Smithsonian
Institution
National Museum of Natural History
Research
Training Program
Smithsonian
Women's Committee
Internship Endowment
This
web page was prepared by Megan Beck, July 2002,
from RTP archive materials.
The page was enhanced and edited by Mary Sangrey,
January 2003.
1983
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2004
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2006
Since
the first grant in 1983, the evolution, and
accomplishment, of the Research Training
Program can be credited to our sustained
partnership with the Smithsonian Women's Committee.
We commemorated this enduring partnership by
establishing an endowment in 2002 to ensure
that this legacy is maintained and students
continue to participate in the science of the
Smithsonian, in perpetuity.
Through
12 grants from 1983 to 2002, totaling
$189,400, the Smithsonian Women's Committee
supported 59 students in the Research
Training Program. In 2003 the Smithsonian Women's
Committee RTP Internship Endowment hosted the
first "Smithsonian Women's Committee Internship
Endowment" participant.
ABOUT
THE SMITHSONIAN WOMEN"S COMMITTEE
The
purpose of the Smithsonian Women’s Committee
is to support the Smithsonian Institution through
volunteer fund-raising, grant support, and public
relations services. From its earliest days,
the Women’s Committee has given preference
to programs and projects that are “highly
visible, publicly oriented, and separately identifiable.”
Monies raised by the Committee are used to fund
Women’s Committee Grants, which benefit
educational outreach, research programs, and
collections within the Institution.
BACKGROUND
and HISTORY
The
Smithsonian Women's Commitee (SWC) was
founded in 1966 by Mary Ripley, wife of Secretary
S. Dillion Ripley. Originally the Committee's
purpose was to get women volunteers to help
spread the news about the Smithsonian. At the
time, most people didn't know much about the
Smithsonian, there were no shops, restaurants,
magazine, or Associates. First called the "Ladies
Committee," their goal was to get women
involved in teaching people about museums and
promoting the Institution. The first Chariman
of the committee, Hildy van Roijen, sought to
first get women interrested and then decide
what projects to focus on. The Christmas Dance,
held at the yet unfinished Renwick, was the
first fund raising event.
The
SWC now provides financial assistance to support
Smithsonian staff projects that otherwise would
not be possible. Funds are raised through an
annual Craft
Show, Christmas Dance, and other special
projects. Awarding about $250,000 annually,
the SWC mainly supports small projects that
often have difficulty getting funding elsewhere.
Each year a call for proposals goes out to the
Smithsonian professional community. Teams of
SWC members are formed to review the propoals
and inverview candidates. The teams then make
recommendations and present their proposals
to the membership who decide which proposals
to fund.
On
September 15, 1982, Dr. Thomas R. Soderstrom,
Curator of Grasses and Bamboo in the Department
of Botany at the Smithsonian Institution's National
Museum of Natural History, submitted a proposal
to the Smithsonian Women's Committee, requesting
$1,000 to provide a stipend for a student to
come to the Museum during the summer of 1983
to participate in an internship under his mentoring.
Soderstrom had previously arranged a partnership
with the University of Wisconsin at Stevens
Point to bring together the science of the Smithsonian
and students eager to further their education
and training. With two students having already
successfully participated in previous summers'
research, he was eager to continue the opportunity
and needed funding to support the initiative.
The opening paragraph of his simple typewritten
memorandum to the Smithsonian Women's Committee
reads:
"One
of the most successful ways in which Smithsonian
scientists can contribute to the development
of young scientists is by having students
work with them at the museum. Such an experience
supplements the students' university training
and exposes them to our staff, to the kind
of research we carry on at the museum, to
our rich collections, and to the many other
educational and cultural events that the Smithsonian
- - and indeed the city of Washington - -
has to offer."
The
Smithsonian Women's Committee voted to fund
this request thereby enabling then graduating
senior, Mary Sangrey, the means to accept the
internship position offered to her, including
travel to Washington DC during the summer of
1983, and the opportunity to participate in
the science of the Smithsonian with a mentoring
researcher.
From simple seeds mighty things can grow. This
funded grant from the Smithsonian Women's Committee
was the origin of the Research Training Program,
which has provided the opportunity for undergraduate
students join the Smithsonian community, to
share in the systematic studies and natural
history research conducted by our scientists,
and to embark upon the road to careers, often
in fields directly related to their Smithsonian
experience.
The blossoming of the program took several years
to mature. After her summer internship in 1983,
Sangrey remained at the Museum, first as a temporary
employee and then converted to permanent status.
Although her first duties were to the Museum
collections, and not developing and managing
internship programs, her experiences as an intern
shaped her thinking and spawned a deep desire
to help facilitate opportunities for other students
to share in the internship experience. The program
began as a volunteer effort and focused on simple
goals - provide the best experience possible
by sharing all that natural history has to offer
including quality internship projects, insight
into other research and collection areas, and
on-site assistance.
In
1984 four students were selected for internship
positions, all within the Department of Botany.
Building on her personal experiences, Sangrey
played a key role in setting up accommodations
to house the students, arranging behind-the-scenes
tours of collections, and introducing students
to the Museum's research staff. The "internship
program" concept was deemed a success with
both students and staff pleased with the results.
It was decided to further expand the concept
and build on the model.
The formative years, 1985 - 1987, saw recruitment
efforts for student participants increase, staff
involvement expand beyond Botany to include
other science disciplines at NMNH, and a mode
of operation established that would serve to
guide the program into the future. However,
progress was compromised. Although students
from around the country were becoming aware
of the program at Smithsonian, and seeking to
participate, only those students with the financial
means to support their stay in Washington, and
forgo earn income during the summer, could participate.
Many students who could have significantly benefited
from a summer at the Museum were forced to decline
the opportunity because they could not afford
a summer in DC. It became clear that to fully
reach its potential, the program needed to provide
financial assistance to participating students
thereby enabling any student, regardless of
means, the opportunity to share in the Smithsonian
experience.
Discussion ensued to return to our founding
partner, the Smithsonian Women's Committee,
to consider a proposal to support student participants.
However, in 1987 a new reshaping of undergraduate
funding was taking place at the National Science
Foundation (NSF). The new initiative was titled
"Research Experiences for Undergraduates"
(REU) and its' Program Director had heard about
the developing program at Natural History, including
progress made and financial roadblocks encountered.
We were invited to submit a proposal to NSF-REU
to fund student participants. The proposal was
submitted, received favorable reviews, and was
slated for funding, but last minute questions
of Smithsonian eligibility cancelled the award.
Unfortunately, students had already been notified
and their summer plans at the Smithsonian charted.
It was too late for a proposal to the Smithsonian
Women's Committee so funding was solicited from
various Smithsonian offices to cover the student
costs.
The
1988 program, which offered stipend support
of $1,000 to any student selected for participation,
proved a tremendous success opening the door
to students who otherwise would have never been
able to experience the top-level science conducted
at the Smithsonian. To build upon this success,
Smithsonian's Educational Outreach fund offered
to consider a proposal for the 1989 summer session,
as seed money to further develop the initiative.
This proposal was funded with the option for
an additional year, 1990, which was again funded.
With a program established and method of operation
tested and refined we returned to the Smithsonian
Women's Committee in 1991 for financial support
and to offer four named intern positions to
honor our founding partnership. This proposal
was funded.
The Smithsonian Women's Committee now established
a long tradition of supporting students in the
Research Training Program, funding 12 grants
prior to establishing the endowment, otaling
$189,400. These grants provided financial support
for 59 students.
Smithsonian
Women's Committee Interns
2006
| Award
Amount: $11,360 |
Number
of Students: 2
|
In
2006, the Smithsonian Women's Committee Endowment
supported the research of 2 interns.
RTP
Class of '06
Women's
Committee Interns
Madison
Barkley and Jayme Job
Madison
Barkley. 2006.
Mount Holyoke
College. F-OH- Substitution and Thermal Effects
on the Crystal Structure of Pegmatitic Topaz.
Dr. Michael Wise, Mineral Sciences. Smithsonian
Women's Committee Intern.
- - RTP
Project Summary.
Dear
Smithsonian Women's Committee,
I
would like to take this opportunity to express
my sincere gratitude for the endowment you created
several years ago, which now yields annual payouts
to fully support a position in the Research
Training Program (RTP) each summer. I am the
grateful recipient of this years award. Attending
a small liberal arts college, I have not had
the facilities or support to pursue my interests
in the field of crystal chemistry. The Research
Training Program has allowed me to expand my
knowledge and experience through direct contact
with scientists and researchers in the Department
of Mineral Sciences at the National Museum of
Natural History. On top of the contact with
researchers in my field, the RTP program offered
a behind the scenes look at other areas of museum
life including exhibit preparation and collections
management.
For
ten weeks I have worked with Dr. Michael Wise,
a research scientist in the Department of Mineral
Sciences. My project focused on the crystal
chemistry of topaz and how the crystal chemistry
relates to pegmatite genesis. I used the X-ray
Diffractometer to collect structural data and
the Electron Microprobe and X-Ray Fluorescence
equipment to attain compositional data. If it
were not for my participation in the RTP program,
I would never have had the opportunity to use
this high-tech equipment during my undergraduate
career. The Department of Mineral Sciences provided
me with more than just state of the art equipment
to use in my studies. The researchers in the
Department offered their wisdom and guidance
to all of the future researchers (interns).
Going
into the Museum's mineral collection to choose
my samples is an experience I will never forget.
The collection is vast, with many species, colors,
and habits of minerals. Being around the collections
as well as the researchers at the museum has
encouraged me to continue research in the field
of geology.
Again,
I thank you for providing me with this opportunity.
With your endowment, enabling continued support
of the RTP Program, many other students like
me will get to experience the life changing
experience of working at the Smithsonian Institution.
Sincerely,
Madison
Barkley
Research Training Program, 2006
-
- - - - - - - - - * - - * - - - * - - - * -
- * - - - - - - - - - -
Jayme
Job. 2006.
Minnesota State
University, Moorhead. Pipestone Provenance:
Sourcing Prehistoric Pipestone Artifacts Within
Museum Collections Using Reflectance Spectroscopy.
Dr. Eric Hollinger, Anthropology. Smithsonian
Women's Committee Intern.
- - RTP
Project Summary.
Dear
Smithsonian Women's Committee,
I would like to sincerely thank you for the
amazing opportunities that you have made available
to me through the Research Training Program
(RTP). Without your support, my participation
in this wonderful program would not have been
possible, and for that I am gratefully indebted.
I will never forget the kindness and generosity
that you have shown me in this capacity. The
RTP is absolutely unique among undergraduate
internships. In no other program are undergraduate
students granted the opportunities and experiences
that make up the core of the RTP. To be able
to study and conduct research at one of the
top museums in the country is a rare-enough
experience as it is, but to accentuate that
with a curriculum of multi-disciplinary exploration
and learning is a combination that only the
RTP can offer.
My research has been primarily concerned with
the sourcing of the museum's collections of
catlinite artifacts. Native North Americans
used this soft, red stone to carve pipes, gorgets,
and other ceremonial objects. By using reflectance
spectroscopy, we were able to differentiate
between the artifacts composed of catlinite
and those made of mimic materials based on their
different mineralogical compositions. Prehistoric
trade patterns were also discovered during the
course of this study by comparing the location
where an object was quarried with its archaeological
provenience. Geophysical instruments, such as
the reflectance spectrometer, are becoming regular
attributes to archaeological research, and the
experience that I've gained by working on this
project will undoubtedly be a valuable asset
in my future endeavors.
As
a former ward of the State of North Dakota,
I have often felt that great opportunities were
to be the fare of others rather than myself,
but my participation in the RTP has proven otherwise.
Through your generosity, previous impossibilities
have become possible and my most heartfelt aspirations
have become a reality. I will carry the amazing
experiences that I've had over the last ten
weeks with me for the rest of my life, and it
is thanks to you that I have them.
Sincerely,
Jayme
Job
Research Training Program
Class of '06
Smithsonian
Women's Committee Interns
2004
| Award
Amount: $6,399 |
Number
of Students: 1
|
In
2004, the Smithsonian Women's Committee Endowment
supported the research of 1 intern.
RTP
Class of '04
Women's
Committee Intern
Digna
Ortiz
Digna
Ortiz.
2004.
Universidad Interamerica de Puerto Rico. Testing
the ceramic chronology for the Steed-Kisker
Phase, Missouri. - - Virtual
Poster. William Billeck, Anthropology. Smithsonian
Women's Committee Intern.
- - RTP
Project Summary.
Smithsonian
Women's Committee Interns
2003
| Award
Amount: $9,961 |
Number
of Students: 1
|
In
2003, the Smithsonian Women's Committee Endowment
supported the research of 1 intern.
RTP
Class of '03
Women's
Committee Intern
Jocelynn
Johnson
Jocelynn
Johnson.
2003.
University of Manitoba. A microchemical investigation
of fossilized wood: biological preservation
and the influence of mineralization. - - Virtual
Poster. Ed Vicenzi, Mineral Sciences. Smithsonian
Women's Committee Intern.
- - RTP
Project Summary.
From
Ed Vicenzi:
"My
intern is Jocelynn Johnson and she is deaf.
I have to tell you that the first day of the
intern program when I meet her and two sign
language interpreters, I really wondered how
we would communicate when left alone together.
Now that we're approaching the end of the
period I can say that things worked-out splendidly
and I really enjoyed working with her. She
did a fine job on her study of the biological
preservation of fossil wood and I'm looking
forward to seeing her present these results
at a national meeting in 2004. Apparently,
the RTP program is not only for the enrichment
of the interns."
All
the best, Ed
August 2003
Dear
Members of the Smithsonian Women's Committee,
It is with my humble appreciation that I thank
you for the endowment that has supported my
research this summer at the National Museum
of Natural History. Without your generosity,
I would not have had the privilege to take part
in this wonderful program.
This
endowment enabled me to complete a research
project on the degree of biological preservation
within petrified woods, on the basis of the
mineralizing agents. While this project was
initially outside my scope of expertise, it
expanded my understanding of mineralogy and
paleontology. The diversity of my project on
petrified woods has allowed me to practice several
cutting-edge instruments and techniques in geological
research. In preparation for this project, I
have also expanded my comprehension of botany
as well.
While
this venture was not without its unique challenges
and frustrations, ultimately it has taught me
to deal with unexpected setbacks and failures
with optimism and humour, which I believe will
make me a better scientist. My advisor, Dr.
Ed Vicenzi, was a great source of support and
knowledge during the project. Dr. Vicenzi and
I are so pleased with the results of my research
that we plan to present the results to the NASA
Astrobiology Conference in the Spring of 2004.
This would not have been possible without your
generous assistance.
Working
on my research project was not the only enjoyable
and educational aspect of my time at the museum.
The Research Training Program curriculum allowed
me the unique opportunity of appreciating the
diverse research collections of the National
Museum of Natural History. Seeing the geology
collections was an amazing experience that served
to motivate my interest in my field. I also
enjoyed the collection tours of the other departments
as well. This was one of the most educational
experiences that I have had the privilege to
be part of.
I
cannot thank you enough for your kind support
that enabled me to take part in this truly amazing
program.
Sincerely,
Jocelynn Johnson
Research Training Program, 2003
Smithsonian
Women's Committee Interns
2002
| Award
Amount: $19,200 |
Number
of Students: 4
|
In
2002, the Smithsonian Women's Committee supported
the research of 4 interns, including
1 woman and 2 international students.
RTP
Class of '02
Women's
Committee Interns
Jessica
Seebauer, Diego Cisneros-Heredia, Adam Freeburg,
Leonardo Versieux
Diego
Francisco Cisneros-Heredia.
2002.
Universidad San Francisco de Quito. The Glass
Frogs (Centrolenidae) from the "Río
Palenque" Science Center Ecuador; with
the Description of a New Species. - - Virtual
Poster. Roy McDiarmid, Vertebrate Zoology.
Smithsonian
Women's Committee
Intern.
- - RTP
Project Summary.
Adam
Karl Raymond Freeburg.
2002.
Pennsylvania State University (2002 Anthropology).
Experimental Carbonization of Helianthus
annus. - - Virtual
Poster. Bruce Smith, Archaeology. Smithsonian
Women's Committee
Intern.
- - RTP
Project Summary.
Jessica
Lynne Seebauer.
2002.
State University of New York at Geneseo (2002
Biology). Redefining mongoloid: can inter landmark
distances be used to discriminate between Native
Americans and East Asiatic individuals? - -
Virtual
Poster. Steve Ousley, Anthropology. Smithsonian
Women's Committee
Intern.
- - RTP
Project Summary.
Leonardo
Versieux.
2002.
Universidade Federal de Minas Gerais (2001 Botany).
A Study of Genetic Variation in Musella
(Musaceae): an endemic monotypic genus from
Southwestern China. - - Virtual
Poster. Dr. John Kress, Botany. Smithsonian
Women's Committee
Intern.
- - RTP
Project Summary.
Smithsonian
Women's Committee Interns
2001
| Award
Amount: $18,800 |
Number
of Students: 4
|
In
2001, the Smithsonian Women's Committee supported
the research of 4 interns, including
3 women and 2 international students.
A
proposal was submitted 10 August 2000, requesting
$18,800 from the Smithsonian Women's Committee
to support four undergraduate students in the
summer session of the 2001 National Museum of
Natural History Research Training Program. The
funding was awarded with confirmation in a memo
dated 1 February 2001 from Mrs.
Eric (Harriet) Fraunfelter, Chairman, Smithsonian
Women's Committee and Mrs.
Stanford r. (Margaret) Hicks, Chairman, Grants
Committee.
RTP
Class of '01
Women's
Committee Interns
Jeffery
Saarela, Katarina Topalov, Laura Holladay, and
Julianne Rowehl
Laura
Holladay. 2001.
University of Michigan (Geology, 2001). Ontogenetic
morphometric comparison of middle-late Eocene
pseudohastigerinid planktonic foraminifera using
X-radiograph image analysis. Dr. Brian Huber,
Paleobiology. Smithsonian
Women's Committee Intern.
MS. 2003. University of Michigan. Awarded
National
Science Foundation Pre-doctorial Fellowship
(2001). -
- RTP
Project Summary.
Julianne
Irene Rowehl. 2001.
Southampton College (Marine Science, 2001).
Identification of Galapagos Entomacrodus
(Teleostei: Blennidae) with comments on relationships
within the Entomacrodus "nigricans"
species group. Dr. Carole Baldwin, Dr. Lynne
Parenti, and Dr. Victor Springer, Vertebrate
Zoology - Fishes. Smithsonian
Women's Committee Intern.
M.S. Virginia Institude of Marine Science.-
- RTP
Project Summary.
Jeffery
Saarela. 2001.
University of Manitoba (Canada). The taxonomy
of Brachyelytrum (Poaceae). Dr. Paul
Peterson, Botany. Ph.D. 2006. University of
Alberta. Smithsonian
Women's Committee Intern.
- - RTP
Project Summary.
Katarina
Topalov. 2001.
University of Novi Sad (Yugoslavia) (Animal
Ecology and Plant Ecology). Evaluation of Plant
Diversity on the Guiana Shield. Dr. Vicki Funk,
Botany. Smithsonian
Women's Committee Intern.
- - RTP
Project Summary.
National
Museum of Natural History
Research Training Program
Final Report - 2001
With
funding provided by the Smithsonian Women's
Committee four (4) undergraduate students were
enabled to participate in the summer session
of the 2001 Research Training Program.
These
four students included Laura Holladay,
a graduating Senior from The University of Michigan
who conducted a research project focused on
the study of fossil micro-organisms (foraminifera)
often used in ancient climate studies; Julianne
Rowehl, the student of 1995 Women's Committee
sponsored RTP participant, John Janovec,
who pursued a study of fishes; Jeffery Saarela,
an international student from Canada who continues
his investigations with his Smithsonian contacts
looking at DNA fingerprinting in plants, specifically
grasses; and Katarina Topalov, an international
student from Yugoslavia studying at the University
in Novi Sad, who conducted a biodiversity study
of the Guiana Shield.
For
efficient funds management, costs were applied
to only one or two accounts instead of shared
(split funded) between all donations. See the
body of the text for a detailed accounting.
| Category |
Amounts
applied to SWC grant
|
Housing
(100%
of total for 4 students) |
$6,816
|
Stipends
(100%
of total for 4 students) |
$9,600
|
Research
supplies
(100%
of total for 4 students) |
$2,384
|
| TOTAL |
$18,800
|
| Category |
Actual
charges to SWC fund 150215
|
| Housing |
-
0 -
|
Stipends
(100% for 4students) |
$9,600.00
|
Recruitment
Poster
(100%) |
$6,600
|
Research
Supplies
(28% of total for 18 students) |
$2,600
|
| TOTAL |
$18,800
|
Following
is the "Grant Progress Report" to
the Smithsonian Women's Committee for support
provided to the 2001 Research Training Program
of the National Museum of Natural History. As
the project is complete, I am also submitting
the "Grant Final Report" and final
"Budget Synopsis" which identifies
major expenditures and explanations of allocated
funds.
Once again this year I would like to express
my sincere, and personal, appreciation for the
funding provided by your Committee to support
student participants in our 2001 Program. For
more than twenty years, through the generosity
of your organization, a total of 55 undergraduate
students have been able to participate in the
science of the National Museum of Natural History,
including four students this past summer. As
you will read in the letters to your Committee
from the Program participants you supported
(attached), your funding provided an invaluable
experience for these four students and was deeply
appreciated by all involved.
Submitted
and Prepared by: Mary
Sangrey
Director, NMNH Research Training Program
13 February 2002
Submitted
to: Mrs. Heidi Austreng, Chairman, Tracking
Committee
SIB 436, 1000 Jefferson Drive, SW MRC 037
-
- - PROJECT SYNOPSIS - - -
The Research Training Program, of the Smithsonian
Institution's National Museum of Natural History
(NMNH), provides opportunities for undergraduate
students to be directly involved in classic
natural history studies and modern biological,
geological, and anthropological research. Over
the past twenty-one years, the Research Training
Program (RTP) has developed into an internationally
recognized program for training undergraduate
students in natural history research. The overall
goal of the Program is to attract promising
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 the chance
to explore and cultivate this interest by exposing
them to the diverse possibilities available
in the fields of biology, geology, and anthropology.
In short, the Research Training Program provides
unique insight into the life of a natural history
research scientist for talented students who
might otherwise never be exposed to research
careers in the museum-based biological, geological,
and anthropological sciences.
If Smithsonian research scientists are to affect
the future of scientific investigation, emphasis
must not only be placed on communicating research
results through written and oral presentation,
but also on actively participating in the education,
hands-on training, and inspiration of the next
generation of natural historians. One of the
best ways Smithsonian staff can contribute to
the development of young professionals is by
serving as mentors to students who come to the
Museum to learn about research and career options.
Through the Research Training Program, Smithsonian
staff have this opportunity to affect the future
of natural history-based research by participating
in the training of the next generation of scientists.
The Program offers to students, in the early
stages of their professional training, the chance
to be directly involved in natural history research.
It also provides a forum for established Smithsonian
scholars to serve as mentors sharing their experience,
knowledge, and ideas with enthusiastic students
who often possess the potential to become future
leaders in the field, but lack the background
and training to succeed.
Since the inception of the Research Training
Program in 1980, 435 students have participated
in the natural history research and systematic
studies conducted by NMNH scientists and embarked
upon the road to careers, many in these disciplines.
A complete directory of all RTP alumni, including
their accomplishments since their summer at
the Smithsonian, is now available on the web
at http://www.nmnh.si.edu/rtp/alumni/directory.htm.
Supported by eleven Women's Committee grants
(1983, 1991, 1993, 1994, 1995, 1996, 1997, 1998,
1999, 2000, and 2001), and totaling $170,200,
55 students have participated in the Research
Training Program. We are in the process of making
available on the web all their photos and abstracts
of their research. Although not all elements
of student abstracts have been completed at
the time of this submission, archive photos
of all former Smithsonian Women's Committee
students may be found on our web archive page.
A complete archive of the 2001 Research Training
Program is available on our web site at http://www.nmnh.si.edu/rtp/students/2001/01index.htm
The archive includes the schedule of activities,
recruitment poster acknowledging the Smithsonian
Women's Committee, and more.
Many Women's Committee RTP participants have
published the results of their summer research
projects in scientific journals and presented
their findings at national/international meetings.
We are also in the process of publishing abstracts
of these published works as part of our web
site at http://www.nmnh.si.edu/rtp/highlights/papers.html.
For a complete summary of all RTP works in progress,
and published and presented RTP projects, visit
our web page at: http://www.nmnh.si.edu/rtp/highlights/pubslist.html
These publications and presentations contribute
to the wealth of information available to the
scientific community and are a permanent record
of the research conducted and the discoveries
made. We are delighted that beginning in 2001
these are now more available to everyone through
our web pages.
- - - ANNUAL REPORT - - -
The 2001 summer session of the Research Training
Program hosted 18 students conducting
18 different natural history-based research
projects under the mentoring guidance of 22
different research scientists. Of the 18 students
participating in the program, 4 were supported
by the Smithsonian Women's Committee. Research
investigations were conducted while students
were in-residence at the National Museum of
Natural History.
As
a result of their investigations, at least 16
scientific papers/presentations are expected
to result from the research conducted by the
'01 RTP students, with all contributions anticipated
to be co-authored by the RTP undergraduate student
participant and their Smithsonian research advisor.
An evaluation of the program, following a new
method designed and implemented in 1999, indicates
that all aspects of the 2001 summer program
were successful in meeting Program goals and
expectations. For a summary of the evaluation
results visit our web page at: http://www.nmnh.si.edu/rtp/highlights/evaluations.html
- - - FINANCIAL SUMMARY - - -
All 18 students participating in the 2001 summer
session of the Research Training Program, including
the 4 students supported by the Smithsonian
Women's Committee, each received the same award
package totaling about $5,800 including a cash
stipend paid directly to the student of $2,400.
In addition to the stipend, the program provided
participants housing and transportation to/from
Washington, DC at no cost to the student participants.
A research support budget was also granted to
each student/mentor research team. The total
award package proved adequate to cover all the
student's expenses.
- - - RECRUITMENT / SELECTION / EVALUATION
PROCESS - - -
The National Museum of Natural History, with
no in-resident students, recruits all Program
participants from outside the Institution. Broad
recruitment using different media ensures that
all undergraduate students, US and foreign,
at large universities and small liberal arts
and tribal colleges, as well as historically
black colleges and universities, know about,
and have the opportunity to apply for participation
in the Program. For a summary of the recruitment
efforts visit our web page at: http://www.nmnh.si.edu/rtp/highlights/recruitment.html
and for specific demographic data about the
2001 effort review http://www.nmnh.si.edu/rtp/highlights/selecttables.html
Requests
for information were received via e-mail, web,
fax, phone, and general mail resulting in 219
proposals from students around the world, including
53 applicants representing 23 different countries,
seeking to participate in the summer program
(reference the complete data on the web at:
http://www.nmnh.si.edu/rtp/highlights/international.html
).
To achieve this broad spectrum of students,
representing some of the most promising young
natural history researchers, recruitment posters
were mailed to over 7,500 universities
and institutions throughout the world. The mailing
list included top ranking US and foreign universities
as well as small colleges and target minority
institutions. A concerted effort was made to
reach out to potential participants from underrepresented
groups through advertisement, participation
in career fairs, and attending special conferences
(e.g. Society for Advancement of Chicanos and
Native Americans in Science (SACNAS)). At career
fairs and conferences the Program hosted an
exhibit booth, staffed by the Program Director,
and participated in additional seminars and
meetings to share information about opportunities
for research, study and employment at the NMNH.
Acknowledgment of Women's Committee support
is always prominently displayed at all events.
Information was provided about the RTP specifically,
and natural history in general. In addition,
Program staff serve on a number of panels and
belong to national organizations (e.g. Council
on Undergraduate Research) to formally and informally
promote the Program to students and professors
at undergraduate universities.
To ensure that information and application materials
are readily available to students, all information
about, and application materials for, the Research
Training Program are available on the World
Wide Web (http://www.nmnh.si.edu/rtp/)
including on-line fill-in forms and electronic
submission capabilities. The RTP web site provides
the option for students to prepare application
materials on-line and submit them electronically.
For the 2001 Program 94% of all application
materials were received on-line at this site,
including the application form, cover letter,
and letters of recommendation sent directly
by references. To view the steady progression
of on-line submissions see our web statistics
at: http://www.nmnh.si.edu/rtp/highlights/webstats.html
Students
applying to the 2001 Program could also track
their application on-line at our web site through
the selection process and review research topics
of students selected to participate. In addition,
the site maintains a complete listing of Smithsonian
advisors, their research specialties, former
RTP students hosted, summaries and photos of
their research topics sponsored, and abstracts
of their presentations at scientific meetings
and published papers. To view this information,
visit our web page at http://rathbun.si.edu/rtp/application_procedure/advisor_list2.html
Of the 219 applicants to the 2001 program 169
(63%) were women and 42 (16%) indicated in an
optional questionnaire that they considered
themselves an ethnic minority. There was one
applicant who considered themselves physically
challenged. Most applicants were US citizens,
including at least 149 (68%). The majority of
applicants to the '01 session were in their
Junior year (31%). The 2001 applicant pool included
8 (4%) Freshman, 32 (15%) Sophomores, 68 (31%)
Juniors, 25 (11%) non-graduating Seniors, 44
(20%) graduating Seniors, 16 (7%) students who
had recently graduated, 6 (3%) graduate students,
and 7 (9%) not listing their academic standing.
Most
applicants to the '01 RTP indicated a preference
for research topics in the biological sciences
(39%) followed by the anthropological sciences
(31%) and then the geological sciences (21%).
Some, 20 (9%), expressed such diverse interests
and project preferences that they could not
be categorized into a specific discipline. The
single most popular research topic was anthropology
with 67 students selecting projects in this
natural history discipline. The complete statistics
are available at http://www.nmnh.si.edu/rtp/highlights/selecttables.html
The Research Training Program selection process
is designed to identify students who will benefit
the most from participating in the curriculum
of the Program including those who are: motivated
to participate in, and learn about, NMNH based
research topics; interested in a career in the
biological, geological or anthropological sciences
(including research, teaching, or collections
management); and equipped with sufficient education
to understand the concepts and methodologies
presented. The Program is also committed to
recruiting and selecting women and minorities
to serve as future role models in the natural
history sciences.
To minimize bias and to ensure that all applications
are equally evaluated, the selection of participants
follows an impartial seven step review process:
1) prescreening, 2) application scoring by scientific
evaluators, 3) application pool normalization,
4) project advisor review, 5) finalist evaluation
and scoring by scientific judges including participant
nomination, 6) project advisor approval, and
7) applicant notification.
In summary, the 2001 selection process began
with a pre-screening of all applicant files
to eliminate incomplete, inappropriate, and
non-competitive applications - at least one-third
of the applicant pool. The pre-screening was
conducted by two members from the NMNH scientific
community who read and reviewed all applications,
eliminating 54 (25%) and forwarding 165 (67%)
as "semi-finalists" to Evaluators
for further consideration. Sixteen members from
the NMNH scientific community served as Evaluators,
assembled into eight review teams with two members
per team. Each team reviewed 20 or 21 application
folders representing a random set. Evaluators
completed a 100 point score sheet for each application
in their set. The review elements considered
were: 1.) academic background, 2.) academic
performance, 3.) science experience, 4.) motivation
to participate in the RTP, 5.) career goals,
6.) career potential, 7.) letters of recommendation,
and 8.) compensating characteristics / personal
attributes (used to particularly credit unique
or target applicants). Each application was
scored by two different reviewers. Scores were
normalized to eliminate scoring bias.
Based on the scores the 60 top scoring applications
were evaluated to ensure that there was adequate
representation across research divisions and
disciplines. To ensure a diverse group of undergraduate
students including representatives from different
academic levels; ages and backgrounds; cultural,
social, and ethnic groups; US states and territories;
and foreign countries, some adjustments were
made. The results yielded a finalist set of
50 applicants. After this initial ranking, potential
research advisors were invited to review the
entire applicant pool, including the finalist
set, and advance into the final selection up
to two applications uniquely suited to their
research interest and projects.
A panel composed of seven scientists representing
each of the NMNH research disciplines then reviewed
all finalists. These seven Judges nominated
18 student/advisor teams plus alternate teams.
The Judges also linked top applicants with appropriate
mentors by matching mutual interests, prior
experience, and stated preferences including
the student's mentor selection. Mentors were
then consulted about the Judges nominations
and a few adjustments made to ensure a good
student/mentor match. All applicants were notified
of final status 8 March 2001, as advertised.
Invited participants and alternates were contacted
personally by telephone to discuss placement
and answer their particular concerns and questions.
Three students declined participation, electing
to join field research teams instead. Most mentors
initiated contact with their student immediately
following selection to begin designing the research
project. The 2001 Program began Memorial Day
weekend, 26 May 2001 and concluded ten weeks
later, 4 August 2001.
- - - EVALUATION PROCESS - - -
After considerable research the Research Training
Program designed, developed, and implemented
a new evaluation process in 1999 and continues
to use this process to gauge the effectiveness
of our program events and mentoring research
advisors. The process provides a method and
scoring system to evaluate success and quantitatively
compare elements across years.
To monitor the design, content, and success
of research topics each student/mentor team
submits an initial proposal for the research
project including a timetable for completion,
budget and products anticipated. Proposals are
reviewed by members from the NMNH scientific
community and suggested adjustments implemented.
To communicate research results, a formal seminar
series is held with students presenting 15 minute
illustrated, lectures. In addition, students
prepare and present their research as part of
a poster presentation and publish their research
topics as a general abstract on the internet.
- - - WOMEN AND MINORITY STUDENT PARTICIPANTS
- - -
The Research Training Program sought to improve
minority representation in the applicant and
participation pool by developing a partnership
with the NSF Louis Stokes Alliances for Minority
Participation program. Now in its fourth year,
as a result of the LSAMP at the Smithsonian
partnership, a more aggressive recruitment campaign
was launched focusing on personal contact with
LSAMP coordinators, multiple mailings to LSAMP
centers plus their university partners, and
internship positions for LSAMP scholars. We
also hosted a very successful Winter Workshop
in January '01 for students and site directors
so as to help us develop an institution plan
for furthering the effectiveness of our outreach
efforts into the minority communities.
The 2001 applicant pool of 219 included 42 (19%)
minorities and out of the total 18 students
who successfully competed to earn participation
in the 2001 session of the Research Training
Program, 4 were minorities (22%) - one being
a student who participated in our January Workshop.
In addition, the 2001 applicant pool included
58% women and women participants in the 2001
summer session of the Research Training Program
represented 67%, or 12 of the total 18 students.
- - - THE SUMMER PROGRAM - - -
The ten-week summer Research Training Program,
which includes lectures, discussions, tours,
laboratory demonstrations, collection's workshops,
field trips, and individual research projects
now serves as a model employed by other institutions
developing undergraduate research opportunities.
Through the RTP students participate in all
facets of natural history-based research. They
explore the differences and the inter-relationships
of organisms and are exposed to the diverse
processes and methodologies employed by scientists
throughout the different disciplines. What sets
the Research Training Program apart from other
training programs is the corporate memory of
twenty one years of experience and the method
of operation that has resulted; including a
tradition of recruiting the best student participants,
offering a diverse curriculum anchored in traditional
natural history studies enhanced with new scientific
discoveries, and attending to details in every
aspect of the Program from alumni tracking and
reporting to providing financial assistance
