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Bauerle, Taryn L.
Cornell Faculty Member
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Positions
- Assistant Professor, Horticulture (HORT), College of Agriculture and Life Sciences (CALS)
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- Research
- Publications
- Teaching
- Service
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Affiliations
Research
research overview
- The majority of my research has focused on growth and physiological responses of plants to water deficits under both greenhouse and field conditions. In so doing, I concentrate on the integration of physiological responses from the organ to the whole plant level. In particular, I focus on root responses to localized water, hydraulic redistribution, and herbivory all important issues surrounding woody ornamental horticultural crops. My lab investigates inherent root-system growth patterns in heterogeneous environments as often found in both containerized and field grown plant material. One major question my research aims to address is "how does water stress influence root allocation and survivorship along a gradient in whole plant water stress severity? " Particularly, how does localized water stress affect individual roots? A complementary component of my research deals with the effects of insect feeding on root population dynamics and function. Plant herbivory can cause severe loss of plant biomass as well as impair physiological function and cause shifts in carbon allocation. Differences in root system growth rate may affect the mechanism by which plants deal with herbivory including, diminished frequency of root infection due to high root growth rates or temporal avoidance. Thus, understanding how plants respond to herbivore pressure strengthens our ability to manage plant-herbivore interactions.
principal investigator on
- EXPLORATION OF WOODY ENDOPHYTES FOR INCREASED TREE PERFORMANCE awarded by TREE FUND 2010 - 2011
- PRECISION IRRIGATION AND NUTRIENT MANAGEMENT FOR NURSERY, GREENHOUSE, AND GREEN ROOF SYSTEMS: WIRELESS SENSOR NETWORKS FOR FEEDBACK AND FEEDFORWARD CONTROL awarded by COOP STATE RES, ED & EXT SERV, USDA 2009 - 2014
- REDUCING PRODUCTION COSTS AND IMPROVING WINE QUALITY THROUGH ROOT ZONE MANAGEMENT awarded by AGRICULTURAL MARKETING SERV, USDA 2009 - 2012
co-principal investigator on
keywords
- plant water stress
- root
- root herbivory
Publications
individual publications
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academic article
- Root distribution and demography in an avocado (Persea americana) orchard under groundcover management systems. . Functional Plant Biology. 2013
- A plausible new currency for mutualism: fungal endophytes alter plant production of antioxidants in response to drought.. Fungal Diversity. 54:39-49. 2012
- Can rootstocks really confer drought tolerance upon grapevine scions: a case study of Merlot on two rootstocks. . American Society of Viticulture and Oenology Proceedings. 63-67. 2012
- Experiential Learning Enhances Student Knowledge Retention in the Plant Sciences. . HortTechnology. 22:715-718. 2012
- Potential benefits of plant diversity on vegetated roofs: a literature review. . Journal of Environmental Management. 106:85-92. 2012
- Predicting root defence against herbivores during succession. Functional Ecology. 25:368-379. 2011
- Seasonal changes of whole root system conductance by two different grape root systems with different seasonal root growth patterns. Journal of Experimental Botany. 62:99-109. 2011
- Shifts in xylem aperture and safety in grafted apple trees of differing growth potential in response to drought. . Planta. 234:1045-1054. 2011
- Biological and environmental factors controlling root dynamics and function: effects of root ageing and soil moisture. Australian Journal of Grape and Wine Research. 16:131-137. 2010
- Predicting root resistance to herbivores during succession.. Functional Ecology. 368-379. 2010
- Importance of internal hydraulic redistribution for prolonging lifespan of roots in dry soil. Plant, Cell and Environment. 31:177-186. 2008
- Root foraging in response to heterogeneous soil moisture in two grapevines that differ in potential growth rate. New Phytologist. 179:857-866. 2008
- Consequences of Insect Herbivory on Root Survivorship and Root Age Structure in Grape. Plant, Cell and Environment. 30:86-795. 2007
- Grapevine Root Dynamics. American Wine Society Journal. 38:24-28. 2006
- Seasonal Patterns of Root Growth in Relation to Shoot Phenology in Grape and Apple. Acta Horticulturae. 707:143-150. 2006
- Seasonal Patterns of Root Growth in Relation to Shoot Phenology in Grape and Apple. Acta Horticulturae. 721:21-26. 2006
- Artifacts of grapevine root proliferation following installation of minirhizotron observation tubes. Acta Horticulturae. 689:153-158. 2005
- Ecophysiology of Acer rubrum L. seedlings from contrasting hydrologic habitats: Growth, gas exchange, abscisic acid, and stable isotope discrimination. Tree Physiology. 23. 2003
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conference paper
- Importance of internal hydraulic redistribution for prolonging lifespan of roots in dry soil. Fourth International Symposium on Dynamics of Physiological Processes in Roots of Woody Plants. 2007
- Grapevine Root Dynamics. Proceedings of the Workshop Carbohydrate Dynamics in Grapes, CSIRO. 60-65. 2006
- Grapevine Root Dynamics. Proc. CSIRO Workshop on Carbohydrate Dynamics in Grapes. 60-65. 2006
- Modeling leaf conductance of Acer rubrum L. ecotypes from contrasting hydrological habitats: Integration of biochemical and hydraulic signaling. 88th Annual Ecological Society of America Conference/ International Society of Ecological Modeling. 25. 2003
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document part
presentations
- Root responses to the environment , Speaker, Crop and Soil Sciences Seminars 2011
featured in archived article
Teaching
teaching overview
- At the heart of effective teaching is the ability to help students learn. By this I mean teaching is the art of guiding students in the direction of information that allows them to reach conclusions and develop questions. Because of the diversity of backgrounds I have encountered when working with students I have learned two important lessons when it comes to teaching. First, an important component of teaching is being able to break down information to explain it in non-technical terms. Many students want to learn the information but simply have not developed a technical expertise yet. Second, encourage students to ask as many questions as possible which requires students to think about what they don’t understand. Although lecturing is often an integral portion of a teaching, knowledge gained without active engagement is seldom intriguing or thought provoking. Therefore, I encourage questions and challenges on conventional concepts, ideas and theories. Often the best way to foster such learning is through active discussion sessions and classroom participation. I have found all too often in my course work that students are provided with a set of facts. But it is not the facts that determine knowledge as much as it is the ability to think about them critically. One way in which this skill can be cultivated is through the use of problem sets. Often there is no one correct answer but allowing the students to think problems through and argue their points can only aid in turning bits of information into the whole story. Such exercises also promote the development of the students writing and communication skills which are important components of all job opportunities. One of my class objectives is to maintain a course with the most current literature. The use of current knowledge is imperative in any field of study and opens up the possibility for further advances in thought. In conjunction with learning the literature comes learning current technology used to arrive at stated conclusions. I promote the demonstration and use of the most up to date methods for measuring plant physiological variables in both the classroom and the field. Moreover, I challenge students to critique the methods and propose potential advancements in both instrumentation and its method of application. A more basic but fundamental quality associated with successful teaching includes class organization. Organization is important on many levels from the individual lecture material to the cohesion of the course as a whole. Introducing, presenting and providing a “take home message” to material provides students with a clear structure to their learning.
teaching activities
- HORT-1115: The Nature of Plants - Spring 2013
- HORT-4990: Undergraduate Research - Spring 2013
- HORT-6970: Graduate Individual Study in Horticulture - Spring 2013
- HORT-7000: Graduate Teaching Experience - Spring 2013
- HORT-8900: Thesis Research, Master of Science - Spring 2013
- HORT-9900: Thesis Research, Doctor of Philosophy - Spring 2013
- HORT-2360: Environmental Landscape Management - Fall 2012
- HORT-7000: Graduate Teaching Experience - Fall 2012
- HORT-8900: Thesis Research, Master of Science - Fall 2012
- HORT-1115: The Nature of Plants - Spring 2012
- HORT-4990: Undergraduate Research - Spring 2012
- HORT-6190: Root and Rhizosphere Ecology - Spring 2012
- HORT-6970: Graduate Individual Study in Horticulture - Spring 2012
- HORT-7000: Graduate Teaching Experience - Spring 2012
- HORT-8900: Thesis Research, Master of Science - Spring 2012
- HORT-9900: Thesis Research, Doctor of Philosophy - Spring 2012
- HORT-4990: Undergraduate Research - Fall 2011
- HORT-7000: Graduate Teaching Experience - Fall 2011
- HORT-8900: Thesis Research, Master of Science - Fall 2011
Service
reviewer or editor for
Background
education and training
- Ph.D. in, The Pennsylvania State University, College of Agriculture, Department of Horticulture 2007
- University of Washington, Center for Environmental Horticulture and Urban Forestry, College of Forest Resources, Division of Ecosystem Science 2001
- Humboldt State University, Department of Botany 1998
awards and honors
Other
research keyword
- plant water stress
- root
- root herbivory