James
Smithson Society
Through 3 grants, in 1991, 1993
and 1996, with a combined total of $46,450,
the James Smithson Society supported 21
students in the Research Training Program.
1991
|
1993
|
1996
|
Award
Amount: $8,450
|
Number
of Students: 2
|
In
1996, the James Smithson Society supported the
research of 2 interns both woman and international
students.
Fabiola
Areces. 1996.
University of Habana (Habana, Cuba) (Biology,
1997). Preliminary survey of the pollen of Passiflora
species found in Cuba. Dr. Joan Nowicke, Botany.
James Smithson Society
Intern. MS. Ph.D. 2000. University
of Habana (Habana, Cuba). Botany.
- - RTP
Project Summary.
Maria
Fokina (Napolitano). 1996.
Novosibirsk State University (Novosibirsk, Russia)
(Genetics, 1997). Flora and vegetation of Lake
Teletskoie area of Altai Region, Southwestern
Siberia. Dr. Stanwyn Shetler, Botany. James
Smithson Society Intern. MS. 2003.
University of Pennsylvania. Plant Sciences. Previously
employed as a Teaching Assistant at the University
of Pennsylvania.
- - RTP
Project Summary.
- - - Project
Synopsis- - -
The Smithsonian
Institution's National Museum of Natural History
(NMNH) Research Training Program
provides opportunities for undergraduate students
to be directly involved in classic natural history
based studies and modern systematic research.
Over the past sixteen years, we have developed
a nationally recognized research training opportunity
for undergraduate students. Our overall goal is
to attract bright young students from diverse
cultural and economic backgrounds who have a genuine
interest in, and talent for, natural history-based
research and then to provide these students a
quality learning experience to explore and cultivate
this interest by exposing them to the diverse
possibilities available in the field. In short,
we seek to provide a unique training opportunity
for talented students who might otherwise never
be exposed to museum opportunities and natural
history research.
The
Program provides an unparalleled opportunity for
Smithsonian staff to affect the future of natural
history based research by participating in the
training of the next generation of scientists.
Through the Research Training Program we have
discovered that one of the best ways in which
Smithsonian staff can contribute to the development
of young professionals is through an internship
program in which the students come to the Museum
and work directly with scientists. What makes
this Program unique is that it provides opportunities
for students in the early stages of their careers
to be directly involved in natural history research
and collection-based investigation. It also provides
an opportunity for established Smithsonian scholars
to share their experience, knowledge, and ideas
with enthusiastic students who will become future
leaders in the field.
Although
we are currently facing an environmental crisis
of biodiversity loss and global change, many universities
and colleges have discontinued teaching the basic
techniques used to study and understand ecology
and identification of species. Museum based research
training programs, which stimulate, encourage,
and train students in basic systematic studies,
have therefore, become a critical addition to
the education of students seeking to solve environmental
problems. Our ten-week summer Research Training
Program which includes lectures, discussions,
tours, laboratory demonstrations, collection's
workshops, field trips, and individual research
projects has served as the model now employed
by other institutions to help fill the educational
void. Through our Program students participate
in all facets of natural history based research.
Because all NMNH departments participate in the
Program, students have the opportunity to explore
the differences and the inter-relationships of
organisms. Students also are exposed to the diverse
processes and methodologies employed by scientists
throughout the different disciplines. What sets
our Program apart from other training programs
is the enormous breadth of the research staff
and collections. The NMNH, with over 120 doctoral
level scientists and 250 support staff, houses
the most extensive and valuable natural history
and anthropological collections in the world with
more than 121 million specimens of plants, animals,
fossils, minerals, and human artifacts. The staff,
facilities, and collections available for consultation,
guidance, and inspiration to the student are unparalleled
at any other institution.
-
- - Annual Report - - -
Two
participants in the 1996 Research Training Program,
designated "Smithson Society Fellows,"
were supported by funds provided by The James
Smithson Society. Upon completion of the program,
students presented a formal oral presentation
about their research and prepared a report in
journal formal. Written evaluations were also
obtained from both the Program participants and
the project advisors. Without exception, participants
and advisors found the 1996 Program to have been
a tremendous success. Although it is unrealistic
to expect that all the participants in our Program
will continue in systematic research or museum
studies, each student experienced most, if not
all, aspects of collections-based research on
various natural history topics by the Program's
completion and all were affected by their experience
. A profile of the two 1996 Smithson Society Fellows
follows:
- Fabiola
Areces, is from Havana,
Cuba where she attends the Universidad de la Habana
majoring in Biology with a specialty in Botany.
She worked with Dr. Joan Nowicke in the Department
of Botany conducting a preliminary survey of the
pollen of Passiflora species found in
Cuba. After earning a Ph. D. in plant taxonomy,
Fabiola hopes to become a Curator of Neotropical
plants at the Natural History Museum in Cuba.
- Maria Fokina,
attends Novosibirsk State University in Novosibirsk,
Russia where she is a 4.0 Gold Medal honors student.
She plans to graduate in May of 1997 with a degree
in Genetics. Maria say she selected Genetics because
"it allows me to understand the deep mechanisms
underlying plant morphologies, ecology and evolution.
I hope to earn a Ph. D. at an American University
then return to Russia to conduct research on the
molecular systematics of Russian plants."
For her research project at the Smithsonian she
worked Dr. Stanwyn Shetler in the Department of
Botany conducting research on the flora and vegetation
of the Lake Teletskoie area of the Altai Region
in Southwestern Siberia.
The curriculum designed for the 1996 Research
Training Program was diverse. In addition to the
research projects, events were
selected to provide Program participants
the opportunity to see all aspects of the NMNH.
The three major components which made up the 1996
Program were:
- The Research Project.
At the heart of the Program was the individual
research project. Each student was assigned a
project advisor and together they designed a research
project which incorporated the advisors specialties
and the students goals. At the conclusion of the
Program students gave a 15-minute formal, oral
presentation on the progress of their research
and prepared a final report. An average of 45
people attended the final presentations. Successfully
completed projects frequently result in the publication
of a scientific paper co-authored by the student
participant and their Smithsonian advisor. At
the time of this printing, it's too early to predict
the number of publications which will result from
the 1996 projects. However, a Yearbook (attached)
was compiled of all the student final reports
and copies distributed to Program participants
(students and staff) and interested individuals.
- The Schedule of
Events. Complementing the research
project was a diverse schedule of activities designed
to present the broad range of natural history
research topics, techniques, and resources. The
schedule included 18 lectures, 16 discussions,
11 demonstrations, 6 workshops, 18 tours, and
2 field trips for a total of 71 RTP scheduled
activities plus 12 non-RTP scheduled highlight
events. Through a formal lecture series Smithsonian
staff provided personal instruction on the concepts
and methodologies used in natural history research.
Weekly discussions and seminars were held to present
topics in a open format and to acquaint students
with the different types of job opportunities
available in natural history research. In the
laboratory, traditional and modern methods of
systematic research were demonstrated and students
were given the opportunity to learn and experiment
with these various techniques. Workshops were
offered on how to prepare, use, and maintain museum
specimens. Behind-the-scene tours throughout the
NMNH were scheduled to broaden the participant's
biological, geological, and cultural perspective.
They emphasized an appreciation of the diversity
of the Earth and the role natural history museums
play in studying and preserving that diversity.
The tours also provided an overview of the different
types of equipment and supplies used in storing
and studying museum collections. Weekend field
trips accommodated a forum to discuss and demonstrate
collection and observation techniques on site.
-
- - Budget Summary- - -
With
the $8,450 awarded to the 1996 NMNH Research
Training Program from The James Smithson Society,
we were able to support two international students.
For efficient financial management, costs were
applied to one or two funds
instead of being shared (split funded) between
all donations. As
mentioned previously, these students were designated
"Smithson Society Fellows". Unlike many internship
experiences offered at the Smithsonian, we believe
it is crucial to offer financial assistance and
housing to participants in our Program in order
to attract and secure students from diverse cultural
and economic backgrounds. Participants in the
1996 Program each received a stipend of $1,250
and housing at the Oakwood apartment complex in
Alexandria, Virginia (a group rate was negotiated
between the Smithsonian and the Oakwood Apartment
Complex for seven 4-person occupancy apartments
for 10 weeks). All participants received a transportation
allowance*. This amount varied from $100 to $1,500,
based on the distance traveled. Each student/project
advisor team was given a budget of approximately
$300 for research supplies. In summary,
Itemized
Explanation of Funds:
|
Amount
Applied to Grant
|
Actual
Charge to Fund
|
|
Housing
|
$2,180
|
Housing
|
-
0 -
|
|
Stipends
|
$2,500
|
Stipends
|
$1,250
|
|
Transportation
|
$3,000
|
Transportation
|
$5,857
|
|
Student
Supplies
|
$756.72
|
Student
Supplies
|
$1,329.72
|
|
TOTAL
|
$8,436.72
|
TOTAL
|
$8,436.72
|
Other
Funding Sources:
|
Source
|
Amount
|
Students
Supported
|
| National
Science Foundation |
$50,000
|
16
|
| NMNH
Director's Office |
$16,900
|
1½
+ program costs
|
| Smithsonian
Women's Committee |
$16,100
|
6
|
| James
Smithson Society |
$8,450
|
2
|
| The
Arctic Studies Program |
$1,250
|
½
|
| Motorola
Corporation |
$4,000
|
1
|
| TOTAL |
$96,700
|
27
|
1993
|
Award
Amount: $13,000
|
Number
of Students: 4
|
In
1993, the James Smithson Society supported the
research of 4 interns, including 4
women.
Laura
Burrows. 1993.
University of Wisconsin - Stevens Point. An Evaluation
of Insect-Mediated Herbivory in an Upper Pennsylvanian
Flora. Dr. Conrad Labandeira, Paleobiology. James
Smithson Society Intern. Employed by
the Aerospace Education Center as an Education
Coordinator (1995).
- - RTP
Project Summary.
Julie
Desmond. 1993.
Mount Holyoke College. Patterns of Morphological
and Genetic Diversity in the Florida Crown Conch,
Melongena corona. Dr. M.G. Harasewych,
Invertebrate Zoology. James
Smithson Society Intern. MS. 1997.
San Diego State University. Fish use of salt marsh
creeks. Employed by Pacific Estuarine Research
Laboratory (SDSU) as a Research Associate.
- - RTP
Project Summary.
Holly
Ober. 1993.
Duke University (Biology). Mammalian Species Account:
Daubentonia madagascariensis. Brian Robbins,
Vertebrate Zoology - Mammals. James
Smithson Society Intern. Employed by
Fossil Rim Wildlife Center (1995). MS. 2000. University
of Arizona.
- - RTP
Project Summary.
Claire
Obordo. 1993.
St. Petersburg Junior College. An Evaluation of
Insect-Mediated Herbivory in an Early Permian
Flora. Dr. Conrad Labandeira, Paleobiology. James
Smithson Society Intern. Pew Fellow.
1994. Dr. Conrad Labandeira, Paleobiology. NMNH
Field Assistant in Guam working on the brown tree
snake project (1996).
- - RTP
Project Summary.
-
- - Project Synopsis- - -
The Smithsonian Institution's National Museum
of Natural History (NMNH) Research Training Program
provides opportunities for undergraduate students
to be directly involved in classic natural history
based studies and modern systematic research.
Over the past thirteen years we have developed
a nationally recognized research training opportunity
for undergraduate students. Our overall goal is
to attract bright young students from diverse
cultural and economic backgrounds who have a genuine
interest in, and talent for, natural history-based
research and then to provide these students a
quality learning experience to explore and cultivate
this interest by exposing them to the diverse
possibilities available in the field. In short,
we seek to provide a unique training opportunity
for talented students who might otherwise never
be exposed to museum opportunities and natural
history research.
The
Program provides an unparalleled opportunity for
Smithsonian staff to affect the future of natural
history based research by participating in the
training of the next generation of scientists.
Through the Research Training Program we have
discovered that one of the best ways in which
Smithsonian staff can contribute to the development
of young professionals is through an internship
program in which the students come to the Museum
and work directly with scientists. What makes
this Program unique is that it provides opportunities
for students in the early stages of their careers
to be directly involved in natural history research
and collection-based investigation. It also provides
an opportunity for established Smithsonian scholars
to share their experience, knowledge, and ideas
with enthusiastic students who will become future
leaders in the field.
Although
we are currently facing an environmental crisis
of biodiversity loss and global change, many universities
and colleges have discontinued teaching the basic
techniques used to study and understand ecology
and identification of species. Museum based research
training programs, which stimulate, encourage,
and train students in basic systematic studies,
have therefore, become a critical addition to
the education of students seeking to solve environmental
problems. Our ten-week summer Research Training
Program which includes lectures, discussions,
tours, laboratory demonstrations, collection's
workshops, field trips, and individual research
projects has served as the model now employed
by other institutions to help fill the educational
void. Through our Program students participate
in all facets of natural history based research.
Because all NMNH departments participate in the
Program, students have the opportunity to explore
the differences and the inter-relationships of
organisms. Students also are exposed to the diverse
processes and methodologies employed by scientists
throughout the different disciplines. What sets
our Program apart from other training programs
is the enormous breadth of the research staff
and collections. The NMNH, with over 120 doctoral
level scientists and 250 support staff, houses
the most extensive and valuable natural history
and anthropological collections in the world with
more than 121 million specimens of plants, animals,
fossils, minerals, and human artifacts. The staff,
facilities, and collections available for consultation,
guidance, and inspiration to the student are unparalleled
at any other institution.
Preparations for the 1993 NMNH Research Training
Program began in June (1992) with the call for
projects from resident NMNH research scientists.
Advertisement posters (Appendix A) were prepared
featuring an illustration by Botany scientific
illustrator Alice Tangerini. Decision making and
information gathering for the 1993 application
packets (Appendix B) began in February (1992)
and a final format was approved in August (1992).
By the end of September (1992) application packets
were completed and over 7,000 advertisement posters
had been distributed to colleges and universities
in the U.S. and abroad. For the 1993 summer session
almost 7,000 applications were sent out and 600
completed applications received for 29 positions.
The Program schedule (Appendix C) was finalized
in April (1993) and information packets mailed
to accepted students. The 1993 Summer Program
was in-session from 22 May 1993 to 1 August 1993.
Of the 29 students selected to participate in
the 1993 summer Program, 20 (68%) were women and
7 (24%) were classified by OEEMA as minorities
(Asian American and Hispanic).
- - - Annual Report
- - -
Four
Program participants were supported by funds provided
by The James Smithson Society. These students
were designated as "Smithson Society Fellows"
(see photo Appendix D). Upon completion of the
Program written evaluations were obtained from
both the Program participants and the project
advisors. Without exception participants and advisors
found the 1993 Program to have been a tremendous
success. Although it is unrealistic to expect
that all the participants in our Program will
continue in systematic research or museum studies,
each student experienced most, if not all, aspects
of collections-based research on various natural
history topics by the Program's completion and
all were affected by their experience (Appendix
E). A profile of the four 1993 Smithson Society
Fellows follows:
Laura Burrow
is a recent graduate of the University of Wisconsin
at Stevens Point with a degree in Biology. She
is planning on attending graduate school to earn
a Ph. D. in Paleobiology followed by a teaching
career at a university. Given her background,
we paired her with Claire Obordo and the two worked
with Dr. Conrad Labandiera investigating insect
mediated herbivory as present in the fossil record.
The topic of her final report is "An Evaluation
of Insect-Mediated Herbivory in an Upper-Pennsylvanian
Flora."
Julie Desmond
is a Senior at Mount Holyoke College majoring
in Biological Sciences. Julie plans to pursue
graduate work in marine biology so we selected
Dr. M.G. (Jerry) Harasewych to serve as her project
advisor. The topic of their research was investigating
the molecular systematics of conch, specifically
the title of their resulting report is "Patterns
of Morphological and Genetic Diversity in the
Florida Crown Conch."
Holly Ober
is currently a Senior at Duke University. Although
she came to the Program with an interest in marine
biology we selected Brian Robbins to serve as
her project advisor working on a Mammalian Species
Account which is a published record of all information
relating to a particular species. The species
Holly selected was Daubetonia madagascariensis,
a lemur from Madagascar known as the aye-aye.
After her work with mammals this past summer Holly
is considering graduate work in primatology with
emphasis on conservation and has already begun
volunteering her time at the Duke Primate Center
working with their living lemur collection.
Claire Obordo
came to our Program from St. Petersburg Junior
College where she was studying Zoology with an
emphasis on Marine Science. After the summer Claire
transferred to the University of Florida to continue
her Zoology studies. As mentioned previously,
Claire teamed-up with Laura Burrows to work with
Dr. Conrad Labandiera and his research on insect
mediated herbivory as present in the fossil record.
The topic of Claire's final report is "An
Evaluation of Insect-Mediated Herbivory in an
Early Permian Flora." Claire was also selected
to receive a Pew Fellowship in Systematic Biology.
Through this fellowship she will continue her
research on insect mediated herbivory with Dr.
Labandiera serving as her mentor.
The curriculum designed for the Research Training
Program is diverse. In addition to the research
projects, events are selected to provide Program
participants the opportunity to see all aspects
of the NMNH. To date the Program schedule has
been very successful, but we are continually revising
the content of the lectures, discussions, tours,
and individual research projects to keep up with
the evolution of the Museum and the changing needs
of students. The four major components which made
up the 1993 Program were:
The
Research Project. At the heart
of the Program was the individual research project.
Each student was assigned a project advisor and
together they designed a research project which
incorporated the advisors specialties and the
students goals. At the conclusion of the Program
students gave a 15-minute formal, oral presentation
on the progress of their research and prepared
a final report. An average of 40 people attended
the final presentations. Successfully completed
projects frequently result in the publication
of a scientific paper co-authored by the student
participant and their Smithsonian advisor. At
the time of this printing, it's too early to predict
the number of publications which will result from
the 1993 projects. However, a booklet (Appendix
F) was compiled of all the student final reports
(including 1993 Program summary information) and
copies distributed to Program participants (students
and staff). The 1993 Program hosted 23 different
research projects supervised by 20 project advisors.
Laboratory Techniques
and Collections Workshop. Students
participated in the daily activities associated
with the research laboratories and museum collections.
Opportunities offered in the 1993 Program included
bird-skinning workshops, SEM training workshops,
morphometrics workshops, a scientific illustration
demonstration, a clearing and staining demonstration,
a histology/plant anatomy techniques demonstration,
a darkroom techniques demonstration, and a PAUP
(cladistic analysis computer software) demonstration.
Lectures, Discussions,
Tours, and Field Trips. A total
of 23 lectures/discussions, 12 tours, and 2 formal
field trips (one to Calvert Cliffs, Maryland to
study the paleobiology of the site and the other
to Edgewater, Maryland to demonstrate field collecting
techniques) set the backbone of the 1993 Program
from which students branched out to explore their
individual interests by attending and participating
in various other activities specifically arranged
to fulfill their unique interests.
The Museum Environment.
Finally, in addition to the formally scheduled
Program described above, the students had the
opportunity to participated in all regular museum
activities, including the Director's Office coffee
hour, departmental seminars and special lectures
by visiting scientists.
As
of 1992, students who complete the Research Training
Program now have the opportunity to apply for
the Pew Fellowships in Systematic Biology Program
(supported by a grant from the Pew Memorial Trusts)
at the Smithsonian Institution. Through this Program
students continue their research training at the
NMNH until the end of their undergraduate education.
After a tedious review of many excellent candidates
from the 1993 Program, three students (Scott Kruger,
Cynthia Morales, and Claire Obordo) were selected
and awarded a Pew Fellowship which will provide
funds for the three to continue to work with their
scientific mentors at the NMNH during the upcoming
year.
-
- - Budget Summary- - -
With
the $13,000 awarded to the 1993 NMNH Research
Training Program from The James Smithson Society,
we were able to support four students.
As mentioned previously, these students were designated
"Smithson Society Fellows". Unlike many
internship experiences offered at the Smithsonian,
we believe it is crucial to offer financial assistance
and housing to participants in our Program in
order to attract and secure students from diverse
cultural and economic backgrounds. Participants
in the 1993 Program each received a stipend of
$1,250 and housing at the Oakwood apartment
complex in Alexandria, Virginia (a group rate
was negotiated between the Smithsonian and the
Oakwood Apartment Complex for 4-person occupancy
apartments for 10 weeks). All participants received
a transportation allowance. This amount varied
from $100 to $400, based on the
distance traveled. Foreign students were provided
a prepaid airline ticket. Each student/project
advisor team was given a budget of $300
for research supplies. In addition, common-use
supplies (program supplies) were purchased for
general student use (photographic film, overhead
film and markers, paper, certificates, etc.).
In summary:
Itemized
Explanation of Funds:
|
Category
|
Total
Cost
|
| Housing |
$4,182.30
|
| Stipends |
$5,000.00
|
| Transportation |
$500.00
|
| Student
Supplies |
$1,221.23
|
| Program
Supplies |
$136.50
|
| TOTAL |
$11,040.03*
|
*With
the remaining $1,959.97 and matching funds from
the Fellowships in Systematic Biology Program
supported by the Pew Charitable Trust, we plan
to purchase a laptop computer for student use.
Other
Funding Sources:
|
Source
|
Amount
|
| NSP/REU |
$50,000
|
| NMNH
Director's Office |
$18,000
|
| Smithsonian
Women's Committee |
$17,000
|
| James
Smithson Society |
$13,000
|
| The
Arctic Studies Program |
$8,000
|
| TOTAL |
$106,000
|
|
Award
Amount: $25,000
|
Number
of Students: 16
|
In
1991, the James Smithson Society supported the
research of 16 interns, including 7
women and 4 international students.
Carrie
L. Carrel. 1991.
New College of University of South Florida. Limited
Character Taxonomy and Cytological Vouchers in
Tradescantia. Dr. Robert Faden, Botany.
James Smithson Society
Intern. NMNH Short Term Visitor. MS.
University of Washington. Environmental Health.
- - RTP
Project Summary.
Emilia M. Casillas.
1991.
New Mexico State University. Ethnobotanical Conservation.
Dr. Robert DeFilipps, Botany. NMNH Contractor
(1993). Employed by Americorps (1998). James
Smithson Society Intern.
- - RTP
Project Summary.
Meng Keong Choo.
1991.
Cornell University. Mitochondrial DNA Analysis
of Manakin Species Complex in Panama. Dr. Mike
Braun, Molecular Systematics Laboratory. James
Smithson Society Intern.
- - RTP
Project Summary.
Jose
M. Garcia-Lopez. 1991.
University of Puerto Rico - Rio Piedras. Advertisement
Call Variation in the Leptodactylus mystaceus
Species Cluster. Dr. W. Ronald Heyer, Vertebrate
Zoology - Reptiles and Amphibians. James
Smithson Society Intern. Ph.D. (VMD)
1996. University of Pennsylvania, Philadelphia.
Veterinary Medicine. Employed by The Tuffs University
School of Veterinary Medicine as a Large Animal
Surgery Resident.
- - RTP
Project Summary.
R.
Douglas Gitar. 1991.
University of Wisconsin - Superior. Development
of Techniques for use in Monocot Venation Studies.
Dr. Robert Faden, Botany. James
Smithson Society Intern.
- - RTP
Project Summary.
Tristram
C. Hill. 1991.
University of Vermont. Defining the species Werneria
nubigena. Dr. Vicki Funk, Botany. James
Smithson Society Intern.
- - RTP
Project Summary.
Mark
A. Jordan. 1991.
Luther College (Biology, 1992). Determination
of Sex and its Relation to the Biology of the
Brown Tree Snake (Boiga irregularis). Dr. Thomas
Fritts, Vertebrate Zoology - Reptiles and Amphibians.
James Smithson Society
Intern. MS. 1994. University of New
Mexico. The relationship between metabolic rate
and body size in the Galapagos Land Iguana. Fulbright
Scholar (1997). Ph.D. 1998. University of New
Mexico. "Phenotypic placticity in reproduction
of Galapagos Lava Lizards."
- - RTP
Project Summary.
Scott
A. LaGreca. 1991.
Cornell University (Plant Sciences, 1991). The
Oleaceae of St. John Island. Dr. Pedro Acevedo,
Botany. James Smithson
Society Intern. Ph.D. 1997. Duke University.
Systematics and evolution of the lichen genus
Ramalina. NMNH Short Term Visitor, Dept.
of Botany (1992) (1995). Received The A. J. Sharp
Award (1996). This award is given for the best
student paper presented in the American Bryological
and Lichenological sessions at the annual meeting
of the Botanical Society of America. Employed
by the James Madison University as an instructor
of Botany and Molecular Biology (1997). Employed
by the Harvard University Farlow Herbarium as
a curatorial/research associate.
- - RTP
Project Summary.
Richard
A. Lupia. 1991.
University of Pennsylvania (Biology, 1991). Landscape
Heterogeneity in the Permian. Dr. Bill DiMichele,
Paleobiology. James Smithson
Society Intern. MS. 1994. University
of Chicago. Evolutionary Biology. Ph.D. 1997.
University of Chicago. Paleoecology and Biogeography
of early angiosperms. Previously employed by The
Chicago Field Museum, Department of Geology as
a post-doctorate research associate. Employed
by University of Oklahoma in Norman as an Assistant
Professor of Paleobiology.
- - RTP
Project Summary.
Carlos
Maldonado. 1991.
University of Puerto Rico- Rio Piedras (Biology,
1991). Reproductive structures in Halimeda. Dr.
Jim Norris, Botany. James
Smithson Society Intern. Ph.D. 1998.
Wayne State University. Elucidation mechanism
by which tumor cells regulate vascular endothelid.
- - RTP
Project Summary.
Jill
McElderry (McElderry-Maxwell). 1991.
Swarthmore College (Anthropology, 1992). Paleobotanical
and Paleoecological Studies in Wyoming. Dr. Scott
Wing, Paleobiology. James
Smithson Society Intern. Ph.D. Kent
State University. Functional anatomy/development
of hominoid lumbar column. NMNH Field Assistant
(1992 & 1993). NMNH Contractor (1994). Employed
as a Spanish Teacher.
- - RTP
Project Summary.
Mary
Jean Mund (Meyerson). 1991.
Newcomb College, Tulane University. Food Habits
of Scolomys melanops. Dr. Al Gardner, Vertebrate
Zoology - Mammals. James
Smithson Society Intern. Ph.D. University
of New Mexico. "Avian foraging on native
vs. introduced vegetation in the middle Rio Grande
riparian habitat."
- - RTP
Project Summary.
Elizabeth
M. Obee. 1991.
Louisiana State University (Botany and Biochemistry,
1991). Populational variation in Werneria nubigena.
Dr. Vicki Funk, Botany. James
Smithson Society Intern. MS. 1995.
Rutgers University. Phenotypic plasticity and
ecological history of little bluestem. NMNH Short
Term Visitor (1992).
- - RTP
Project Summary.
Ileana
Ortegon-Aznar. 1991.
Autonomus University of Yucatan (Mexico) (Biology,
1993). Marine Algae of the Yucatan Peninsula.
Dr. Jim Norris, Botany. James
Smithson Society Intern. MS. 1996.
Universidad Nacional Autonoma de Mexico. Phycofloristic
studies of three costal lagoons of Yucatan Penninsula.
- - RTP
Project Summary.
Raul
Puente. 1991.
Escuela de Agronomia U.A.S.L.P (Mexico). Plant
Conservation in Latin America and the Endangered
Cacti of Mexico. Jane Villa-Lobos, Botany. James
Smithson Society Intern. NMNH Short
Term Visitor. Employed by conservation organization
in Mexico.
- - RTP
Project Summary.
Dena
M. Smith. 1991.
University of California - Santa Cruz. Paleobotanical
and Paleoecological Studies in Wyoming. Dr. Scott
Wing, Paleobiology. James
Smithson Society Intern. NMNH Contractor
(1995). NMNH RTP Lecturer (1995). MS. University
of Arizona. Paleobiology. Ph.D. 1999. University
of Arizona. NSF Minority Graduate Research Fellowship.
- - RTP
Project Summary.
-
- - Project Synopsis- - -
The
National Museum of Natural History Research Training
Program seeks to attract talented undergraduate
college students, particularly women and people
of color, to the field of natural history research
by providing quality research experiences through
a structured ten-week summer program. In our program
these young scientists are encouraged and inspired
to learn about the biodiversity of the planet
and the role natural history museums play in studying
and documenting that diversity.
The
1991 summer program was exceptionally successful.
The program began May 25th with the arrival of
the students. However, many preparations took
place prior to their coming. Last fall research
projects for student participants were solicited
from staff members in the three participating
Departments (Botany, Vertebrate Zoology, and Paleobiology).
Program advertisement posters were mailed by the
Coordinator on 6 November 1990 to over 2,800 colleges
and institutions. Over 3,000 applications were
requested by, and sent to, interested students.
A total of 279 completed applications for the
19 available positions were received by application
deadline of1 February 1991. These applications
were reviewed by the three Department selection
committees.
A
total of 24 students (19 program participants,
plus 5 non-program participants) participated
in the ten-week 1991 summer program, which was
in session from 27 May 1991 to 2 August 1991.
-
- - Annual Report - - -
The
1991 program concentrated on: A) the demonstration
of processes and methodologies used by researchers,
and B) hands-on research projects guided by Museum
scientists. These were presented through four
main components:
The
Project. At the heart of the Program was
the individual research project. Each student
choose from a selection of predefined projects
designed by resident scientists. All projects
offered a combination of scientific research and
the potential for future independent investigation.
Each project was guided by a staff scientist who
provided daily assistance and advice to the student
regarding the study in particular and research
in general. At all stages the program participants
were encouraged to provide input and contribute
original ideas toward the project goals.
Laboratory
Work and Collections Research. Students
were given the opportunity to participate in the
daily activities associated with the research
laboratories and Museum collections. In the laboratory
modern methods of systematic research were demonstrated
and program participants given the opportunity
to learn and experiment with these techniques.
There were 13 NMNH laboratories and associated
staff that opened their doors to the 1991 summer
program students. An overview tour was conducted
the first week of the Training Program to introduce
the students to each of the labs and the techniques
performed there. Students then selected up to
4 labs to return to for an afternoon (or two)
to experiment with the techniques and, in some
cases, apply them to their project investigation.
A collections workshop was offered 5 Friday afternoons
for 2 hours to give students hand-on curation
experience and to familiarize them with the dally
operations of a large museum, with emphasis on
universal museum techniques as well as specimen
use and handling.
Lectures,
Lunchtime Discussions, Tours, and Field Trips.
Smithsonian staff members provided 14
formal lectures of instruction to the students
in the methodology and techniques used in their
research. Program participants were encouraged
to ask questions following the lecture and answers
and discussion often continued long after the
seminar was over. Behind-the-scenes tours throughout
the Institution, including Museum Support Center
(managing long-term storage) and National Zoo
(managing living collections) were also conducted.
A total of 13 NMNH collections were visited. The
tours were generally hosted by the collections
manager who not only provided insight into their
unique collections, but also showed the participants
management strategies, organization options, and
research applications. Weekly lunchtime discussion
groups were included to discuss concepts, job
opportunities available in collections-based research
and the field of systematics, plus project status.
Several weekend field trips were added to demonstrate
field and collection techniques and to visit actual
research sites in the local area.
The
Museum Environment. Students were invited
to participate in all regular museum activities,
such as seminars and special lectures by visiting
scientists including an evening hands-on bird
skinning class by Roxie Laybourne.
During
the final two weeks, each student presented their
project results in 20 minute seminars, attended
by an average of 32 staff.
Written
evaluations were obtained from both students and
advisors. Without exception, participants found
the program a tremendous success. Although it's
unrealistic to expect that all the participants
in our program will continue in systematic research
or museum studies, each student experienced most,
if not all, aspects of collections-based research
on various natural history topics and by the program's
completion were positively effected by their experience.
-
- - Budget Summary- - -
With
the $25,000 awarded to the 1991 NMNH Research
Training Program from The James Smithson Society,
we were able to support 25 students. As
mentioned previously, these students were designated
"Smithson Society Fellows". The National
Museum of Natural History Research Training Program
was awarded $11,000 from the Women's Committee
of the Smithsonian Associates to support 6
students for the 1991 summer session. The Smithsonian
Office of Fellowships and Grants provided $3,000
toward apartment rent in order to house two OFG
interns who participated in our Program as "non-program"
participants. The National Marine Fisheries Service
- Department of Commerce also contributed $3,000.
The Director's Office, NMNH, provided $4,500.
The Department of Botany allocated $610
for incidental program supplies. We also received
$477.23 from the Oakwood Apartment Complex
as a refund from the 1990 housing agreement. In
summary:
|
Source
|
Amount
|
| James
Smithson Society |
$25,000.00
|
| Smithsonian
Women's Committee |
$11,000.00
|
| NMNH
Director's Office |
$4,500.00
|
| National
Marine Fisheries |
$3,000.00
|
| Office
of Fellowships and Grants |
$3,000.00
|
| NMNH
Dept. of Botany |
$610.00
|
| 1990
Apartment Refund |
$477.23
|
| TOTAL |
$47,587.23
|
To
house the summer students, a group rate was negotiated
between the Smithsonian and the Oakwood Apartment
Complex to reserve one 4-person occupancy apartment
for 10 weeks for a total price of $21,325.40.
In a stipend of $1,250 was awarded to each
participant and $3,700 was spent for transportation
allowances (allowance varies for each student
- geographically dependent). In summary:
Itemized
Explanation of Funds:
|
Category
|
Total
Cost
|
Amount
from JSS award
|
| Housing |
$21,325.40
|
$18,029.60*
|
| Stipends |
$19,000.00
|
$5,000.00
|
| Transportation |
$4,094.00
|
$2,000.00
|
| Supplies |
$3,234.32
|
$0.00
|
| TOTAL |
$47,559.83
|
$25,029.60*
|
