims to
utilize residual soil organic P by
understanding rhizospheric
mechanisms.
4.Currently
the
effectiveness
of these
processes is
limited.
6.In response to current developments this PhD will extend such work to arable systems and
contribute to more sustainable soil P management practices.
1.Global
agricultural
production relies
on rock phosphate.
Major environmental
polluter.
Only 15% of applied
P taken up by plants.
2. Recent work highlights the importance of
bactervious nematodes in effective plant utilisation
of hydrolysed phytate],resulting in increased plant
growth.
5.Recent work highlights the importance
of in-soil interactions such as
bacterivorous nematodes in increasing
plant utilization of soil organic P.
2.Current
phosphorus (P)
management
practices are
economically and
environmentally
unsustainable.
15. Soils Training And Research Studentships
Centre for Doctoral TrainingSTARS
Breaking new ground: novel plants for the remediation
and conditioning of soil structure
Project aims:
(i) to identify novel non-crop plant species competent in growing in
structurally compromised soils;
(ii) establish the biophysical mechanisms and processes by which soil
structural dynamics are manifest via root-based traits and their
interactions with the soil biota;
(iii) explore the potential for such species to be used as a practical
means to improve and manage soil structure as novelbreak crops in
production systems.
Soil structural degradation is a globally pervasive problem in production agriculture and
horticulture, affecting crop productivity and environmental quality, and occurs sporadically in
natural ecosystems. A particular issue is that of compaction, often manifest as a general collapse
of soil structure in the topsoil layer and a ‘pan’ below this zone, both of which compromise the
efficient functioning of crop roots.
Supervisors: Karl Ritz and Sacha Mooney (Nottingham) Glyn Bengough (JHI) and Paul Brown (Frontier Agriculture)
(interviews pending)
16. Soils Training And Research Studentships
Centre for Doctoral TrainingSTARS
Rhizosphere bacteria promote sustainable crop growth
Student: Heather Ruscoe
Supervisors: Penny Hirsch, Tim Mauchline, Rothamsted Research
Ian Dodd, Lancaster University
Background: This project aims to establish whether introducing P. fluorescens inoculants to crop plants
can provide robust, reproducible growth advantages and resilience to environmental stresses.
Hypotheses:
• Plants either differentially select rhizosphere microorganisms with beneficial traits, or the process is stochastic and
depends on the numbers and diversity of bacteria in the bulk soil
• Introducing beneficial individual isolates or assemblages can enhance plant growth and allow more efficient use of
fertilizers
• Crop water status affects microbial populations and their interactions with plants
Approach: Screen isolates from wheat roots, for genes encoding well-known beneficial traits including nitrogen
fixation, phosphate solubilisation, ACC deaminase and production of anti-fungal metabolites (e.g. phloroglucinol and HCN
production) for which sequence data are available, using standard bioinformatics tools.
17. Soils Training And Research Studentships
Centre for Doctoral TrainingSTARS
Does soil biodiversity matter? Connecting diversity,
function and the delivery of ecosystem services from soils
Project aims:
To capitalize on a unique soil biodiversity dataset to answer key
questions about:
(1) how below-ground diversity relates to land use and key
components of the ecosystem
(2) how below-ground diversity responds to agricultural land
management
(3) how below-ground diversity relates to soil function and ecosystem
service provision. This knowledge will help our fundamental
understanding of how soil ecosystems work as well as providing the
underpinning information required by regulators and policymakers to
make informed decisions about managing and protecting soils for
future generations
Soil represents one of the most diverse habitats on earth yet our understanding of how this regulates soil function
and the subsequent delivery of ecosystem services remains extremely poor. Recent advances in methods for
characterising soil microbial communities, however, has provided us with an unprecedented opportunity to
understand the factors driving below-ground diversity and the links to ecosystem functioning.
Supervisors: Davey Jones, Simon Creer (Bangor), David Robinson (CEH) and James Skates (Welsh Gov.t)
Candidate: Paul George
18. Soils Training And Research Studentships
Centre for Doctoral TrainingSTARS
Dynamics of metal nanoparticles in soil environments
The use of metal-based nanoparticles (NPs) in consumer and industrial products has increased
rapidly. Wastewater treatment is a major pathway for nanoparticle release to soils. Transformations
during the sewage treatment process are likely, so that the NP’s in the sludge are often ‘aged’ and in
the form of ZnS, AgS and Zn phosphates.
Project aims:
There is currently limited knowledge regarding the
long term fate of ‘aged’ NPs in UK soils. This PhD
seeks to address the key gaps in our understanding
of their behaviour by quantifying changes in their
speciation, mobility, bioaccumulation and toxicity
across a range of soil types and time periods.
Supervisors: Andrew Tye (BGS), Steve Lofts, Claus Svedsen (CEH) and Scott Young (Nottingham)
Candidate: Beckie Draper
19. Soils Training And Research Studentships
Centre for Doctoral TrainingSTARS
SUPERVISORS
David Robinson: NERC - Centre for Ecology and Hydrology, Bangor
Davey Jones: Bangor University
Iain Fraser: University of Kent
Candidate: Fiona Seaton
AIMS
• Determine how best to combine and analyze national soil
data with soil and land use change data to create ecosystem
accounts.
• Use national data to explore linkage between above and
belowground soil function and ecosystem service delivery.
• Propose new ways to assess soil change that will advance the
work of the UN’s experimental ecosystem accounts.
Robinson, D.A. 2015. Science 347, 6218: 140
Accounting for soil change using ecosystems service approach
20. Soils Training And Research Studentships
Centre for Doctoral TrainingSTARS
• Preliminary work shows that two decades of summer drought and winter warming treatments
have altered soil microbial communities in ancient species-rich grassland.
• This studentship investigates the functional consequences of those changes.
Buxton Climate Impacts Study
• Established in 1993
• climate treatments and main
interactions in 5 replicate
blocks
Summer drought Winter warming
Project aims:
• To determine whether specific microbial functional groups are disproportionately affected by the
Buxton climate treatments.
• To quantify changes in microbial processes (decomposition and nutrient cycling) in response to
climate treatments.
• To link shifts in microbial functional groups to changes in soil processes.
Supervisors: Emma Sayer & Carly Stevens (Lancaster) and Anna Oliver & Rob Griffiths (CEH)
Candidate: James Edgerly
Effects of long-term climate change on microbially-
mediated soil processes
21. Soils Training And Research Studentships
Centre for Doctoral TrainingSTARS
Mitigating soil erosion by manipulating root system
architecture
Plant roots are a crucial yet under-researched
factor for reducing water erosion rates through
their ability to alter soil properties such as
aggregate stability, hydraulic function and shear
strength.
Project aims:
To evaluate the effects of genotypic variation in
root architecture (specifically vertical gradients in
lateral root proliferation) on soil erosion rates.
Supervisors: John Quinton, Ian Dodd (Lancaster) and Sacha Mooney (Nottingham)
Candidate: Emma Burak
22. Soils Training And Research Studentships
Centre for Doctoral TrainingSTARS
Can reduced tillage mitigate against climate change?
Project aims:
1. Develop an optimized design to sample conventional and RT farms and facilitate local and regional
estimates of treatment effects.
2. Assess seasonal variation in in-situ GHG release (chambers) and soil structure at sampled sites.
3. Quantify soil biophysical properties (e.g. aggregate stability, pore connectivity by X-ray CT) at
sampled sites and to use these and in-situ observations to explain observed effects on GHG release.
Reduced (including zero) tillage (RT) is increasingly popular
globally and in the UK, where it is practised on ca. 45% of
arable land. There is growing evidence RT reduces runoff,
enhances water retention and may promote carbon
sequestration. However, the effects of RT on greenhouse
gas (GHG) emissions from soil are uncertain.
Supervisors: Sacha Mooney, Sofie Sjogersten (Nottingham), Murray Lark and Barry Rawlings (BGS)
Candidate: Hannah Cooper
23. Soils Training And Research Studentships
Centre for Doctoral TrainingSTARS
STARS - SSP collaboration opportunities……
• Aim to be community facing and welcome to offers of
collaboration and working together
• Additional ‘third supervisor’ collaboration welcomed –
with training benefit for the student
• CASE and internship opportunities
• Wider participation in some physical training, on an ad
hoc basis - space and logistics permitting
• An open source vision for the online training once
established - training videos, online virtual training
24. Soils Training And Research Studentships
Centre for Doctoral TrainingSTARS
2016 Project Call – Cohort 2
• 8 NERC/BBSRC studentships available, plus 3 matched funded
studentships.
• Deadline for project proposal submission is: 4 pm on 30th September.
• Application guidelines and forms can be downloaded from the STARS
homepage: www.starsoil.org.uk.
• Enquires to: stars@lancaster.ac.uk.
Hinweis der Redaktion
Paul. Lower case “a” in “And”
4 HEIs hold unrivalled international soil research credibility with pioneering ‘state-of-the-art’ facilities.
4 RIs complement national and international capacity to translate ‘blue-skies’ research into environmental solutions with knowledge, models, databases, long-term monitoring networks and experiments.
Cover key organisations in UK
We have a plan for bringing together and managing the wide geographical spread
Bringing the UK soil science community together
Two NERC institutes. One BBSRC inst and Notts is a BBSRC Strategic Partner Uni
Maps to call
Training Excellence (= 35% ~ 5 slides)
Factors and evidence that might be discussed
Students have access to, and are encouraged, by peer to peer learning and support.
Mechanisms for supervision and monitoring of both student and supervisor.
Integration of students into the relevant teams/projects/departments/schools.
How generalist and specialist development needs of individual students will be identified and delivered.
The personal/ professional/ career learning and development that students will receive.
The collaborative opportunities, which may include internships, industrial placements, overseas studies, and co- supervisory arrangements if appropriate.
Completion rates, publication and first destination data for students hosted within CDT institutions.
Employability.
Mechanisms to ensure the development of independent researchers and world-leading scientists.
Leveraged funding and in-kind support for the CDT.
Key aspects for an outstanding CDT
Students are part of an active community and managed as a cohort.
Excellent scientific training and transferable/professio nal skills development opportunities.
Challenging and relevant projects.
Timely access to world-class facilities, direct experience of cutting-edge techniques, technologies and up to date methodologies.
End user engagement: Students will gain value from interaction with end-users in industry, government and civil society) and leave equipped with skills applicable to the environment sector: skills for policy-makers and regulators; industry and business; and NGOs and charities.
Excellent training and support for supervisors.
Training Excellence (= 35% ~ 5 slides)
Factors and evidence that might be discussed
Students have access to, and are encouraged, by peer to peer learning and support.
Mechanisms for supervision and monitoring of both student and supervisor.
Integration of students into the relevant teams/projects/departments/schools.
How generalist and specialist development needs of individual students will be identified and delivered.
The personal/ professional/ career learning and development that students will receive.
The collaborative opportunities, which may include internships, industrial placements, overseas studies, and co- supervisory arrangements if appropriate.
Completion rates, publication and first destination data for students hosted within CDT institutions.
Employability.
Mechanisms to ensure the development of independent researchers and world-leading scientists.
Leveraged funding and in-kind support for the CDT.
Key aspects for an outstanding CDT
Students are part of an active community and managed as a cohort.
Excellent scientific training and transferable/professio nal skills development opportunities.
Challenging and relevant projects.
Timely access to world-class facilities, direct experience of cutting-edge techniques, technologies and up to date methodologies.
End user engagement: Students will gain value from interaction with end-users in industry, government and civil society) and leave equipped with skills applicable to the environment sector: skills for policy-makers and regulators; industry and business; and NGOs and charities.
Excellent training and support for supervisors.
Advertised annually on jobs.ac.uk and FindaPhD.com as well as the STARS CDT website and local HEIs and RIs. Applicants will complete a tailored STARS CDT application form
Emphasis will be given to excellent students: will hold at least a high 2(i) degree in an appropriate maths-science-engineering discipline
The supervisor and local STARS MB representative will short-list the candidates for each PhD on the basis of their qualifications & interview up to four and a primary candidate for each PhD will be identified.
A MB in a meeting will then review these primary candidate applications and eight will be selected for support based on applicant quality.
Each of the degree awarding partners’ existing progress monitoring processes are currently benchmarked against the QAA Quality Code, but the STARS Directorate will maintain copies of reports and metrics for RCUK audit purposes. Where possible, local PG processes will be used appropriate to avoid unnecessary duplication. Submission and examination will necessarily follow the registering university’s regulations.
Metrics of the recruitment process supplied to STARS Directorate by the local PG offices and MB representative.
The MB reserves the right to balance the PhD intake to ensure project representation across the STARS themes and to ensure that at least 50% of the projects demonstrate multidisciplinarity
All students will have at least two supervisors who may be cross-theme and cross-institutional. The MB will also approve or revise supervisory teams to ensure new supervisors are supported and multidisciplinarity for the student
The MB will oversee student academic progress with input from the Director of Training. STARS students- approved supervisors and local PG offices will be responsible for recording their progress, activities, achievements, supervision and training (with auditable records and metrics maintained at the Directorate at LU).
Academic quality and training progress reviews will be achieved using well established ‘tried and tested’ Local PG processes at the registering HEIs (LU, BU, CU and UoN). At each review juncture (i.e. ~6, 12, 18, 24, 36 months) students will be required to submit a report outlining their progress to date, and their research plans for the next six months-year.
: quality and progress of students recruited, student satisfaction with the integrated training programme, submission and completion rates, quality of career destinations of CDT graduates, notable success stories, membership of professional societies, awards and prizes, and engagement with partners/industry. These will be reported to NERC and BBSRC as required.