28
May 1994 - 7 August 1994
A total of 26 students were selected
to participate including one international student
from Ecuador.
Schedule
of Events |
Poster |
Program
Summary
Student Abstracts |
Photo
Gallery
|
Applicant
Pool
7,500
recruitment posters were distributed to
worldwide locations
Over
10,000 information requests were
recorded.
502
applications were received.
|
Recruitment
Poster
|
Meet
the 1994 participants
and read about their research projects.
Back
row (left to right)
Jonathan Marcot, James Parham, Carlos Bustamante,
Stephan Luzar, Joshua Dembsky, Jennifer Kling,
Ryan Bavis, Jorge Ramirez, Navin Rao, Amy Adams,
Roberto "Roqui" Bello, Alan Krakauer,
Hugo Kons.
Middle
row (left to right)
Barnaby Marsh, Todd Blackledge, Aimee Betts,
Maria "Veronica" Toral, Matthew Kosnik,
Kadeejah "Kay" Ingram,
Christopher Hardy, Katherine Langer
Front
row (left to right)
Cesar Nufio, Michael Brewer, Maria "Fernanda"
Zermoglio,
Charlene Fricker, Sally Adkins
Research
Training Program Participants
Project Summaries
Director:
W. John Kress
Program Coordinator: Mary Sangrey
PROGRAM
SUMMARY
Since
1988 when outside funding was first obtained
to support students in the NMNH Research Training
Program, we have watched as our participants
passed through the Museum and embarked upon
the road to careers in natural history sciences.
Many students are still in college or graduate
school, some are now professors in universities,
and others are full time researchers. They all
remember their time at the NMNH as a critical
point in their training. Natural history museums
have a crucial role to play in giving students
the opportunity to work side-by-side with scientists
vitally involved in their research.
Our Program has become a model of how this role
can be successfully achieved. This summary is
a compendium of the Research Training Program
for the summer of 1994. It describes the scope
of the program, the breadth of the participants,
and the results of their research projects.
We can read it with an interest in the science
as well as with the satisfaction of seeing what
these students, with the guidance of their NMNH
advisors, have achieved.
As
scientific Director of the NMNH Research Training
Program during the last five years I have found
much joy in knowing the students, encouraging
their advisors, and seeing the program grow
in scope and accomplishments. Programs such
as this one exemplify the strength, energy and
dedication to knowledge that is the cornerstone
of the Smithsonian Institution and the National
Museum of Natural History.
W.
John Kress
Research Scientist, NMNH
Director, Research Training Program
RESEARCH
TRAINING PROGRAM
PROGRAM SUMMARY
28
May 1994 to 7 August 1994
1994
Preface
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 fourteen years, the NMNH has
developed a nationally recognized research training
program for undergraduate students who might
otherwise never be exposed to museum opportunities
and natural history research.
The goal of the Research Training Program is
to attract talented students from diverse cultural
and economic backgrounds who have a genuine
interest in natural history?based research;
to provide these students a quality learning
experience that allows them to explore and cultivate
their interest; to expose undergraduate students
to different possibilities available in the
field of natural history; and to encourage students
to pursue careers in natural history-related
disciplines.
Through this ten-week summer program members
of the NMNH community educate and inspire a
new generation of scientists. In turn, the Research
Training Program provides the NMNH community
a forum through which they can encourage natural
history research and train their successors.
Worldwide, there is a crisis of biodiversity
loss and global change.
At this critical time, lack of training opportunities,
demise of experts, and shifts in academic staffing,
conspire to diminish the knowledge necessary
to respond to this crisis. The rate of "extinction"
among professional taxonomists led a National
Science Foundation task force to call for enhanced
training in taxon-specific expertise (Adapting
to the Future: Report of the BBS Task Force
Looking into the 21st Century, NSF 91: 69) and
the National Science Board has labeled this
a global crisis ("Loss of Biological Diversity:
A Global Crisis Requiring International Solutions"
, NBS 89-171).
The Systematics Agenda 2000 Technical Report
sites "... the greatest challenge to accomplishing
the three research missions proposed by Systematics
Agenda 2000 is to recruit, educate, specially
train, and employ a sufficient number of systematists
and technical support staff throughout the world."
Despite
these warnings, many universities and colleges
have devalued teaching basic techniques of natural
history research and the role museum collections
play in solving worldwide problems. To further
complicate the issue, museums and collections
of many educational institutions have been relocated
or even abandoned, preventing their use for
education. Museum training programs that stimulate,
encourage, and train undergraduates in collections-based
research are a critical addition to the education
of professionals who will confront the crisis
of biodiversity loss and global change.
The
NMNH Research Training Program was designed
to respond to this crisis by filling an educational
void at the undergraduate level. The Smithsonian
traditionally funds educational opportunities
for young students (K - 12) through the Office
of Education and for graduate and post-doctoral
fellows through the Office of Fellowships and
Grants, but has not provided financial support
for undergraduate students to explore natural
history research at the NMNH. Typically, career
decisions are based upon familiarity; students
with experience in natural history research
are more likely to choose this as a career.
The most influential time for affecting a career
decision is during the undergraduate years.
A stimulating internship with an appropriate
mentor, such as those provided in the Research
Training Program, can have an important influence
on this career decision.
Over the past fourteen years the Research Training
Program evolved from a volunteer activity into
a nationally recognized research training opportunity
for undergraduate students. Initially the projects
were restricted to collections topics in Botany
and later expanded to include research projects
in all NMNH biological departments. More recently,
the Program has actively recruited advisors
and projects from Mineral Sciences and Anthropology.
The resulting ten-week program has been successful
in recruiting and training students in all aspects
of NMNH research and, because all NMNH research
departments participate in the Program, students
have the opportunity to explore the differences
and the inter-relationships of organisms. Through
this venue, Program participants are exposed
to the diverse processes and methodologies employed
by scientists throughout the NMNH. The resulting
overall perspective equips students with the
knowledge and background experience to make
educated graduate school and career decisions.
The
ten-week summer Research Training Program; which
includes lectures, discussions, tours, laboratory
demonstrations, collection's workshops, field
trips, and individual research projects serves
as the model now employed by other museums and
universities to involve undergraduate students
the research process.
What sets the Research Training Program apart
from opportunities available at other institutions
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
totaling more than 121 million specimens of
plants, animals, fossils, minerals, and human
artifacts. The staff, facilities, and collections
available for consultation, guidance, and inspiration
are unparalleled at any university or museum.
Yearly, over 150 individuals from the NMNH community
participate by advising students and hosting
Program events. The Research Training Program
utilizes the knowledge and experiences of these
Museum researchers and collections managers
and under their guidance students learn to identify
critical research questions and topics, to use
collections in research, to understand and interpret
data, and to communicate results to the scientific
community.
Through
the Research Training Program talented undergraduate
students are encouraged to explore their interest
in natural history research; the NMNH scientific
community is enriched by hosting highly qualified
undergraduate students for ten weeks each summer;
the research potential and publications of the
NMNH scientific staff is increased by undergraduate
collaborations; many students, especially those
from culturally diverse backgrounds, are inspired
to pursue careers in natural history and collections-based
research; and all develop a appreciation of
natural history and the value of collections
and collections?based research is passed on
to future professionals. Over it's fourteen-year
history the Program has successfully secured
funding for participants, publicized the research
of the NMNH, recruited minority students, encouraged
participation in graduate school, augmented
natural history-based employment, and increased
the publications of the NMNH scientists through
collaboration with undergraduate students. A
detailed summary follows:
Funding
In
1988 the Research Training Program began seeking
funding for students to participate in the Program.
Since this time the Program staff have submitted
42 proposals totaling $1,814,075
and participated in several initiatives to secure
corporate sponsorship.
Of the 42 proposals submitted, 29 were
funded (69%). To date, over the past seven years,
the Program has raised $526,476 including
support from the National Science Foundation
($200,000), NMNH Office of the Director ($88,000),
Smithsonian Educational Outreach Program ($78,000),
Pew Charitable Trusts ($50,000), Smithsonian
Women's Committee ($44,100), The James Smithson
Society ($38,000), Arctic Studies Program ($8,000),
Office of Fellowships and Grants ($8,000), Office
of the Secretary for Science ($5,000), NMNH
Department of Botany ($3,634), National Oceanic
and Atmospheric Administration ($3,000), and
Gesneriad Society International ($742).
Publicity
Through yearly distribution of an advertisement
poster and information packets over the Program's
fourteen year history, more than 47,000
different individuals have received information
about the Program and, therefore, information
about research at the NMNH.
A recent survey indicates that at 17,300+ different
individuals/institutions requesting and receiving
information each year; this is the one of the
most effective mechanisms for disseminating
information about research at the NMNH, only
exceeded by the NMNH newsletter, Quest, at 40,000
copies each year (10,000/ issue x 4 issues each
year; distribution: 7,500 external / 2,500 internal),
and electronic inquiry (Gopher Server registers
350,000 "inquiry hits" per year).
In January (1995) Program information and application
materials will be added to the Gopher Server
and the World Wide Web thus reaching more individuals
and allowing electronic application submission.
Diverse participation
To date a total of 257 students have
participated in the Research Training Program
including 147 (57%) women and 61 (24%) individuals
identified by OEEMA as minorities (12 African
Americans, 29 Latin Americans, 12 Asian Americans,
4 Native Americans, 3 "other", and
1 physically challenged).
Graduate school
Although exact statistics are unknown, information
surveys indicate that many past participants
have continued on to graduate school, most pursuing
degrees either directly associated or complementary
to their experiences at the NMNH.
Of the 257 Program alumni, information
is available for 140 (54%). Thirty-two
alumni are still pursing undergraduate degrees.
Of the remaining 108, 76 (70%) entered
graduate programs, including 23 (21%)
in Ph.D. programs.
Employment
Although a large percentage of the Program alumni
are still actively pursuing their educational
degrees, several past participants are employed
in the field of systematic biology (as teachers
and professors at universities) and others have
returned to the NMNH to fill a variety of short
and tong-term positions.
Currently the Research Training Program records
indicate that at least 29 (27% of 140
respondents) alumni are employed in natural
history related careers and 46 have returned
to the NMNH an official capacity (short-term
visitor or employee) at least once since completing
the Program.
Publications
Approximately 77 authored or co-authored
papers (25 published, 7 presented at scientific
meetings, 12 submitted or in press, and 33 in
preparation) are a direct result of the collaboration
between Research Training Program participants
and their NMNH advisor.
Introduction
In
an ideal world the Smithsonian's National Museum
of Natural History could open the "behind-the-scenes"
doors to every person who was interested in
making a contribution to science. In reality,
space and time limit the number of opportunities
available. Therefore, the Research Training
Program has had to institute a selection process
to identify those individuals who would benefit
the most from a research experience at the NMNH.
Positions were limited to undergraduate level
students. Potential participants were identified
through a extensive, worldwide, advertisement
campaign. A rigorous, highly competitive, review
process complemented by a large applicant pool
ensured that culturally diverse and motivated
participants filled the limited Program positions.
Preparations for the 1994 Research Training
Program began in June (1993) with the call for
commitments for the summer of 1994 from resident
NMNH research scientists listed as potential
project advisors. Advertisement posters were
prepared featuring an illustration by Botany
Scientific Illustrator, Alice Tangerini. Decision
making and information gathering for the 1994
application packets began in February (1993)
and the final format was approved in July (1993).
By the end of September (1993) application packets
were completed and over 7,000 advertisement
posters had been distributed to colleges and
universities in the U.S. and abroad. Students
interested in more information about the Research
Training Program contacted the Program Coordinator,
Mary Sangrey, for an application packet through
prepaid postcards attached to the advertisement
poster. Information requests were also received
via personal communication, phone, fax, and
electronically through Internet.
Applications for the 1994 Program were due 1
February 1994. For the 1994 summer session over
10,000 requests were received for application
packets, a 47% increase from the previous year,
resulting in 502 applications. Although the
number of information requests increased, the
1994 applicant pool of 502 reflects a 16% decrease
from the 600 applications received in 1993.
This decrease is suspected to, at least in part,
be a result of the redesigned application packet
that included information to re-direct non-undergraduate
individuals to other Smithsonian opportunities.
The 1994 applicant pool included representatives
from all 50 states plus several US territories
and from 41 foreign countries including: Argentina
(3), Bolivia (1), Brazil (6), Bulgaria (2),
Canada (14), China (3), Colombia (2), Costa
Rica (2), Czechoslovakia (1), Denmark (2), Ecuador
(7), Estonia (1), Finland (2), Germany (3),
Greece (1), Guatemala (3), Hong Kong (1), Hungary
(2), India (12), Japan (1), Kenya (3), Korea
(3), Malaysia (2), Mexico (1), Nepal (1), Nigeria
(2), Paraguay (1), Peru (5), Philippines (5),
Poland (1), Romania (4), Russia (24), Scotland
(2), Slovakia (4), Sri Lanka (3), Tanzania (1),
Trinidad (1), United Kingdom (1), Uruguay (1),
Venezuela (3) and Yugoslavia (4). A total of
142 foreign students applied for the 1994 Program.
Of the 502 applications submitted in time for
consideration for the 1994 Program, 337 (67%)
applicants responded to the survey question:
"Do you consider yourself handicapped or
of minority status?" Of those that answered,
110 (33%) responded "yes" (thereby
indicating that they considered themselves handicapped
or of minority status) and of these, 45 (41%,
or 13% of the total 337 who answered the survey
question) were US citizens and therefore recognized
by OEEMA as minorities. This survey further
identified six general groupings for the 45
US minorities: African American (11), Asian
American (15), Handicapped (2), Hawaiian (1),
Hispanic (12) and Native American (4). The applicant
group included 281 women (56%).
Once received, applications were registered
for review or forwarded to other Smithsonian
offices for appropriate placement (as post-doctoral
fellows, visiting scientists, short-term visitors,
or high school interns). The remaining applications
were divided into review sets according to the
project selected. The sets varies in size from
13 to 94 applications. Sets were distributed
to representatives from the scientific staff
for screening. The reviewers had one week (
8 February - 13 February 1994) to read and score
applications. A total of 458 application folders
contained enough information to be scored during
the initial review by the screening committee.
Serving on the 1994 screening committee were:
Larry Skog and Dan Nicolson (Botany); Nikolaj
Schaeff and Paul Spangler (Entomology); Steve
Cairns and Kristian Fauchald (IZ); Liz Zimmer
(LMS); Glenn McPherson (Mineral Sciences); Dan
Chaney, Ken McCleoud, and Allen Cutler (Paleobiology);
and Ron Heyer, Mike Vecchione, Kevin deQueiroz
and Charles Handley (VZ). Each application folder
received one initial review. All applications
were scored using a one page score sheet and
100 point scale. The rating factors were: academic
performance (10pts.), academic background (10pts.),
motivation for natural history research (15pts.),
motivation to participate in the program (10pts.),
career goals (10pts.), career potential (10pts.),
letters of recommendation (20pts.), and character/personal
attributes (10pts.). The scores were normalized
using a computer program developed by Computer
Specialist, Ralph Chapman. The computer program
adjusted the numerical scores for all applicants
by assigning each review set a mean score of
75 and standard deviation of 10.
Finalists were identified by selecting the 50
highest scoring applicants resulting from the
normalization of scores from the screening review.
Following the initial screening, project advisors
were given the opportunity to review the entire
1994 application set including the list of 50
finalists. Advisors had one week (14 February
- 20 February 1994) to survey the applications.
Advisors were encouraged to comment on their
potential trainee including identifying strengths
and weaknesses in the different applications.
Advisor were also provided the option to add
two names from the applicant pool to the finalist
list.
All applicants who answered "yes"
to the survey question "Do you consider
yourself handicapped or of minority status?"
were reviewed a second time. After careful consideration
of skills and motivation to participate in the
Program, several additional applicants from
this set were added to the finalist list.
A total of 63 applications were forwarded on
for critical review from the screening committee
and the project advisors. Included in the group
of 63 finalists were 12 (19%) foreign students
and 20 (32%) individuals who identified themselves
as a minority by responding "yes"
to our survey (48, or 76%, of the 63 finalists
answered the survey question).
Review of the finalist application set was conducted
21 February - 27 February 1994. All 63 finalist
were reviewed and scored by the final selection
committee (John Kress, Lynn Parenti, Sorena
Sorenson and Scott Wing) resulting in four scores,
one from each member on the committee. Finalists
were scored using a one page score sheet and
100 point scale. The rating factors were: academic
performance (10pts.), academic background (10pts.),
motivation for natural history research (15pts.),
motivation to participate in the program (10pts.),
career goals (10pts.), career potential (10pts.),
letters of recommendation (20pts.), and character/personal
attributes (10pts.). The scores were then normalized
using Ralph Chapman's computer program. The
computer adjusted the numerical values for all
finalists by assigning each review set a mean
score of 75 and standard deviation of 10.
The final selection committee met 28 February
1994 to review the computer generated ranking
of applicants and to select the 1994 participants.
All finalists were considered carefully and
a discussion of each application proceeded.
Beginning with the top ranked applicants, committee
members explained the reasons for their scores
followed by a discussion focusing on the disparities
in ranking from the different members. A consensus
was reached and the application ranked and assigned
a project advisor accordingly. Final selection
of participants and assignment of project advisors
was based on the preliminary recommendations
of the project advisors and information provided
in the application form including a demonstrated
interest in natural sciences, stated career
goals, academic accomplishments, and letters
of recommendation.
The committee selected 25 students from the
finalist set to serve as 1994 Program participants
and one student (Sally Adkins) from the 1993
Program to serve as the 1994 Program Assistant.
Of the 26 students selected to participate in
the 1994 summer Program, 9 (35%) were women
and 10 (38%) were classified by OEEMA as minorities
(African American, Asian American, Native American
and Hispanic).
Project advisors were contacted 1 March - 5
March 1994 to confirm their acceptance of the
student selected to serve as their 1994 trainee.
Following several adjustments, the names of
the students awarded a position in the 1994
summer Program were announced (8 March 1994)
and simultaneously all applicants were notified
of status. Students not offered a position in
the Research Training Program recieved an invitation
to volunteer their services working with the
NMNH collections management staff on various
collections associated projects. Accepted applicants
were contacted personally by telephone to notify
them of their award and to answer impending
questions about their appointment. Students
had until 1 April 1994 to accept or decline
participation in the 1994 Program. Seven students
declined participation and alternates were selected
according to the recommendations of priority
assigned to each finalist by the final selection
committee.
The 1994 Program schedule of events was finalized
in April (1994) and information packets mailed
to students. The 1994 summer Program was in-session
from 28 May 1994 to 7 August 1994.
The curriculum designed for the Research Training
Program was diverse. Events were selected to
provide Program participants the opportunity
to see, and participate in, all aspects of the
NMNH. Included were lectures, discussions, tours,
and individual research projects. The five major
components which made up the 1994 Program were:
The Research Project. At the heart of the Program
was the individual research project. A group
of dedicated NMNH research scientists served
as project advisors to the Program participants.
For the 1994 Program 30 scientists were listed
as available advisors. The list included: Michael
Braun, Jonathan Coddington, Bruce Collette,
William DiMichele, Douglas Erwin, Robert Faden,
Frank Ferrari, Thomas Fritts, Vicki Funk, Charles
Handley, M. G. Harasewych, W. Ronald Heyer,
W. John Kress, W. Duane Hope, Brian Huber, G.
David Johnson, Conrad Labandeira, James Luhr,
Ron McGinley, Wayne Mathis, Roy McDiarmid, Thomas
Munroe, Jim Norris, Robert Robbins, Richard
Thorington, Richard Vari, Warren Wagner, Mike
Wise, Elizabeth Zimmer, and George Zug. Students
selected to participate in the 1994 Program
were assigned a project advisor by the final
selection committee. When matching students
with project advisors, the committee considered
the students preferences, background, and skills.
The 1994 Program hosted 25 different research
projects supervised by 22 project advisors.
The 1994 advisors were: Michael Braun, Bruce
Collette, William DiMichele, Douglas Erwin,
Robert Faden, Thomas Fritts, Vicki Funk, M.
G. Harasewych, W. John Kress, Brian Huber, G.
David Johnson, Conrad Labandeira, James Luhr,
Wayne Mathis, Roy McDiarmid, Thomas Munroe,
Robert Robbins, Richard Thorington, Richard
Vari, Mike Wise, Elizabeth Zimmer, and George
Zug. Together student and advisor designed a
research project which incorporated the advisors
specialties and the students goals. The advisor/student
team together formulated a hypothesis, designed
a series of investigations to test that hypothesis,
gathered data from their tests, and analyzed
the results. All projects offered a combination
of scientific research, collection's interaction,
and the potential for future independent investigation.
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 from the NMNH
community 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 1994 projects but
currently (December 1994) two papers are already
"in press."
Laboratory Techniques and Collections Workshop.
Students participated in the daily activities
associated with the research laboratories and
museum collections. In the laboratory, traditional
and modern methods of systematic research were
demonstrated and students given the opportunity
to learn and experiment with these various techniques.
Several collections workshops were offered on
how to prepare, utilize, and maintain museum
specimens, with emphasis on the universal techniques
of access and use of the specimens at any museum.
Opportunities offered in the 1994 Program included
bird-skinning workshops, SEM training workshops,
morphometrics workshops, a scientific illustration
demonstration, and a histology/plant anatomy
techniques demonstration.
Lectures, Discussions, Tours, and Field Trips.
Through a Monday and Friday lecture series,
members from the NMNH community provided formal
instruction in the concepts and the methodologies
used in natural history-based research. Weekly
discussions presented additional research topics
in a open format and acquainted students with
the different types of job opportunities available
in natural history and collections-based research.
A special lunch discussion hosted by Tom Lovejoy
was particularly inspiring for the participants.
Through real life examples presented by someone
who has dedicated his career to preserving biodiversity,
Tom showed the students how one person can make
a difference. Other highlights of this series
included a lecture by Ray Rye who enlighten
the students with the background story of how
the Smithsonian came to be. And the Research
Training Program would not be complete without
Roy McDiarmid's lecture/discussion about exploring
Neblina, the lost world. Through spectacular
slides and humorous anntedotes about the adventures
of field work, Roy demonstrated how a scientific
presentation, "jam-packed" with data,
can be capitivating and fun for the audience
to participate in.
Behind-the-scene tours throughout the NMNH collections
were scheduled to broaden the participant's
biological perspective and to provide an overview
of the different types of equipment and supplies
used in storing and studying museum collections.
These tours were geared toward developing an
appreciation of the diversity of the planet
and the role of natural history museums in studying
and preserving that diversity.
In addition to the regularly scheduled collections
tours, several special tours were added at the
student's request including the Living Marine
Ecosystems and Chesapeake Bay Exhibit and research
area and the National Zoo. To compare their
museum-based experience, students traveled to
the National Zoo to learn about managing living
collections and conducting research on captive
animals. This opportunity featured a behind-the-scenes
tour of the elephant house, the reptile house,
the research and behavior facility, and the
animal hospital. In return for their tour of
the National Zoo, the 1994 Research Training
Program participants hosted the National Zoo
interns for a behind-the-scenes tour of the
NMNH collections and a formal discussion about
their research projects.
Several weekend field trips were also included
in the 1994 Program to demonstrate collection
and observation techniques and to visit research
sites in the local area. Highlighting the field
trip series was a overnight trip to the Smithsonian's
Environmental Research Center (SERC). Here Smithsonian
professionals demonstrated their field skills
to small interactive groups. The topics covered
included: collecting invertebrates, hosted by
Jan Clark and Karen Reed; insect collecting
and identifying with Warren Steiner; plant collecting
and tree climbing with Carol Kelloff; reptile
and amphibian collecting and censusing with
Tom Fritts; and a night spider safari with Dawn
Southard.
A total of 32 lectures/discussions, 20 tours,
8 demonstrations/workshops, and 2 formal field
trips set the backbone of the 1994 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. In addition to the formally
scheduled Program described above, the students
became a part of the NMNH community by participating
in all museum activities, including the Director's
Office coffee hour, departmental seminars, lectures
by visiting scientists, exhibits preparation,
and interaction with the public.
Special Experiences. New this year, instituted
at the student's request, the Program tried
an innovative experiment. With residual moneys
from unspent supply funds, students were given
the opportunity to expand their natural history
background by applying for funding to support
individual research experiences outside the
regular schedule of events. Students were encouraged
to explore their natural history interests by
participating in complementary research topics,
attending scientific meetings, or traveling
to distant research sites. Fifteen students
took advantage of this opportunity. Most students
who selected this opportunity used the funding
to support an additional week (or two) of work
on their research projects but several students
elected to explore different areas of research
or participate in associated activities. For
example: Roberto Bello attended the joint meetings
of the Herpetologists League and the Society
for the Study of Amphibians and Reptiles held
at the University of Georgia, Athens; Matthew
Kosnik and Jonathan Marcot traveled to the Natural
History Museum in New York to examine additional
material of Paleozoic Gastropods, the topic
of their research project; Todd Blackledge and
Christopher Hardy worked with the staff preparing
the Living Marine Ecosystem Exhibit; Carlos
Bustamante explored human skeletal biology by
participating in a project about the evolution
of disease under the direction of Don Ortner;
Jennifer Kling, first volunteered in the vertebrate
prep lab, then worked in The Dinosaur Bubble
exhibit extracting fossils and answering questions
posed by the visiting public; Barnaby Marsh
investigated the variation in Coragyps atratus,
the Black Vulture; and Fernanda Zermoglio attended
the AIBS annual meeting in Knoxville, Tennessee
then traveled to Costa Rica for field research
with her project advisor, Vicki Funk.
Unlike many internship experiences offered at
the Smithsonian, the Research Training Program
provides financial assistance and housing for
Program participants in order to attract and
secure students from diverse cultural and economic
backgrounds. Participants in the 1994 Program
each received a stipend of $1,250 and housing
at the Oakwood apartment complex in Alexandria,
Virginia. Students also received a transportation
allowance. This amount varied from $100 to $400,
based on the distance traveled. These awards
were made possible thanks to funding provided
by the following offices and organizations:
The National Science Foundation's Research Experiences
for Undergraduates Program ($50,000, award number
BIR-9300225), the Office of the Director, NMNH
($18,000), and The Women's Committee of the
Smithsonian Associates ($16,100). The Research
Training Program gratefully acknowledges the
generous support provided by these organizations
and offices and, on behalf of the 1994 participants,
express sincere appreciation for the awards
given to support undergraduate research opportunities
at the NMNH.
To acknowledge the funding provided by the three
sources, the participant's intership title reflected
their supporting host: the five NMNH Office
of the Director Fellows were Sally Adkins, Todd
Blackledge, Carlos Bustamante, Cesar Nufio,
and Navin Rao; the six Women's Committee Fellows
were Michael Brewer, Charlene Fricker, Kadeejah
Ingram, Stephen Luzar, Maria Veronica Toral,
and Maria Fernanda Zermoglio; and the fifteen
National Science Foundation Fellows were Amy
Adams, Ryan Bavis, Roberto Bello, Aimee Betts,
Joshua Dembsky, Christopher Hardy, Jennifer
Kling, Hugo Kons, Matthew Kosnik, Alan Krakayer,
Katherine Langer, Jonathan Marcot, Barnaby Marsh,
James Parham, and Jorge Ramirez.
The staff of the 1994 NMNH Research Training
Program included: John Kress, Program Director;
Mary Sangrey, Program Coordinator; and Scott
Wing and Richard Thorington, Program Advisory
Committee. As Director, John was responsible
for setting the Program policies that maintained
the balance between student learning and project
advisor benefit. The Program Advisory Committee
approved policies and spending decisions. The
Committee also played a key role in evaluating
the Program's effectiveness and in advising
the Program Director and Program Coordinator
on changes and improvements in Program structure.
As the Program Coordinator, Mary served full-time
as the person responsible for the day-to-day
activities and long-term maintenance of the
Program. She was also responsible for implementing
the decisions of the Program Director and Advisory
Committee and for serving as a liaison between
students and the Smithsonian community.
The Program Director is a rotating position
that changes every few years. This was John's
last year as the Research Training Program Director.
His accomplishments as Program Director are
to be commended. During his five-years as Director
John raised a total of $462,056 to support the
Program. He supervised 133 student participants,
increased the poster advertisement mailing list
from 1,101 to 7,500, saw the information requests
jump from 750 to over 10,000, increased the
participant applicant pool from 120 to over
500 annually, and secured a full-time Program
Coordinator position to take care of the maintenance
of the Program. Under his direction the Program
expanded to include all NMNH research departments,
student projects were transformed to research
investigations, and a complex curriculum was
developed to expose Program participants to
all aspects of natural history research. His
leadership and insight will be greatly missed.
In overview, the 1994 summer session was by
far the best program in content and accomplishment
ever produced by the Research Training Program
and the Special Experiences option was an outstanding
addition. This exceptionally successful session
was due, in part, to the long-term planning
and tremendous effort invested by countless
members from the NMNH community.
We are indebted to the many individuals and
offices throughout the Smithsonian, too numerous
to list here, who yearly give freely of their
time and talents to the Program. We acknowledge
specifically the efforts of a few people without
whose help the 1994 Program would not have been
so prosperous: Ralph Chapman, who patiently
set his own work aside to help the students
lined-up outside his door, analyze their data
and prepare their presentation slides; Kurt
Luginbyhl and the ADP staff for making e-mail
communication and g.rtp possible; Dave Pawson
who, as Acting for the Acting Director of the
NMNH - and much to everyones surprise, especially
the Program Coordinator's - welcomed the students
into the NMNH community during the participant's
first moments at the Museum by inviting the
group into the Office of the Director during
their orientation on the Memorial Day holiday;
Don Ortner, Acting NMNH Director, for serving
as a dedicated supporter of the Program throughout
his appointment and for seizing every opportunity
to demonstrate this support; and Sally Adkins,
who masterfully orchestrated the SERC field
trip and who served as assistant and friend
to all associated with the 1994 Program.
The Program successes, however, are the direct
result of the exceptionally talented, dedicated,
patient, hard-working but also fun-loving students
who participated in the 1994 Program. The 1994
participants demonstrated tremendous research
potential and showed exceptional maturity in
adapting to adverse situations. It's not often
that a group of workers need to be reminded
to "go home" at the end of the day
instead of spending the night investigating
another aspect of their research topic, yet
this was the normal call for the students participating
in 1994 summer session. This dedicated research
curiosity was infections. The Program staff
and the NMNH community enjoyed hosting the 1994
summer session and it's participants. They reminded
us of the significance in reviewing the basics,
the delight in discovery, and the importance
of investing in the future generation of researchers.
Don Ortner said it best during the awards ceremony,
when presenting Todd Blackledge with his certificate
of Program completion: Don commented "how
scary" Todd's presentation was. He then
quietly confessed "They ALL were scary.
I'm glad I'm not out looking for a job. I don't
think I would stand a chance against these brilliant,
young, enthusiastic minds. Such energy and curiosity
- where will they lead us?"
To the 1994 participants, we dedicate this book
to you with our wish for successful and enjoyable
careers.
Sally Adkins
George Mason University
Washington, D.C.
Amy Adams
University of Puget Sound
Tacoma, Washington
Ryan Bavis
St. Mary's College of Maryland
St. Mary's City, Maryland
Roberto Bello
Michigan State University
East Lansing, Michigan
Aimee Betts
Albertson College of Idaho
Caldwell, Idaho
Todd Blackledge
George Washington University
Washington, D.C.
Michael Brewer
University of Missouri - Columbia
Columbia, Missouri
Carlos Bustamante
University of Miami
Coral Gables, Florida
Joshua Dembsky
Brown University
Providence, Rhode Island
Charlene Fricker
Purdue University
West Lafayette, Indiana
Christopher Hardy
University of Maryland at College Park
College Park, Maryland
Kadeejah Ingram
Eastern Michigan University
Ypsilanti, Michigan
Jennifer Kling
Vanderbilt University
Nashville, Tennessee
Hugo Kons
University of Wisconsin, Stevens Point
Stevens Point, Wisconsin
Matthew Kosnik
Austin College
Sherman, Texas
Alan Krakauer
Cornell University
Ithaca, New York
Katherine Langer
Norwich University, Vermont College
Northfield, Vermont
Stephen Luzar
Augsburg College
Minneapolis, Minnesota
Jonathan Marcot
University of Arizona
Tucson, Arizona
Barnaby Marsh
Cornell University
Ithaca, New York
Cesar Nufio
University of California, Santa Cruz
Santa Cruz, California
James Parham
University of Rhode Island
Kingston, Rhode Island
Jorge Ramirez
Pomona College
Claremont, California
Navin Rao
University of Puget Sound
Tacoma, Washington
Maria Veronica Toral
Universidad del Azuay
Cuenca, ECUADOR
Maria Fernanda Zermoglio
The University of Texas at Austin
Austin, Texas
Amy Adams:
A comparison of DNA extraction protocols
using molluscan tissues.
Ryan Bavis:
Identification of Branta bernicla subspecies
using cytochrome b mitochondrial DNA.
Roberto Bello:
Two new species of minute frogs (Adelophryne,
Leptodactylidae) from the Guayana Highlands
of southern Venezuela.
Aimee Betts:
Origins of African tree squirrels (Rodentia,
Sciuruidae).
Todd Blackledge:
A new curimatid, Cyphocharax laticlavius (Ostariophysi,
Characiformes), from Amazonian Ecuador with
a major range extension for C. gouldingi.
Michael Brewer:
Methodology of analyzing apatites to estimate
the
amount of sulfur dioxide released into the stratosphere
due to a volcanic eruption.
Carlos Bustamante:
Genetic comparison of ten nemertean populations.
Joshua Dembsky:
A biometric anaylsis of Glogiberinelloides.
Charlene Fricker:
A preliminary report on a collection of
Pennsylvanian plant fossils from Little Pine
Creek,
Warren County, Indiana.
Christopher Hardy:
Comparative leaf anatomy of the genera Pollia
and Commelina (Commelinaceae).
Kadeejah Ingram:
A petrographic study of sulfide mineralization
of granitic pegmatites.
Jennifer Kling:
The substitution of sulfur into the mineral
apatite.
Hugo Kons:
Preliminary classification of North American
Satyrium
hairstreak butterflies.
Matthew Kosnik:
Crossing the Permo-Triassic boundry: a phylogenetic
anaylsis of family Neritopsidae.
Alan Krakauer:
Analyzing rainfall patterns and snake-induced
power outages to estimate the activity patterns
of the
brown tree snake Boiga irregularis.
Katherine Langer:
A geochemical study of pegmatitic amazonites
for
application in the classification of rare-element
granitic pegmatites.
Stephen Luzar:
Age and growth in wild Kemp's ridley sea turtle
(Lepidochelys kempii): skeletochronological
data.
Jonathan Marcot:
Bellerophonotoidea's last stand: a phylogenetic
and
paleobiogeographical approach.
Barnaby Marsh:
Redescription of poorly-known Indo-pacific
Symphurine toungefishes S. trifsciatus (Alcok
1894)
and S. microrhynchus (Weber 1913).
Cesar Nufio:
An anaylsis of herbivory patterns in the Late
Cretaceous: an inferential assessment of plant-insect
interactions.
James Parham:
Age and growth in Cumberland Island loggerhead
sea turtles (Caretta caretta): a reassessment.
Jorge Ramirez:
The origin and radiation of basal cacti.
Navin Rao:
A systematic study of the genus Rhysophora
Gresson (Diptera: Ephydridae).
Maria Veronica Toral:
A revision of the viviparous half-beak genus
Dermogenys, (Teleostei: Hemiramphidae).
Maria Fernanda Zermoglio:
Morphology and molecules in the Liabeae:
a two pronged approach.
