Biological responses to global change

A number of lab members are involved in research on the biological impacts of (i) climate change and (ii) urbanisation. Our work investigates changing geographical (distributions) and temporal (phenology) patterns of species occurrence using historical datasets. It is vital to evaluate the capacity of different species to respond to environmental change, as those species that cannot respond face an uncertain future. Principally we use insects (Odonata, Hymenoptera, Syrphidae) as well as mammals and lizards as model systems for investigating these topics.

Key papers:

• Kenna D,... Hassall C (2017) Antagonistic effects of biological invasion and environmental warming on detritus processing in freshwater ecosystems. Oecologia, 183: 875–886.
• Hassall, C. (2015) Odonata as candidate macroecological barometers for global climate change, Freshwater Science,  34 (3): 1040-1049.
• Hassall, C., et al. (2014) Bergmann’s rule is maintained during a rapid range expansion in a damselfly, Global Change Biology, 20: 475–482.

Freshwater ecology and conservation

Freshwater comprises only a very small proportion of all the water on earth but is vital to the functioning of terrestrial ecosystems. Our research focuses on the ecology of ponds (lentic water bodies with an area <2ha), which dominate many landscapes and contribute an enormous amount of biodiversity to the regional species pool. Despite their great number and importance, these small habitats are relatively poorly understood both in terms of what drives their biodiversity and how that diversity changes over time. One interesting aspect of ponds is their use to provide ecosystem services (flood control, pollution reduction, aesthetics) in urban areas. My research focuses on how services can be maintained or enhanced while maximising the contribution of ponds to biodiversity.
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Key papers:

• Thornhill, I, ... Hassall, C (2018) The functional response and resilience in small waterbodies along land-use and environmental gradients, Global Change Biology, 24:  3079-3092.
• Hill, MJ, Hassall, C, et al (2018) New policy directions for global pond conservation, Conservation Letters, 11: e12447.
  
• Hill, MJ, ...Hassall, C. (2017) Urban ponds as an aquatic biodiversity resource in modified landscapes, Global Change Biology, 23: 986–999.

Evolution of insects

Alongside ecological research, we are involved in work on a number of evolutionary topics. It has often been said that wild animals (and insects in particular) do not live long enough to experience aging in the wild. Our work has demonstrated that wild damselfly populations do show aging in the wild. We are also involved in work on the evolution of mimicry, using the hoverflies (Diptera: Syrphidae) that mimic stinging bees and wasps (Hymenoptera) as a model system. Finally, we are interested in the ways that form and function interact with the environment in the case of insect flight.

Key papers:

• Hassall, C, et al (2018) Climate-induced phenological shifts in a Batesian mimicry complex, PNAS, 116: 929-933.
• Hassall, C., et al (2015), Live fast, die old: no evidence of reproductive senescence or costs of mating in a damselfly (Odonata: Zygoptera). Journal of Animal Ecology, 84: 1542–1554.
• Penney, H.D., Hassall, C., et al. (2012) A comparative analysis of the evolution of imperfect mimicry. Nature, 483: 461-464.

Application of technology to teaching

As well as scientific research, the lab maintains a funded program of research on pedagogical advances in “blended learning” – the application of technology to complement face-to-face teaching. Particular areas of interest include  barriers to the use of technology, and testing the effectiveness of teaching interventions. Much of this research is conducted as part of the work of the University of Leeds Bioscience Education Research Group (ULBERG).

Key papers:

• Hassall, C., Lewis, D.I. (2017) Institutional and technological barriers to the use of open educational resources (OERs) in physiology and medical education, Advances in Physiology Education, 41: 77-81.

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Thanks to the many funding agencies and institutions who have supported our work: