Organization of Biological Field Stations 53Rd Annual Meeting

Organization of Biological Field Stations 53rd Annual Meeting

September 19–23, 2018

Schoodic Institute at Acadia National Park

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Hosts at Schoodic Email Address Phone Number Megan Moshier [email protected] Office: 207-288-1337

Cell: 207-479-1787 Michelle Pinkham [email protected] Office: 207.288-1356 Cell: 207-266-6010 Hannah Webber [email protected] Office: 207-288-1384 Cell: 207-412-8689

TABLE OF CONTENTS

President’s Welcome ………………………………………………………………………………………………………………1

Schoodic Welcome and Site-specific Notes (Station Policies and Emergency Information)………2

Program Schedule ………………………………………………………….………….……………………………………….…. 6

Auction & Dance Party ..…………………………………………………………….…………………………….….…….... 11

Appendices ……………………………………………………………...... 12

 Appendix I: Workshop Descriptions…………………………………………………………12

 Appendix II: Field Trip Descriptions…….……………………………………………..……14

 Appendix III: Breakout Session Descriptions…………………………………………...15

 Appendix IV: Presenter Biographies ……………………………………………………….21

 Appendix V: Poster Abstracts ………………………………………………………………...24

 Appendix VI: Attendees by Name* .………………………………………………………..36

 Appendix VII: Attendees by Affiliations* ……….………………….……………………42

*List of names and affiliations registered, as of 09/10/18

OBFS Expectations OBFS is committed to a safe and supportive environment free from all forms of discrimination, harassment, and assault. Responsible and respectful conduct is expected while participating in all OBFS annual meeting activities. OBFS is working on a formal code of conduct and invites your input into that process. Please report any harassing behavior or someone in distress to meeting organizers or the OBFS board. These parties will take immediate and appropriate action to ensure the safety of meeting participants and the privacy of the reporter. Thank you and enjoy the meeting in this beautiful part of the world!

President’s Welcome OBFS Annual Meeting, Schoodic Institute at Acadia National Park, Winter Harbor, Maine 2018

Welcome to the 2018 Annual Meeting of OBFS at the beautiful Schoodic Institute!

This year’s theme is “Partnerships and Collaborations.” According to Merriam-Webster, one definition of “collaborate” is to work jointly with others or together especially in an intellectual endeavor.

Field station personnel already know this. OBFS members are incredibly creative and dedicated collaborators. While field stations comprise a range of sizes, biomes, and histories, all serve as crucibles of collaborative learning. The National Academy of Sciences reported in 2014 that field stations play important roles in facilitating partnerships, including:

1. Observation of environmental change 2. Training the next generation of scientists, educators and natural resource professionals 3. Engaging the public in science and discovery of the natural world 4. Space to test new technologies and methods

All of those activities are enabled by field station directors, managers, site coordinators, and staff – in short, each of you who devote your energies and passion toward teaching, discovering and facilitating science and increasingly arts and humanities.

I encourage you to cultivate that passion by going just one step further. In this time of rapid social and environmental change, the need for collaboration is ever greater. Merriam-Webster goes on to define “collaborate” this way: to cooperate with an agency or instrumentality with which one is not immediately connected. Following the theme of our meeting, what new relationships can be forged in your sphere of influence? At this year’s annual meeting, there are many opportunities for sharing your good works with the OBFS community and beyond:

 Engage new ideas, such as those in Plenary #2 titled “Answering community-driven questions and making science accessible through collaborative research” or in several Concurrent Sessions  Reach out to a local school and invite the teachers and students to visit your facility (see workshop #4, STEM Outreach for Diverse Audiences)  Invite your political representatives to your field station (talk to Committee Chair, Lisa Busch, about AIBS- facilitated training)  Foster art-science collaborations – for instance, Plenary #3 focuses on visualization storytelling  Mentor an early-career educator or researcher (see Venetia Lyles, Member-at-Large Early Career Representative)  Brainstorm how your data can “talk” to new audiences (EDI workshop #3)

These are just a few ideas for you to share these activities with your home institutions, colleagues, and neighbors. The OBFS listserv, social media and website are also great platforms for collaboration.

Please help me extend our appreciation to the wonderful hosts at the Schoodic Institute and enjoy the meeting!

Stacy McNulty, OBFS President

WELCOME TO SCHOODIC INSTITUTE AT ACADIA NATIONAL PARK! Emergency Information

Life-threatening or serious Injury: CALL 9-911 from your Apartment or Cabin hard line telephone. Those staying in any of the Rockefeller Hall Suites should dial 2-911. *Tell the emergency 9-911 operator that you are calling from Schoodic Institute in Winter Harbor and give them the building name or number and the apartment letter or number of where the injured or ill person is. Tell them you will have someone designated to wait outside, in front of that building to guide them.

Park Ranger Dispatch at: 1(207)-288-8791 (from a lodging unit, dial 9-288-8791) Local Area Hospital:  Maine Coast Memorial Hospital is located at 50 Union St, Ellsworth, ME 04605, a 45 minute drive from the campus. Follow directions to Rte 1 south toward Ellsworth, then follow the blue (H) hospital signs on the way. Telephone: 9 (207) 664- 5311 Open 24 hours – 7 days for Emergency & General Care

Non-life threatening Injuries or illnesses:  If you have known allergies (to bee stings, for example) or medical issues, please be sure to bring your own medication! We are not able to provide medications to our guests. While here, for basic needs & provisions, go to Mc’s Market in Birch Harbor, the IGA or the 5 and 10 Cent Store in Winter Harbor.

SCHOODIC INSTITUTE CONTACT INFORMATION

Hannah Webber, Research Project Manager: 207-288-1384 Cell: 207-412-8689

Welcome Center/Front Desk: (Mon -Fri) 8am – 5pm, (207) 288-1310 Hospitality Office: (Mon -Fri) (207) 288-1337 or (207) 288-1356 Campus Hosts: Reside in 19A & 19C Schoodic Shores – they can be reached at: 207-963-2766 Ext 31 or 37, evenings & weekends.

Campus Hosts Cell phone number is: 207-546-6911

Apartment or Building Maintenance Emergencies:  For emergency building repairs or outages, please notify The Welcome Center Front Desk in Rockefeller Hall, Mon – Fri, from 8am to 5pm, and on Saturdays and Sundays from 10am to 4pm, call 9 –288-1310. During evening hours, for maintenance issues, call the Campus Hosts at the above phone numbers.

 For non-serious apartment issues, report the need or repair to the Front Desk, Mon – Fri at: 9 –288-1310  For Housekeeping issues during your stay, dial 9-288-1342 and leave a message if not answered.

Meal Hours at our dining facility - Schooner Commons are: BREAKFAST 7 – 8:30am LUNCH 11:45 – 1:15pm DINNER 5:45– 7:15pm Check-in: All participants must check-in at the designated OBFS registration – follow the signs on the campus road. There you will receive your room assignment and a name tag. Please wear your name tag at all times. If you arrive after check-in times, please follow instructions on the main front doors at Rockefeller Hall. (Large stone & brick building as you enter our campus).

Check-out: We ask that you check out of your unit no later than 10:00 a.m. You may leave your keys on the kitchen table or return them to the Welcome Center Front Desk after 8am, Mon – Fri. Prior to check-out, we ask that you remove recycling and take it to the Recycling Center (NO SORT recycling – please rinse cans & bottles beforehand!) located at the Green Garage Door near Unit 20 in Housing. Place all garbage in the closest dumpster near your unit. We greatly appreciate your cooperation and assistance.

Schoodic Institute Compendiums: are provided in every unit with lots of local and campus information.

Recycling : Recycling containers are located throughout the campus including but not limited to Schooner Commons, the Bunkhouse and your housing units. We have NO SORT recycling! Please take your recycling materials to the Recycling Center in Schoodic Shores as stated above in check-out.

Lodging Telephones – the main incoming number is: (207) 963-2766: Most lodging units are equipped with a hard line telephone. To call guests in the other units simply dial the 2-digit extension. Extension numbers are located in your apartment compendium. If giving this number to family and friends please include both the incoming number listed above and your 2-digit extension. We apologize but voicemail is not available on these phones.

Cell Phone Reception: Unfortunately, cell phone reception is limited on campus and in your housing unit. You may find stronger reception at the following locations: Schooner Commons, Moore Auditorium, and Schoodic Point.

Wireless Internet Connectivity: Connectivity is available throughout the campus and includes all classrooms, Schooner Commons Dining Hall, and all housing units for use with your laptop or phone. When connecting, select “SERC Guest”, no password required.

Hospitality Center: Is located in apartment 9C where guests can find: Washers and Dryers with coin soap dispensers, a Beverage vending machine, Direct TV, assorted Exercise Machines, and a Cell Phone Booster.

Televisions: All Schoodic Shores Lodging Units offer Direct TV Service. Bed Linen & Towels: Our lodging units in Schoodic Shores, Cabins and Suites are considered housekeeping “cottages” and all bedding and towels will be provided during your stay. Daily maid service is NOT available. Should additional linen or towels be required, we will gladly provide them. Please call 288-1342 to make arrangements.

Kitchens: Our kitchens are fully stocked with a toaster, coffee maker, refrigerator, stove, microwave, flatware, glasses, dishes, pots and pans, and other small kitchen items for your use in preparing meals. Pot holders, dish towels/cloths are also provided. One starter pack of coffee is supplied to get you started, so please bring your own coffee and any other snack food that you’d like.

Grocery Stores: Winter Harbor offers an IGA that is relatively well stocked. Mc’s Marketplace in Birch Harbor also offers limited grocery items. A selection of larger grocery stores are located in Ellsworth (40 minutes drive) where you will find a Hannaford, Shaw’s and Walmart. Weather Conditions: Weather on the Schoodic Peninsula and in Maine can be unpredictable, please bring foul weather gear, dress in layers and bring flashlights, umbrellas, etc. Quiet hours: Please respect others on campus, quiet hours are from 10:00 pm to 7:00 am. Speed Limits: Speed Limits on both the Schoodic Loop and Schoodic Institute Campus are strictly enforced, please obey all speed limits. The Campus speed limit is 15 MPH. Electric Vehicle Charging Stations are located side by side to the right across from Moore Auditorium. Codes are posted above the chargers. Suggested donation is $2.00 per hour to be dropped into the tall metal drop box located beside the chargers. Thank you!

Acadia National Park Regulations

*Help protect park resources and our visitors by abiding by the following regulations:

ACCIDENTS: Must be reported to park rangers if property damage or personal injury is involved.

ALCOHOL USE/POSSESSION: Consuming alcohol in any public building, in parking lots and pull-outs, is prohibited. It is illegal to be in the park when under the influence of alcohol or controlled substances. The possession of alcoholic beverages by a minor (less than 21 years old) is prohibited.

ATVs/MOTORBIKES: All motorized vehicles are prohibited on the park trails and carriage roads. ATVs are not allowed anywhere in the park. Wheelchairs are permitted on carriage roads.

FEEDING WILDLIFE: Feeding wildlife, including sea gulls and any roadside begging animals, is prohibited. All stored foods must be in a rigid locker, vehicle or kept in such a manner as to be inaccessible to foraging animals.

FIRES/FIREWOOD: Contained charcoal and wood fires are prohibited except in provided fireplaces or receptacles or private grills in established picnic areas. Dead and down wood may be collected for campfires in the park provided that: 1) wood is not collected from within the campground unless it is in park-provided wood piles and 2) chainsaws are not used to gather wood.

FIREARMS: Must be unloaded and cased or otherwise packed in such a way as to prevent use.

FIRECRACKERS: The possession or use of fireworks or firecrackers is prohibited.

HOURS OF OPERATION: The Park is open 24 hours a day.

HUNTING: Hunting and trapping are prohibited.

IN-LINE SKATING/ROLLERBLADES: Roller skates, rollerblades, roller skis, skateboards, and any other coasting devices are permitted on PAVED roads when closed to automobiles. They are strictly prohibited on carriage roads. Otherwise, the above are prohibited anywhere in the park.

PARK PASSES: An Acadia National Park pass is required and can be bought at the following locations: Schoodic Woods Campground and at the Schoodic Institute Welcome Center at Rockefeller Hall and also online at: https://www.yourpassnow.com/ParkPass/park/acad

PETS: Pets should not be left unattended and must be leashed (6’ or less) or otherwise physically restrained at all times. Pets are allowed in all park locations except Wild Gardens of Acadia, Duck Harbor Campground (Isle au Haut), ladder trails, and inside public buildings, as well as Sand Beach and Echo Lake Beach from May 15 to September 15. It is requested that dogs are not brought on any ranger-led activities. Service dogs/sight guiding dogs may accompany their owner to all park locations.

PICNICKING: Picnicking is permitted park wide, except in campgrounds where it is prohibited without a camping permit.

PERMITS: Permits are required for activities such as scientific research and collecting, commercial photography/filming, commercial tours and activities, etc. Contact Resource Management for info.

PUBLIC PROPERTY/NATURAL FEATURES/PLANTS & WILDLIFE: The possession, injury, destruction, removal or disturbance of park property or natural resources including animals, plants, minerals, cultural and archaeological objects is prohibited. This includes collecting rocks, cobbles, plants, marine organisms, other natural materials, and historic objects and artifacts.

SEAT BELTS: Seat belts are required by any driver or passenger while in a national park.

For more information about us, please visit our website at: www.schoodicinstitute.org

Program Schedule

Theme: “Partnerships and Collaborations” Host: Schoodic Institute at Acadia National Park

Presenters: Please email your presentation, as a PowerPoint or PowerPoint-compatible presentation, 48 hours before your talk to Roy Gott ([email protected])

Check-in Information: If you are arriving during business hours on Tuesday or Wednesday, or prior to 1:00 p.m. on Thursday please check-in at the Rockefeller Hall Welcome Center. All participants arriving after 1:00 p.m. on Thursday will check-in at the Moore Auditorium Lobby to get their cabin/room assignments and registration packet. If you arrive after check–in times you can pick up your cabin/room keys at the campus host (Apartment 19), and register the following day.

Tuesday, September 18th

9:00 am—5:00 pm Check-in/ Arrival of participants registered for pre-meeting workshop(s) Welcome Center, Rockefeller Hall, 9 Atterbury Circle (Registration opens at 9:00 a.m., however rooms will not be ready until 3:00 p.m.) NOTE: NO MEALS PROVIDED ONSITE

Wednesday, September 19th WORKSHOP DAY—Please see Appendix I for descriptions.

7:00–8:30 am Breakfast—Schooner Commons

8:00am-12:00pm Workshop #1 Strategies for Success: A Mini Course for Field Station Leaders (FULL DAY) Classroom 112, Wright Hall Workshop #2 The Environmental Data Initiative (EDI) (HALF DAY) Classroom 114, Wright Hall 11:45-1:15 pm Lunch—Schooner Commons

1:00-5:00pm Workshop #3 STEM Outreach for Diverse Audiences (HALF DAY) Classroom 114, Wright Hall

Workshop #4 Field Stations on Public Lands (HALF DAY) Classroom 110, Wright Hall

9:00 am–5:00 pm CHECK-IN for Wednesday arrivals—Welcome Center, Rockefeller Hall, 9 Atterbury Circle

5:45-7:15 pm Dinner—Schooner Commons

7:15–9:00 pm OBFS Board of Directors Meeting Session I—Rockefeller large conference room

Thursday, September 20th FIELD TRIP DAY*—Please See Appendix II for descriptions.

7:00–8:30 am Breakfast—Schooner Commons

*Field Trips begin in the morning, check with Field Trip schedule to see when yours begins and where to meet for departure.*

11:45-1:15 pm Lunch— Schooner Commons (If your field trip says bag lunch provided, Schoodic staff will be sure they are picked up before departure)

1:00–6:00 pm CHECK-IN for Thursday arrivals—Lobby of Moore Auditorium (for those not attending guided field trips)

4:00 pm New Member Welcome and Committee Overview—Moore Auditorium  Lisa Busch (Outreach Committee Chair)  Vanessa Trujillo (Communications Sub-Committee Chair) 5:00 pm Opening Reception (drop off auction items at Moore Auditorium)

5:45-7:15 pm Dinner—Schooner Commons (THIS IS THE FIRST MEAL INCLUDED IN REGISTRATION)

7:45 pm Welcome and Introductions—Moore Auditorium Stacy McNulty, OBFS President

8:00-9:00 pm Plenary Session #1—Moore Auditorium Sarah Nelson, University of Maine Title: “A legacy of pollution, a legacy of research: mercury in Acadia National Park”

Friday, September 21st

7:00–8:30 am Breakfast—Schooner Commons

8:45 am Opening Remarks—Moore Auditorium Stacy McNulty, OBFS President Introduction of Board Members and Committee Chairs Call for Nominations (Paul Foster, Nominations Committee Chair and Past President)

9:15-9:45 am Welcome & Introduction to Schoodic—Moore Auditorium Kevin Schneider, Acadia National Park Superintendent Don Kent-Schoodic Institute President and Hannah Webber, Research and Education Projects Manager, Schoodic Institute

9:45-10:15 am Break—Refreshments in lobby of Moore Auditorium

10:15–11:45 am Concurrent Sessions #1—See Appendix III for descriptions of each session. a. Friend-Raising and Fund-Raising at Biological Field Stations Classroom 110, Wright Hall b. Collaborative Networks of Regional Field Stations: Successful Models Breakout Room at Moore Auditorium c. Tools of Engagement for FSMLs in Research, Education and Engagement Classroom 112, Wright Hall d. Field Stations at Primarily Undergraduate Institutions (PUIs) Classroom 114, Wright Hall

11:45 am–1:15 pm Lunch—Schooner Commons (Roundtable Discussions)

1:30–2:30 pm Plenary Session #2—Moore Auditorium Title: “Answering community-driven questions and making science accessible through collaborative research” Caitlin Cleaver, FB Environmental, Marine Biologist/Marine Science Lead 2:30-3:00 pm Break with Refreshments—Rockefeller Hall, back patio

3:00 pm Group Photo—Meet at Rockefeller Hall

3:30–5:00 pm Concurrent Sessions #2—See Appendix III for descriptions of each session. a. Fostering Collaborations and Networks Among International Field Stations Breakout Room at Moore Auditorium b. Digitizing and mobilizing research station collections data Classroom 110, Wright Hall c. The Power of Place-based Observation Classroom 112, Wright Hall d. Sensor Technologies Classroom 114, Wright Hall

5:00 pm Poster Session with Presenters and Mixer—Lobby of Moore Auditorium LAST CHANCE to drop off auction items

5:45–7:15 pm Dinner—Schooner Commons

7:15 pm 2017 Human Diversity Award Presentation—Moore Auditorium

7:45-9:00 pm Plenary Session #3—Moore Auditorium Catherine D’Ignazio, Assistant Professor of Civic Media and Data Visualization Storytelling, Journalism Department at Emerson College "Civic Imagination: Talking Creeks, Useless Maps and Breast Pump Hackathons"

Saturday, September 22nd

7:00–8:30 am Breakfast—Schooner Commons

8:30-10:00 am Concurrent Sessions #3—See Appendix III for descriptions of each session. a. STEM Outreach for Diverse Audiences Classroom 110, Wright Hall b. Operations: Behind the Science Breakouts at Moore Auditorium c. Undergraduate Field Experiences Research Network—U-FERN Classroom 112, Wright Hall d. Field Stations on Federal Lands Classroom 114, Wright Hall

10:00 am Break—Lobby of Moore Auditorium

10:30-11:45 am Plenary Session #4—Moore Auditorium

“An update on NSF-FSML and an overview of where field stations fit in with the nation’s other field science infrastructure” Peter McCartney, Program Director, Directorate of Biological Sciences

11:45am–1:15 pm Lunch and Committee Meetings—Schooner Commons

1:15-2:15 pm Plenary #5—Moore Auditorium

Moderated Open Q & A Session with Board Members

2:15–3:15 pm ● Small group guided tours of Schoodic—Welcome Center, Rockefeller Hall

● Informal session with Peter McCartney—Lobby of Moore Auditorium

Saturday, September 22nd

3:30–5:00 pm OBFS Business Meetings (open to all)—Moore Auditorium - President’s report (Stacy McNulty) - Secretary’s report (Anne Kelly) - Treasurer’s report (Philippe Cohen) - Committee Reports (Committee Chairs) - Congressional visits report (Lisa Busch and attendees) - Discussion and Vote on Progressive Fee Structure - Short Presentation about 2019 Annual Meeting Host - Announcement of 2020 and 2021 Annual Meeting Hosts - Other business

5:00 pm Mixer and Review of Auction Items—Schooner Commons

5:45–7:00 pm Dinner—Schooner Commons

7:00 pm OBFS Local Hero Award—Moore Auditorium

7:15 pm OBFS Distinguished Service Award—Moore Auditorium

7:30 pm–11030pm Auction—Moore Auditorium

Dance Party to follow auction—Outside of the Moore Auditorium

Sunday, September 23rd (NOTE: CHECK-OUT TIME is 10:00AM)

7:00–8:15 am Breakfast—Schooner Commons (LAST MEAL INCLUDED IN REGISTRATION)

8:15-8:30 am Concluding Remarks—Moore Auditorium Stacy McNulty, OBFS President

8:30–10:30 am OBFS Board of Directors Meeting Session II (open to all)—Moore Auditorium - Finalization of the Board’s budget - Unfinished business - New business - Comments by OBFS members - Nomination period closes

10:00 am Check-out time

12:00 noon–1:00 pm Lunch—Schooner Commons (must choose as an add-on when registering)

1:00–6:00 pm Departures for all participants

AUCTION AND DANCE PARTY This year’s theme for the auction and dance party is: “Rock Lobster!”

Coastal New England is rich in maritime culture that reflects some of the oldest history in the United States. In this region of Maine, the lobster reigns as the supreme symbol of this tradition. This will be a fun party because, well... lobsters rock!

To maximize the fun, come dressed as a lobster! Pack your red pants, skirts, dresses, shirts, foam lobster claws or some homemade antenna will get you ready to rock in the intertidal!

What is the OBFS Auction? On the Saturday evening of the Annual Meeting we like to cut loose, have some fun, and celebrate with the fundraising auction. For the past 20 years we have held this live auction. In recent years, the donations have been so many that we have assigned some of the items to a silent auction that ends before the live auction begins. All proceeds from the auction go to a fund separate from the operating budget that is used for special OBFS projects and initiatives. We rely on YOU to bring things to the meeting to donate to the auction. There is no auction without your valuable (we'll be the judge of that), beautiful, meaningful, humorous, and/or otherwise entertaining contributions.

What do you need to do? Members bring items to donate that they think will interest or amuse their colleagues, such as objects of natural history or scientific interest, foodstuffs with a local interest (such as maple syrup, wild rice, etc.), handicrafts from cultures around the globe, field station paraphernalia (mugs, tee shirts, caps, etc -- but only one or two of these per station, please), or objects d'art such as paintings, jewelry, painted scarves, turned bowls, wood carvings, pottery, mounted plant specimens, and others too numerous to mention.

IN ADDITION to physical items to auction off, we invite a wide and varied array of “performance art.” Sing? Dance? Recite poetry? Have a funny skit to perform? If not, find a friend and make one up at the meeting! This can be huge fun. The bidding can be for MORE poetry, or, eh, less… You get the idea – goofiness and fun are encouraged, alongside real talent. It is often best if performance art remains secret until performed. Just contact an auctioneer to discuss at the meeting. Likewise if you have a physical item you wish to keep hidden until auctioned off.

No matter what, or how, you contribute, be generous and imaginative. Please prepare to bid wantonly and spend extravagantly --- we accept credit cards, cash, or checks. And don’t forget to tip the Libationistas - It’s all for a worthy cause after all! And then there is of course the dance party immediately following the auction! ROCK ON OBFSers!

Appendix I—Workshop Descriptions

Workshop #1 Name: Strategies for Success: A Mini Course for Field Station Leaders Cost: $200* Time: Full-Day (8:00am-4:00pm) Description: This one-day workshop will provide participants with the key financial planning, analytical, and communication skills they need to enhance their field station’s success. Expert faculty will use lectures, group work, discussions, and case studies to provide tools and tips that participants can use to assess their projects and enhance their programmatic and financial sustainability; introduce essential strategies for identifying and analyzing stakeholders; and provide guidance and best practices to help participants succeed as they innovate and add value to their project or program. Key topics will focus on creating an effective business plan, including using the Business Model Canvas to create an effective plan and continue assessing the plan in the future; evaluating vision and mission; using the Kellogg Logic Model as a planning and prioritization tool; and identifying and analyzing stakeholders and their influence on projects and programs. Participants will also have the opportunities to get feedback from each other and exchange lessons learned in their own strategic and business planning efforts. Minimum Participants to Run: __12__ Maximum Participants: __24___

*OBFS member stations qualify for a $100 scholarship; thus the workshop fee is only $100 for participants from member stations

Workshop #2 Name: The Environmental Data Initiative (EDI) Time: Half-Day (8:00am-12:00pm) Cost: $0 Description: The Environmental Data Initiative (EDI) was funded by NSF to accelerate curation, archiving, and publishing of environmental data. In this workshop EDI will first give an overview of EDI’s mission and core activities (data repository, data curation and publishing, data model standardization, metadata pipeline, outreach and data management training). Secondly, EDI will present the workflow for data archiving and publishing, with an emphasis on content and scope of necessary metadata. Also explained are the process of converting the information into the Ecological Metadata Language, preparation of data for archiving, archiving and publishing the data. An example of a data policy that utilizes EDI's services, from the University of Michigan Biological Station is presented by its Data Manager Jason Tallant. Reports on six 2018 internships funded by EDI for OBFS will be included.

Minimum Participants to Run: __5__ Maximum Participants: __none___

*This fee is waived for the STEM grant collaborators

Workshop #3 Name: STEM Outreach Programs Time: Half-Day (1:00pm-4:00pm) Cost: $45*

Description: This hands-on, four-hour workshop will help field station personnel design a new outreach program or refine an existing one. With a team of scientists, STEM educators, and informal learning experts who specialize in field stations, participants will gauge how well a proposed or existing outreach program aligns with their station’s outreach goals and will design or revise that program accordingly. Doing this work in the company of other field station personnel creates an opportunity to share best practices and, in effect, helps field stations build a knowledge-sharing network that can continue beyond the workshop. By the end of this workshop, participants will have:

 Assessed their program for alignment with station, community, and participant learning goals  Given and received feedback on outreach programs in collaboration with other field station and education experts.  Begun the process of redesigning or developing an outreach program.

Minimum Participants to Run: __5__ Maximum Participants: __none___

*This fee is waived for the AISL grant collaborators. Workshop #4 Name: Field Stations on Public Lands Time: Half Day (1:00-5:00pm) Cost: $50 Description: Public lands managers and field station personnel are invited to this full- day workshop with the goals of exploring and sharing:  Models of partnerships between field stations and public land agencies  Ideas for enhancing partnerships  Approaches to maximize the value of research, education, and outreach for field stations and public land agencies

This interactive workshop will examine the history and scope of field stations on public lands, work toward a common framework for partnerships, summarize overlap and synergies between agencies, and explore roots and solutions to common challenges Minimum Participants to Run: __25__ Maximum Participants: __40___

Appendix II—Field Trip Descriptions

Free, self guided: Load your car with friends new and old and hit the road. Check out Downeast Maine as you explore along one of the following:

· The Maine Ice Age Trail follows the margins of the last great North American continental ice sheet and conicides with many Down East tourist attractions. http://iceagetrail.umaine.edu

· Maine Sculpture Tour celebrates the art of Maine granite. The tour follows scenic byways- wend your way even farther Downeast than Winter Harbor! http://schoodicsculpture.org/trail/

· The Downeast Fisheries Trail celebrates the region's maritime heritage. Marine resources sustain the culture and economy of Downeast

Maine. http://www.downeastfisheriestrail.org/

Free, guided: These trips are walking adventures:

· Sunrise and Seabirds- Join Seth Benz (Schoodic Bird Ecology Program) for an early morning of migrating seabirds at Schoodic Point. Meet at 6:00 am at Schoodic Point. This is a drop-in field trip and will end at 9:00 am.

· Migrating Seabirds- For those late risers, head out with Seth Benz (Schoodic Bird Ecology Program) after lunch to see what seabirds are migrating past Schoodic Point in the afternoon. Meet at Schoodic Point at 1:00 pm. This is a drop-in field trip and will end at 3:30 pm.

· Trees, from Sea to Summit- Head into the forest with Nick Fisichelli (Schoodic Forest Ecology Program) and technicians as they hike from the Schoodic campus to Schoodic head. Meet at Schooner Commons at 8:30, return at 11:30.

Fee involved:

· Mount Desert Rock Field Station- College of the Atlantic's (COA) Edward McC. Blair Marine Research Station sits on a rock 600 yards long and 200 yards wide, 26 miles from the nearest harbor. Head out to the station with Dan DenDanto, station manager, and Toby Stevenson, COA captain. The boat leaves the Schoodic Marine Center dock at 0700. There will be vans taking people from campus to the dock (it's not walking distance), leaving campus at 0630. The vans will be waiting in front of Rockefeller Hall. Cost: $50/person

· Lobstering- Oh ya, we're headed out lobstering. Find out where those bugs come from. There will be a van taking people from campus to the dock in Milbridge, leaving campus at 0730. The van will be waiting in front of Rockefeller Hall. Cost: $60/person

Appendix III—Breakout Session Descriptions

 Concurrent Session #1: 10:15-11:45am, Friday, September 21st a. Collaborative Networks of Regional Field Stations: Successful Models b. Fundraising and Friendraising c. Social Network Analyses d. Field Stations at Primarily Undergraduate Institutions (PUI’s) a. Collaborative Networks of Regional Field Stations: Successful Models (Paul Hai, Michael Kisgen, Peter McCartney and Stephen Richter)

Brief description: Networks of field stations have the opportunity to contribute to research, public education, and the preservation of nature in ways that individual stations cannot, and the benefits of establishing these networks extend well beyond science and the boundaries of each station. This concurrent session will discuss how regional and state networks of field stations not only contribute to local research and education but also can develop a strong culture for field stations in a region. These networks can complement and advance the mission of OBFS, while strengthening the connections between existing OBFS members and attracting new members. Regional and state networks can also encourage institutions in the region to take advantage of existing field stations in the network, or even perhaps establish new field stations. We will present benefits of developing networks from three perspectives, one a case study of the Kentucky Organization of Field Stations (KOFS), the second University of California’s Natural Reserve System, a network of 39 reserves across California, and third, an initiative focused on the intersection of art, humanities and science at the Huntington Wildlife Forest of the State University of New York, College of Environmental Science and Forestry. This initiative suggests the potential to develop networks improving station reach, impact and sustainability. Modeled after OBFS, KOFS meets annually at one of the member stations to share ideas on establishing, maintaining, and operating field stations and to discuss collaborative research, teaching, and public education. KOFS, UCNRS, and ESF are working to expand their partnerships and move beyond traditional boarders on geographic and disciplinary levels. All seek to expand beyond their sites to reach more partners, create new collaborations and recruit new users. We will close the session with a panel discussion focused on how to initiate the process of creating networks, including the idea of developing collaborative planning grant proposals and other opportunities.

Proposed speakers

1. Stephen Richter, Eastern Kentucky University Division of Natural Areas. Outcomes from the formation of a collaborative network in Kentucky, the Kentucky Organization of Field Stations. 2. Paul B. Hai, Associate Director, SUNY ESF’s Northern Forest Institute for Conservation Education and Leadership Training. Creating a Sense of Place: An examination of expanding your station’s network of partners, funders, users and supporters, by expanding beyond the traditional network of science-based station users. 3. Peter McCartney to discuss possibility/logistics of multiple stations applying for an inter-FSML planning grant to develop networks. 4. Michael Kisgen, Law and Policy Coordinator, University of California, Natural Reserve System 5. Panel discussion: question and answer with opportunity for interaction among speakers.

16 b. Friend-Raising and Fund-Raising at Biological Field Stations (Brian Kloeppel, Elizabeth Long and Sarah Oktay)

Brief description: Fund raising at biological field stations presents several challenges including undeveloped donor bases, seasonal access to friends and donors, competing colleagues within the same college/university institution, competing donor bases, lack of experience in friend- and fund-raising, and a lack of time to dedicate to friend- and fundraising. This concurrent session explores a variety of tools and approaches with friends and donors from a wide range of institutions. The take-home goal of our concurrent session is for each participant to enact one to two actionable items to move friend- and fund-raising forward at your biological field station before our next OBFS annual meeting. We have identified speakers from differing institutions from regions across the country to provide a broad perspective of ideas and tools. We have all faced challenges and managed to navigate pathways over or around those challenges towards success. We propose brief 5 to 7 minute introductions from each speaker with a one-page handout to generate take-home materials for participants. The objective of the interactive session is to generate questions from and discussion with the audience and panel. Proposed speakers (likely 4 panelists) 1. Brian Kloeppel - Western Carolina University (Cullowhee, NC): Tools to Identify, Develop, and Communicate with Your Field Station Audience 2. Elizabeth Long - Mohonk Preserve (New Palz, NY): Empowering Friends to Become Donors at Field Stations 3. Tom Bansak (*tentative*) - Flathead Lake Biological Station (Polson, MT): Building Community Support on a Foundation of Aquatic Research 4. Sarah Oktay - University of California - Davis (Davis, CA): Closing the Deal with Donors at a Variety of Events c. Tools of Engagement for FSMLs in Research, Education and Engagement: The Multiplier Effect of Boundary Spanning, Networks and Effective Science Communication. (Tom Arsuffi, Patrick Bixler, Jeff Brown and Faerthen Felix) Brief description: FSMLs provide an exemplar for boundary spanning which is critical in fostering horizontal integration across the many sectors FSMLs interact. FSML engagement with “community” partners result in enhanced natural resource science, education and conservation and provides pathways to deliver those products to critical stakeholders, decision makers and the general public. Development and fostering diverse partnerships and their goals requires effective science communication skills to address the challenges associated with: 1) public skepticism of science, 2) gaining trust, 3) communicating goals, 4) enlisting participation, and 5) incorporating sustainability and other challenges. Social network analysis (SNA) is a descriptive and statistical social science methodology that maps, measures, and finds patterns in the connections between people and organizations, how an organization is embedded in a larger system and how its location influences its actions, power, and resources. Building networks has recently been advocated for FSMLs as an underused but plays an important role in making the case for the “value proposition” of FSMLs and as an unexplored metric for evaluating FSMLs impact. (NAS 2014, McNulty et al. 2017). This session will provide case studies of boundary spanning, effective science communication, network building and illustrate SNA as a new tool and metric in assessing the value of FSMLs. A Panel discussion with presenters: Q & A, and an opportunity for interaction amongst speakers Proposed speakers: 1. Tom Arsuffi – Texas Tech University Llano River Field Station, 2. Jeff Brown and Faerthen Felix– UC-Berkeley - Sagehen Creek Field Station 3. Patrick Bixler – University of Texas - Lyndon B. Johnson School of Public Affairs.

17 d. Field Stations at Primarily Undergraduate Institutions (PUI’s) Brief description: Field Stations at a PUIs offer distinct opportunities and unique challenges. This session will be organized into three 30-minute mini-panel discussions. The facilitator(s) for each discussion will briefly share a success story or cautionary tale about the topic, and then open the floor for brainstorming and discussion. Mini-Session Topics: 1. Strategies for diversifying Field Station utilization. How can we engage students and participants in fields outside of the sciences? 2. Clever ways of attracting, facilitating and documenting undergraduate research. How can we make the most of our resources? 3. Alternative revenue streams. When the budget line isn’t enough, how can Field Stations raise funds? Proposed speakers: 1. Laura Hainsworth, Bartlett-Crowe Field Station at Emory & Henry College 2. Chuck Yohn, Raystown Field Station at Juniata College ______ Concurrent Session #2: 3:30-5:00pm, Friday, September 21st a. Fostering Collaborations and Networks Among International Field Stations b. Digitizing and mobilizing research station collections data c. The Power of Place-based Observation d. Sensor Technologies

a. Fostering Collaborations and Networks Among International Field Stations (Philippe Cohen, Tony Barnosky and Natalie Beenaerts, Robert Foulkes, John Halley and Virginia Zaunbrecher)

Brief Description: Many of the research and educational challenges that field stations need to address, notably those that involve global pressures such as climate change, invasive species, the deterioration of ecosystem services, and diminishing appreciation for nature, require collaborations that extend far beyond individual field-station boundaries. In fact, it is likely that addressing regional and global environmental challenges and scientific questions, such as sustaining biodiversity, managing ecosystems under rapidly changing conditions, and building cross-cultural appreciation for common problems, will require international approaches. But international approaches are fraught with complexities that are difficult to deal with including: language, political and cultural differences, funding strategies, and interactions among people living in widely disparate time zones. As OBFS aspires to be more internationally relevant, these and other issues will likely become increasingly important. This panel will try and begin a continuing conversation about how field stations can help overcome these difficulties, take advantage of opportunities for collaborations that can further our research, educational, and conservation missions, and demonstrate the utility of field stations on the world stage. b. Digitizing and mobilizing research station collections data (Gil Nelson and Dave Jennings)

Brief Description: Previous surveys of research stations through OBFS and the University of California suggest that about 80% of biological field stations hold and curate biodiversity specimen collections, ranging from plants, fungi, and lichens, to birds, mammals, fishes, and arthropods. These collections, though often small, typically contain some of the best representatives of regionally important organisms. Since 2011, the NSF has been encouraging the digitization and mobilization of biodiversity specimen data through its Advancing the Digitization of Biodiversity Collections program. One focus of this program has been uncovering “dark data,” meaning important data that for reasons of restricted resources are not made available for scientific research or for consumption by the public. Given the importance of bio station data,

18 iDigBio, as the U.S. center for biodiversity digitization, has forged strategies to ensure that field station data become part of this rapidly expanding data stream. This session focus on the tools, techniques, strategies, and outcomes of biodiversity collections digitization, especially as related to field stations. A primary focus will be on defining digitization as it relates to field statin collections, setting up inexpensive digitization stations, outlining equipment needs, workflows, free data portals in which to deposit field station data, and simple strategies for mobilizing field station data to iDigBio, the national repository for biodiversity specimen data. A follow up session will focus on current examples of using these data for research and outreach. We will highlight how the layering of specimen data, well-vetted observational data, and environmental data is enriching research outcomes, and the expanding impact of field stations as they push their data into ever-growing venues.

c. The Power of Place-based Observation (Stacy McNulty and Laura Sewall)

Brief description: Place-based, longitudinal observations are the bread and butter of field stations. This concurrent session explores 1) particular ways of seeing fostered by the direct experience of natural systems and long-term observations of particular places, and 2) the psychological and social benefits engendered by such ways of seeing. The importance of field- based and longitudinal observations has generally been discussed from the perspective of scientific discovery and student training. But the practice of doing natural history—of attentive, sustained observation—also greatly enhances our ability to see natural patterns and processes. Do these ecological ways of seeing also point to the heightened perception of change, and to critical thresholds? Do they foster more intentional modes of stewardship and human well being? Overall, this session is an exploration of the unique perceptual experiences offered by field stations, and the value of choosing a natural focus and sustaining one’s attention. A Panel discussion with presenters: Q & A, and an opportunity for interaction amongst speakers and attendees

Proposed speakers 1. Stacy McNulty, SUNY. Environmental Science and Forestry. The Experiential Gaze: Liminality, Communitas and the Field Station Experience 2. Laura Sewall, Bates College. How Outdoor and Long-term Ways of Seeing Change our View—and Everything Else 3. Tom Fleischner, The Natural History Institute. The Attentive Practice of Natural History, and Wellness d. Sensor Technologies

Description

In this session we will explore a variety of sensor technologies and related technological infrastructure (e.g., wireless telemetry networks, web-enabled cameras) used by biological field stations for environmental monitoring and scientific field-based research. The session will commence with a series of vignettes from stations using sensor technologies, highlighting different use cases across a diversity of terrestrial and aquatic ecosystems. We will also hear from stations who are developing their own sensors to address specific research needs. The session will conclude with moderated panel discussion in which we will address audience questions and interests along with the benefits and challenges of using sensor technologies at biological field stations.

Presenters / Panelists

1. Renée F. Brown [Sevilleta Field Station, University of New Mexico] – Sensor technologies in dryland ecosystems. 2. Lesley Knoll [Itasca Biological Station, University of MN] – Aquatic sensors, buoy platforms, working with GLEON. 3. Trevor Hebert [Jasper Ridge Biological Preserve, Stanford University] – Broadband wireless infrastructure and applications at Jasper Ridge Biological Preserve. 4. Tom Bansak [Flathead Lake Biological Station, University of Montana] – SensorSpace: Linking ecological research with cutting-edge sensor technology and instrumentation.

 Concurrent Session #3: 8:30-10:00 am, Saturday, September 22nd a. Operations: Behind the Science b. STEM Outreach for Diverse Audiences c. Undergraduate Field Experiences Research Network—U-FERN d. Field Stations on Federal Lands a. Operations: Behind the Science ( Brett Biebuyck)

Brief Description: Operating a field station can an exercise in managing diverse array of responsibilities including transportation, logistics, science field support, educational programs, food service, housing, facilities operation and maintenance, business functions, and more. Often these functions are the responsibly of a small number of staff and service a multi-institutional clientele. This session will explore different methods of meeting some of these challenges. The session will offer the opportunity for the participants to ask questions, give examples, and explore ideas as a group.

The first part of the session will discuss methods to track and manage project registrations, housing reservations, billing, and other support requests from users of a station. It will follow a case study from Toolik Field Station and its continuing development of an online tool for field station managers and guests to manage most aspects of a field station visit all through one portal. b. STEM Outreach for Diverse Audiences (Rhonda Struminger, Jill Zarestky and Michelle Lawing)

Brief Description: In this session we will discuss field station outreach programs that provide informal STEM learning opportunities to communities that are underrepresented in the sciences. We will feature innovative outreach programs from the OBFS community and discuss how such programs address science learning and engage participants. The session will be an opportunity for field stations to discuss their own outreach programs as well as any challenges or successes they have experienced as they target diverse audiences.

Presenters & Panelists: 1. NSF-AISL grant research team: Jill Zarestky and Jeff Rodriguez (Colorado State University), Rhonda Struminger (Texas A&M University & CICHAZ Field Station), Michelle Lawing and Rachel Short (Texas A&M University)

2. Up to 4 OBFS members from around the country showcasing their outreach efforts c. Undergraduate Field Experiences Research Network (Ian Billick and Kari O’Connell) Brief description: The National Science Foundation has funded a Research Coordination Network (RCN) to bring together the field station and marine laboratory community, assessment experts, and the education community to better understand the impacts that field experiences have on undergraduate learning. We will be introducing the field station community to these efforts and providing information on how interested individuals can be involved. We have conducted a landscape survey of training practices at field stations and marine laboratories, and we will be presenting the results of that survey. We are interested in getting feedback on the survey, as well as what the field station community would most benefit from in terms of outcomes from these efforts.

Panelists: 1. Kari O’Connell, PI for RCN, Senior Researcher at Center for Research on Lifelong STEM Learning and 2. Ian Billick, Co-PI for RCN, Executive Director of Rocky Mountain Biological Laboratory

20 d. Field stations on public lands (Jeff Brown, Anne Kelly, Michael T. Stevens and Hannah Webber)

Brief Description: Is your field station located on public lands (e.g., federal, state, or county), or does your field station rely on partnerships with public-land entities? This concurrent session will explore the challenges and opportunities associated with public-land partnerships including those with the National Park Service, U.S. Forest Service, Bureau of Land Management, and the U.S. Fish and Wildlife Service, among others. Find out ways to engage researchers, students, and the general public in the natural and cultural resources near your field station without getting bogged down in bureaucracies, research permitting, and miscommunication.

Proposed Speakers: 1. Jeff Brown, UC Berkeley, Sagehen Creek Field Station 2. Anne Kelly, UC Merced, Sierra Nevada Research Stations 3. Michael T. Stevens, Utah Valley University, Capitol Reef Field Station 4. Hannah Webber, Schoodic Institute at Acadia National Park

Appendix IV: Presenter Biographies

Plenary Session #1: Dr. Sarah Nelson, University of Maine

Title: “A legacy of pollution, a legacy of research: mercury in Acadia National Park”

Authors: Sarah J. Nelson1, Collin Eagles-Smith2, Ivan J. Fernandez1, Colleen Flanagan-Pritz3, Hannah Webber4, James Willacker2

¹University of Maine, Orono, ME, United States 2USGS Forest and Rangeland Ecosystem Science Center, Corvallis, OR, United States 3National Park Service Air Resources Division, Lakewood, CO, United States ⁴Schoodic Institute at Acadia National Park, Winter Harbor, ME, United States

Abstract: Over 7,000 dragonfly larvae from more than 90 national parks across the U.S. can tell you a lot about how the global pollutant, mercury, is moving in our environment. The Dragonfly Mercury Project is a unique partnership with its roots in Acadia, where, in the 1990s, fish with the highest concentrations of mercury in the Northeast (up to that time) were sampled. Recognition of the relatively high concentrations of mercury and more spatial pattern puzzles than answers catalyzed two decades of research at Acadia—from paired research watersheds studying the effects of fire on mercury in soils to high-frequency streamwater sampling and high intensity rain and snow studies. How did this Acadia-centric research become the nationwide Dragonfly Mercury Project, and what partnerships, both likely and unlikely, have contributed? This talk will cover the arc of the mercury story in Acadia and life of the Dragonfly Mercury Project.

Sarah Nelson is the Director of the Ecology and Environmental Sciences program and Associate Research Professor in watershed biogeochemistry in the School of Forest Resources at the University of Maine. She is also a member of the RiSE (Research in STEM education) faculty. Her research focuses on understanding the effects of atmospheric pollution and climate change on forests, food webs, and freshwaters in remote and protected ecosystems. One of her signature programs is the Dragonfly Mercury Project (DMP), which engages citizen scientists in collection of dragonfly larvae for mercury analysis in national parks, allowing for national-scale assessment of this neurotoxic pollutant. For about a decade, she has worked with high school teachers and Schoodic Institute at Acadia National Park in a series of projects focused on teacher professional development regarding mercury in watersheds, snowpack and climate, and data literacy.

Plenary Session #2: Caitlin Cleaver, FB Environmental

Title: “Answering community-driven questions and making science accessible through collaborative research”

Authors: Caitlin Cleaver1, 2; Jessica Batchelder2; Phoebe Jekielek2; Dan Miller3; Ira Miller3,4; Bailey Moritz2; James Wotton3,4

1FB Environmental, 2Hurricane Island Center for Science and Leadership, 3commercial fisherman, 4Scallop Advisory Council

Since 2013, research staff at the Hurricane Island Center for Science and Leadership has been working in partnership with local fishermen to monitor a closed area for the Atlantic sea scallop (Placopecten magellanicus). The fishermen designed the Lower Muscle Ridge closed area and with the support of scientists, hoped to answer the question: “What is the effect of small-scale closed areas on resident scallop populations?” The project team consists of scientists, fishermen and managers and has continued the monitoring effort since the closed area was implemented five years ago. Over the years, the project team has refined its approach to keep individuals engaged. Cleaver will discuss project results to date as well as lessons learned through the collaborative approach.

Caitlin Cleaver currently works for FB Environmental focused on the right whale entanglement issue. Cait has over five years of experience working with coastal communities and in marine resources. Through her work, she has identified tools to preserve working waterfronts, facilitated community participation in the regional ocean planning process, and designed and implemented cooperative fisheries and aquaculture research. She has a bachelor’s degree in environmental studies from Colby College, a master’s in Public Administration in environmental science and policy from Columbia University, and dual masters’ degrees in marine biology and marine policy from the University of Maine where she is currently pursuing her Ph.D. in ecology and environmental science focused on the potential for integrating aquaculture and commercial fishing.

Plenary Session #3: Catherine D’Agata, Assistant Professor of Civic Media and Data Visualization Storytelling, Journalism Department at Emerson College

Title: "Civic Imagination: Talking Creeks, Useless Maps and Breast Pump Hackathons" Abstract: In a world of mounting inequality, mistrust in institutions and divided publics, we don't just need civic engagement. We need civic imagination, which Henry Jenkins and colleagues characterize as the capacity to imagine alternatives to current social, political or economic conditions. In this talk, I will discuss art and design projects that help posit these alternate futures, as a way of mobilizing our capacity to collectively and joyfully dream of a more just society.

Catherine D'Ignazio is a scholar, artist/designer and software developer who focuses on data literacy, feminist technology and civic art. She has run breastpump hackathons, created talking and tweeting water quality sculptures, and led walking data visualizations to envision the future of sea level rise. Her art and design projects have won awards from the Tanne Foundation, Turbulence.org and the Knight Foundation and exhibited at the Venice Biennial and the ICA Boston. Her research at the intersection of technology, design & the humanities has been published in the Journal of Peer Production, the Journal of Community Informatics, and the proceedings of Human Factors in Computing Systems (ACM SIGCHI). D'Ignazio is an Assistant Professor of Civic Media and Data Visualization at Emerson College, a principal investigator at the Engagement Lab and a research affiliate at the MIT Center for Civic Media.

Plenary Session #4: Peter McCartney, Program Director, Directorate of Biological Sciences, National Science Foundation’s Division of Biological Infrastructure

Title: An update on NSF-FSML and an overview of where field stations fit in with the nation’s other field science infrastructure

Peter oversees research funded under the Improvements in Facilities, Communications, and Equipment at Biological Field Stations and Marine Laboratories (FSML) and Advances in Biological Informatics (ABI) programs. Prior to NSF he was a Research Professor in the Global Institute of Sustainability at Arizona State University where he directed projects related to information systems for environmental and archaeological research; use of metadata for designing automated internet access to data and applications; and workflow processing tools for incorporating multiple models into comprehensive analyses.

Appendix V—Poster Abstracts

1. in silico et in situ: 3D printed fauna habitats at the University of Akron Field Station at Bath Nature Preserve Margarita Benitez1, Lara Roketenetz2, and Markus Vogl3 1Department of Fashion Design & Merchandising, The Fashion School, Kent State University, Kent, OH, USA 2Department of Biology, Martin Center for Field Studies and Environmental Education, University of Akron, Akron, OH USA 3Department of Graphic Design, Myers School of Art, University of Akron, Akron, OH USA

“In silico” is an expression used to describe "performed on a computer or via a computer simulation." And of course “in situ” means “in its original place”. Together these terms allude to the fact that a computer-manipulated version of habitat, inspired by nature, gets (re)placed in nature after being constructed within computational means. Starting in summer of 2017, we designed and installed 3D printed animal habitats at the University of Akron’s Martin Center for Field Studies and Environmental Education at Bath Nature Preserve in Bath, OH. We produced design prototypes that experiment with the concept of functional sculptures that act as animal habitats, a new type of digitally fabricated animal-centric design. The three prototypes created were an LED spider ring habitat, a pollinator watering station, and a turtle basking platform. All three prototypes were digitally designed and produced with a 3D printer. All of the prototypes were used successfully by the intended animals. It has been a tremendous learning experience to showcase the interplay of the digital with the habitat design, to not only inspire future interest in biology, but also to inspire new forms of digital design and fabrication. In the summer of 2018 we continued with this project, installing pollinator waterers made from ceramics, solar powered LED spider rings and several turtle platforms that are illuminated at night. We are planning to expand the project to a digitally fabricated Chimney Swift Tower in 2018/19. 2. Girls Outdoor Adventures in Leadership and Science at Sequoia and Kings Canyon National Parks: Ecology, Social Change and Leadership in Action Christy Brigham1, Mary Clapp2, Katy Dynarski2, Annie Esperanza1, Iris Holzer2, Kaitlyn Murray2, Noelle Patterson2

1National Park Service, Sequoia and Kings Canyon National Parks, Three Rivers, CA USA 2University of California-Davis, Davis, CA USA

Girls Outdoor Adventures in Leadership and Science (GOALS) is a modification of a program first originated at Duke University and represents a new partnership between female graduate students at UC Davis in a variety of disciplines (including Ecology, Soils and Biogeochemistry, Education and others) and female scientists at Sequoia and Kings Canyon National Parks. The purpose of the program was to engage diverse, under-represented students, and specifically girls, in a wilderness leadership and STEM curriculum. This pilot program was truly a partnership with the graduate students getting grant funding (including funds from the National Geographic Society), donations, and recruiting and orienting participants and trip leaders, as well as taking the lead on curriculum development and NPS scientists helping develop community science program objectives, supplying logistics support and equipment, and co-leading the trips with the students. In the program pilot, seven female high school students from Sacramento were selected to spend 14 days in Sequoia and Kings Canyon National Parks on in this free program. Students were also assigned science mentors. The fourteen days in park included two multi-day backpacking trips into the wilderness. Program strengths included a very strong, hands-on STEM curriculum covering field methods in ecology, participation in community science projects, social justice issues, leadership development following the Social Change Model of Leadership Development, wilderness Leave No Trace principles, nature and social justice art and poetry, backpacking, camping and first aid skills, journaling, and student independent research projects. It is our hope that this incredible partnership can serve as a model to other field stations for deep and productive partnerships between graduate students, high school students, and agency scientists.

3. A Fellow’s Perspective: Investigating Data Management Best Practices

Alina Drebin1,2, Jason Tallant2 1Environmental Data Initiative, environmentaaldatainitiative.org 2University of Michigan Biological Station, Pellston, MI, USA

As the use of data management practices in environmental research become increasingly common, to what degree are scientists actually adopting these tips and tricks, and are there areas that need to be emphasized for further improvement of data cleanliness? This summer as an ecological data management fellow for the Environmental Data Initiative working at the University of Michigan Biological Station, I gained hands-on experience with a wide spectrum of data management practices while curating and archiving a variety of long term research data sets. During my twelve weeks of compiling data collected from forest inventories, atmospheric towers and mammal population inventories, I’ve gathered insight into the ways in which researchers and students can improve their data management to maximize the clarity, reuse and perpetuity of the data they have painstakingly collected. This poster aims to present common issues that still persist in data archival, while offering workflows and improved best practices to make proper data management more accessible to those without computer programming or technical backgrounds. 4. Landscape heterogeneity affects foraging behaviour European Nightjars (Caprimulgus europaeus) Ruben Evens1, Natalie Beenaerts1, Thomas Neyens2, Nele Witters³, Karen Smeets1 & Tom Artois1 1Hasselt University, Centre for Environmental Sciences, Research Group: Zoology, Biodiversity and Toxicology, Campus Diepenbeek. Agoralaan, Gebouw D, 3590 Diepenbeek, Belgium 2Hasselt University, Centre for Statistics, Research Group: I-BIOSTAT, Campus Diepenbeek. Agoralaan, Gebouw D, 3590 Diepenbeek, Belgium 3Hasselt University, Centre for Environmental Sciences, Research Group: Environmental Economics, Campus Diepenbeek. Agoralaan, Gebouw D, 3590 Diepenbeek, Belgium

Landscape heterogeneity can affect the connectivity between essential resources, such as nesting sites and food, and can influence bird survival. In Flanders (Belgium), breeding (heathlands) and foraging sites (extensively-cultivated grasslands) of the Eurasian Nightjar (Caprimulgus europaeus) occur in fragmented landscapes and are separated by unsuitable habitats. Using nano-GPS-loggers, we tracked 210 foraging trips from breeding to foraging sites in two habitat types: a commercial pine forest and an extensive heathland. We studied the composition and configuration of available habitats close to the nesting sites, assessed differences in foraging behaviour and measured anti-oxidant capacity in birds’ plasma as a biomarker for oxidative stress. Nightjars daily connected breeding and foraging sites by rapidly crossing unsuitable habitats (35±12 km/h) in order to exploit a higher prey biomass in foraging sites. The availability of suitable foraging habitats was higher near the nesting sites for birds breeding in pine forests. Therefore, foraging distances were three times shorter (1201±1059m) than for birds breeding on extensive heathlands (3345±1921m). Foraging distance was longer when birds nested in clustered landscapes, because, complementary habitats could be further apart. Altogether, we found that birds that fly further, spend more time foraging. At the physiological level, plasma anti-oxidants, were higher as compared to the birds with shorter foraging distances, indicating more extreme stress levels. In summary, landscape heterogeneity clearly influences foraging decisions of Nightjars and affects levels of physiological stress. Improving the connectivity between essential resources will involve the design of new landscape scenarios that optimize composition and configuration of complementary habitats. 5. Developing new tools for data literacy and data management skills for undergraduate research Paul Foster1,2, Gillian Bowser3, Ulrike Gretzel4, Diane Husic5, Anna Monfils6, Teresa Mourad7, and John Moore3 1 Bijagual Ecological Reserve 2 University of Michigan

3 Colorado State University 4 University of Southern California 5 School of Natural and Health Sciences, Moravian College 6 Central Michigan University 7 Ecological Society of America The 3d Naturalists Research Coordination Network (RCN) was formed to unite scholars and practitioners exploring big data initiatives at the intersections between citizen science, minority participation, student learning, and protected areas management. The network’s goal is to ask if citizen science can be an effective gateway for engaging new groups of students, including from traditionally underrepresented groups, in ecological science. The relevance and application of citizen data involves a wider dialogue on science with an increasingly diverse public. This Fall will we form a Faculty Mentoring Network (FMN) to develop a learning module for best practices for data management for undergraduates doing field research. Partners include the RCN-UBE, “Biodiversity Literacy in Undergraduate Education” (BLUE). The module will serve both course-based and field-based research settings. By the end of the module a student should be able to: (1) Evaluate data needs and appropriateness for a specific project; (2) Develop robust and testable hypotheses; (3) Design a robust method for data collection; (4) Consider approaches for appropriate data analysis; (5) Evaluate research ethics with regard to specific projects; and (6) Store data in an appropriate and sensitive manner. We welcome suggestions on how best to develop these resources and encourage your participation. 6. Academics for Land Protection in New England (ALPINE) – a network formed to expand the role that academics and their institutions play in conserving the natural heritage of New England. Marianne Jorgensen1,2,3 1Lincoln Institute of Land Policy, Cambridge, MA 2Harvard Forest, Harvard University 3Highstead Foundation, Redding, Connecticut

With their academic roots, the authors of the Wildlands and Woodlands vision recognized that an untapped source of energy, skill, and commitment for land protection lies with the constituents of academic institutions in New England: students, faculty and staff, administration, and alumni. The network’s common belief is that academic communities have both the potential and the moral (or ethical?) obligation to be a powerful force for positive environmental change locally and globally. The ALPINE network seeks to explore and expand the role that academic institutions can play in conserving the New England landscape by bringing together representatives from colleges and universities to share their experiences and resources. In 2013, a dozen representatives of New England institutions convened the first meeting of ALPINE and the network has subsequently expanded to 45 institutions. These include all of the main campuses of the six state universities, many small private colleges, community colleges, rural institutions with great land holdings, and urban institutions in densely populated areas. ALPINE aims to share success stories and lessons learned in order to increase the protection of institutional lands and those of surrounding communities, engage more of each institution’s alumni in land-protection activities, and expand the regions targeted by conservation organizations and agencies. Initial activities guided by the ALPINE steering committee include developing case studies of institutional land-protection activities; mapping the land base of New England academic institutions; forging a strong collaboration with the Regional Conservation Partnership Network on landscape-scale initiatives, including the Appalachian Trail corridor, the Connecticut River Watershed, and the Long Island Sound Watershed; sharing curricula on the theory and practice of land protection; and offering resources for undergraduates, including a hub for internships in land protection supported by a summer institute for successful interns and hosting an annual careers in conservation conference. 7. Environmental Data Initiative Summer Fellowship: An Experience at Archbold Biological Station Gabriel E. Kamener1,2 and Vivienne L. Sclater2 1Environmental Data Initiative, environmentaldatainitiative.org

2Archbold Biological Station, Venus, FL, USA

Publishing standardized ecological data and high-quality metadata is of increasing importance across multiple NGOs, research institutions, and government agencies; however, publishing high-quality data packages can be burdensome and time consuming for researchers and information managers. The Environmental Data Initiative (EDI) aims to assist in overcoming such challenges through offering training programs and developing free resources for information managers and ecologists. This presentation will explore the experience of summer EDI fellow Gabriel Kamener and his mentor Vivienne Sclater in the Data Management department at Archbold Biological Station and how they benefited from EDI’s Ecological Data Management Summer Fellowship Program. 8. Point Reyes Field Station: building on over 100 years of shared history between UC Berkeley and the National Park Service Allison G. Kidder1,2, Benjamin H. Becker3, David D. Ackerly1,2 1Point Reyes Field Station, University of California Berkeley, Berkeley, CA, USA 2Department of Integrative Biology, University of California Berkeley, Berkeley, CA, USA 3Pacific Coast Science and Learning Center, Point Reyes National Seashore, Point Reyes Station, CA, USA

With the signing of a formal agreement in May 2018 between UC Berkeley and the National Park Service, the Point Reyes Field Station builds on a long-standing partnership going back to the founding of the National Park Service following a conference held on the Berkeley campus in 1915. The core mission of the Point Reyes Field Station, to serve as a hub of research, education, and public service, is congruent with the mission of the National Park Service, to preserve natural and cultural resources for the enjoyment, education, and inspiration of this and future generations. Located in a ranch house built in 1915 within one of Point Reyes National Seashore’s historic ranching districts, the new field station offers scientists and students easy access to more than 150,000 acres of National Park Service lands for research and education. Field station guests can visit Point Reyes National Seashore (over 71,000 acres), neighboring Golden Gate National Recreation Area (over 82,000 acres), and Muir Woods National Monument (over 550 acres), as well as thousands of acres within several state and regional parks and open space. Point Reyes Field Station is also uniquely situated for marine and aquatic research within the Greater Farallones Marine Sanctuary, Tomales Bay, Bolinas Lagoon, tidal wetlands, and several local seasonal and perennial wetlands. Facilities include dormitory style beds, meeting and work space, wifi internet, full kitchen, and a camping area for large groups, creating an ideal setting for class visits, research projects, meetings, collaborative work, and staff retreats. 9. Small Habitat Restoration in an Urban Landscape Within North Mission Bay, San Diego, California.

Carolyn Lieberman1, Isabelle Kay2, Rebecca Schwartz-Lesberg3, Megan A. Flaherty3

1US Fish and Wildlife Service, Carlsbad, CA 2University of California Natural Reserve System, San Diego, CA 3San Diego Audubon Society, San Diego, CA

The U.S. Fish and Wildlife Service, University of California Reserve System, San Diego Earth Works, and San Diego Audubon collaborated to plan and implement establishment of wetland-upland ecotone habitat within one acre of the Kendall-Frost Marsh Reserve, in northeast Mission Bay in San Diego, California. The project is adjacent to 40 acres of coastal salt marsh, which is all that remains of the approximately 1,500 acres that historically occurred in Mission Bay. The project moved 1000 cubic yards of fill away from the marsh edge to create a gentle slope accessible for wetlands animals and more space for salt marsh migration landward as sea level rises. Up to 18 species of native plants were installed, with coastal salt marsh-associated plants installed at lower elevations and coastal sage scrub plants installed at higher elevations. Plants will provide cover for wetland animals seeking refuge during high tides and habitat for pollinators of wetlands plants. Volunteers from the surrounding community and from San Diego Audubon assisted in

28 growing, installing and maintaining native plants, removing non-native invasive plants, and installing irrigation. Volunteer work parties provided public access that is generally unavailable due to the area’s vulnerability and the lack of outreach staff. Community involvement fosters public appreciation and stewardship of habitats in their neighborhood and connects people with nature in an otherwise urban setting. This project lays the groundwork for the much larger “Rewild Mission Bay” project, which is working to restore up to 170 acres of native habitat in northeast Mission Bay.

10. Humans of Tyson Suzanne Loui1, Hayley Huntley2, Kit Lord1, Susan Flowers3 1College of Arts & Sciences, Washington University in St. Louis, MO, USA 2College of STEM, Southeast Missouri State University, Cape Girardeau, MO, USA 3Tyson Research Center, Washington University in St. Louis, MO, USA

Science is a human experience. Using photo portraits and personal interviews, Humans of Tyson offers an informal community profile of Tyson Research Center, the environmental field station of Washington University in St. Louis. Individual profiles were gleaned from the rich variety of summer community members, including high school fellows, undergraduate fellows, technicians, graduate students, postdoctoral researchers, support staff, and principal investigators. Crafted during summer 2018, the fifty-six profiles convey personal stories of experiential learning, perseverance, humor, research activities, personal reflection, and community support. The Humans of Tyson project has been made available to the public in three different ways: (1) as a physical gallery experience in the Living Learning Center at Tyson, (2) as a virtual gallery experience on the Tyson website (https://tyson.wustl.edu/humans-of-tyson/), and (3) as a twice-weekly social media experience on the Tyson Facebook page (https://www.facebook.com/WashUTysonResearchCenter/). While the project was initially intended to humanize and publicize the scientific work at Tyson for outside audiences, there was an unintended impact on the community members themselves. Participation in the interview process provided many with the opportunity to articulate important thoughts about their work in science, while exploration of the resulting gallery, website, and social media presentations enhanced the sense of community at Tyson in a unique manner. 11. Evolution of the Rutgers Pinelands Field Station Katie Malcolm1,2,3 and John Dighton1,2,3 1Rutgers University Pinelands Field Station, Rutgers University, New Lisbon, NJ, USA 2Department of Ecology, Evolution and Natural Resources, Rutgers University, New Brunswick, NJ, USA 3Department of Biology, Rutgers University, Camden, NJ, USA

Established in 1985, the Rutgers Pinelands Field Station is located in the heart of the NJ Pinelands. The Station dates to 1933 when the US Forest Service designated a 240-hectare experimental forest and constructed a residence and garage on site. Today, Rutgers and the USFS share the facilities with common goals of conducting Pinelands research and promoting use of the Station as a resource for research and learning. The Station supports two Rutgers faculty and their graduate students, undergraduates, interns and volunteers. Although a small field station, the Rutgers Pinelands Station attracts local, regional and international researchers who collaborate directly with Station researchers or utilize the Station for their own projects. The Field Station hosts a number of on-site classes and several campus-based classes include field components at the Station. In addition, the Station serves as a resource for the local community, such as for high school field trips and photography clubs. Over the past 30+ years, The Rutgers Pinelands Station has grown. The original residence was converted to offices and a conference room in the mid-late 1980’s. Through NSF Field Station Improvement Grants, an analytical laboratory was established in 1987 and a dormitory was built in 2005. The addition of the 15-bed dormitory greatly expanded the capacity to host visiting scientists and students. A second laboratory was established in 1995 and renovated in 2012 to double its size. The Station is expected to continue to expand, both its facilities and in the number of people who utilize the station.

12. Engaging children in science and art through photography at the Abernathy Field Station James G. March1 1Department of Biology, Washington & Jefferson College, Washington, PA, USA. Many children can identify penguins, polar bears, and parrots but are unable to identify animals that live in their backyard. Unfortunately this statement is also true of many adults. This loss of contact with nature has many negative effects. For children, the loss of direct contact with nature has been called Nature Deficit Disorder and has been attributed to learning problems. For adults, a poor understanding of local ecological communities and how those communities affect our daily lives can lead to uninformed decision making. For example, the ditch by the side of the road (headwater stream) can contain gorgeous organisms that play important roles in maintaining ecosystem function but are often overlooked. Most citizens are unaware of the importance of local biodiversity and act accordingly. Photographs are a fantastic medium to communicate stories, ideas, emotions, as well as science. In addition, the act of taking pictures improves ones ability to see details, patterns, and processes at a variety of spatial scales. The core idea of the Connecting the Community to Nature through Photography project is to include as many people as possible in the process of taking pictures of nature and to use the resulting photographs to further educate the community about local biodiversity. Outreach activities such as this, can easily be incorporated at biological field stations. 13. Mapping biodiversity using opportunistic samples: should we trust our inferences?

Neyens, T.1, 2, Diggle, P. J3, Faes, C1, Beenaerts, N.2, Artois, T2, Giorgi, E.3

1Interuniversity Institute for Biostatistics and Statistical Bioinformatics, Hasselt University, Belgium 2Centre for Environmental Sciences, Hasselt University, Belgium 3Centre for Health Informatics, Computing, and Statistics, Faculty of Health and Medicine, Lancaster University, UK

Data, collected by citizens, are becoming an increasingly important source of information within the analysis of species abundances. One of the pitfalls in modeling crowd-sourced data, is that they typically suffer from problems such as incompleteness and non-random sampling designs. Opportunistic sampling points to the scenario, in which the choice of sampling locations and the spatial process of interest are stochastically dependent, e.g., when data collectors visit places where they are more likely to find specific outcomes. In the province of Limburg (Belgium), LIKONA (Environmental Study Group Limburg) is the umbrella organization of volunteers observing and studying the biodiversity in the province. They have been collecting data since 1960, which can play an important role in assessing the effect of global change on species distributions within Limburg. However, a lot of data collection has been undertaken without a randomized sampling plan and in some cases, choices of sampling locations have been driven by preference. In this study, we present spatial models and predictions of biodiversity in Limburg by using an opportunistic and a randomized LIKONA sample. For the opportunistic sample, ideas from the work by Diggle et al. (2010) were applied. The sampling process was modeled via a log Gaussian Cox process. In a second step, biodiversity was modeled as a function of a spatial stationary Gaussian process, allowing for a geographical trend, with the addition of environmental covariates and variables that correct for the sampling bias. For the randomized sample, locations were randomized and fixed. Therefore, a geostatistical model could be fitted directly, without the use of sampling bias correction covariates. Predictions for the same area were done from both models and relative differences were calculated and compared. These predictions differed largely in a number of locations. We conclude that even after attempting to correct for sampling bias, predictions are still biased considerably. We lay emphasis on the importance of a study design. When working with crowd-sourced data, one should invest in setting up simple search protocols, which will improve data quality and resulting predictions.

14. Data management to reveal potential in Shoals Marine Laboratory’s long-term intertidal monitoring dataset

An T Nguyen1

1Bennington College, Bennington VT 05201

The rocky intertidal zone on offshore Appledore Island, ME, is home to a wide array of biodiversity. A student-run program was established in the 70s at the Shoals Marine Lab to monitor the presence and abundance of key intertidal seaweeds and invertebrates. This program has since evolved into a 2 ½ week internship program at the lab. All combined, the dataset documents almost 40 years of intertidal biodiversity (approx. 150 unique taxa). There are few comparable monitoring projects in the Gulf of Maine; thus this dataset will prove valuable in determining patterns and changes in species composition and distribution in this unique and vulnerable habitat in a changing and ecologically important region. However, the program’s diverse history and data management practices has hitherto impeded data discovery and utilization. During the summer of 2018, I used reproducible methods to 1) consolidate raw data, 2) evaluate inconsistencies, 3) document metadata, 4) archive a complete data package on the Environmental Data Initiative portal, and 5) create graphical and interactive visualization tools. Future researchers can now easily discover and make use of the dataset. The project furthermore can serve as a model for student-driven data collection and provide lessons in data practices to overcome associated challenges. 15. EDI Fellow Program and the SUNY ESF Adirondack Ecological Center Prita Novita1 and Stacy Mcnulty1 1Adirondack Ecological Center. The State University of New York College of Environmental Sciences and Forestry. Newcomb. New York. Long time series of data are essential to document ecological change, explore scientific questions and recognize unusual events. Many field stations have collected data for decades but have limited resources to manage and archive data; other facilities have on-site archival but lack the ability to make the information publicly available. The SUNY ESF Adirondack Ecological Center (AEC) has over 85 years of wildlife, plant and climate records in digital and raw format and was awarded an NSF-funded Environmental Data Initiative (EDI) Fellow in 2018. In this summer EDI fellowship, we implemented practical recommendations for archiving and publishing data to reduce errors and increase efficiency. The fellowship objectives were to (1) transform raw data into technically correct and consistent data, (2) create concise, compact and detailed metadata, (3) keep data and metadata separate, (4) generate formatted output. The output consists of three parts: a data set in a plain text file format with Data Object Identifier (DOI), EML (Ecological Metadata Language) metadata, and graphs for analysis and visualization. Using best practices for organizing, archiving, and publishing long-term data can dramatically increase available information to science and improve the efficiency of data management without a loss of data quality.

16. Undergraduate Field Experiences Research Network

Kari O’Connell1, Kelly Hoke1, Alan Berkowitz2, Janet Branchaw3, Ian Billick4, Gillian Bowser5

1 Center for Research on Lifelong STEM Learning, Oregon State University 2 Cary Institute for Ecosystem Studies 3 Department of Kinesiology and Wisconsin Institute for Science Education and Community Engagement, University of Wisconsin-Madison 4 Rocky Mountain Biological Lab 5 Department of Ecosystem Science and Sustainability, Colorado State University

We will present a poster about the Undergraduate Field Experiences Research Network (UFERN) which is building a collaborative network to foster effective undergraduate field learning experiences by: 1) identifying and sharing evidence-based models and practices, 2) identifying, modifying, developing, and sharing assessment tools, investigating how undergraduate field experiences may help broaden the participation and retention of students, and 4) harnessing the power of a network to do research on student learning. The network is bringing together scientists and educators

31 who provide field experiences to undergraduates in a range of disciplines, practitioners and scholars focusing on broadening participation from underrepresented groups in STEM fields, and social and behavioral researchers who study student growth in undergraduate STEM and/or field experiences. We will share results and recommendations from a landscape study about the nature of undergraduate field experiences, dates and topics for upcoming webinars, and other ways to get involved. Please stop by our poster and share your needs and interests related to undergraduate field experiences.

17. The Maine Lake Science Center: Advancing Lake and Watershed Research in the Lakes Region of Western Maine Benjamin L. Peierls1 and Colin Holme1 1Lakes Environmental Association-Bridgton, ME, USA Since 1970, the Lakes Environmental Association (LEA) has worked to assess and address threats to the water quality of Maine lakes and watersheds. LEA continually strives to understand the factors that lead to declines in lake water quality and to educate the public, students, landowners, business owners, and municipal officials about best practices in land management to preserve healthy Maine waters and watersheds. The Maine Lake Science Center (MLSC) was established in 2015, and with it, LEA has intensified research on 41 lakes in the Lakes Region. The mission of LEA's Maine Lake Science Center is to foster and sustain initiatives that will assure the long-term resilience of freshwater systems and communities. One goal is to build collaborations and networking within the scientific community and provide researchers with facilities to attract them to western Maine for the purpose of studying and preserving Maine’s lakes. The MLSC is located in the heart of Bridgton nestled on 18 acres of woodlands and wetlands interspersed by trails; it includes office space, a living area with three bedrooms, a 60-seat conference room, and 670 square feet of laboratory space equipped with chemical fume hood, water purification system, oven, centrifuge, analytical balance, spectrophotometer, and fluorometer. Established relationships with regional lake researchers have allowed LEA to tap into new technologies and testing protocols that provide vital information about lake water quality. Educational program offerings at the MLSC connect science with the community, thereby enhancing local environmental stewardship and appreciation of our natural resources. 18. Harvesting Field Station Data: Automating Data Flow from Raspberry Pi Sensors to Collaborative Websites Sheri Sanders1, Emmanuel Guido2, Jazzly Anderson3, Thomas Slayton4, Tom Doak1 1National Center for Genome Analysis Support, Indiana University, Bloomington, IN, USA 2Department of Computer Science, California State University Monterey Bay, Monterery Bay, CA, USA 3Department of Computer Science, University of California Berkeley, Berkeley, CA, USA 4Lindner College of Business, The University of Cincinnati, Cincinnati, OH, USA

Field stations increasingly leverage remote sensors for large scale environmental data collection. Here we demonstrate a proof-of-concept workflow from data collection from remote sensors to presentation of summary results on a remote - and therefore fast and stable - cloud server. Environmental data is collected via raspberry pis in several locations and the data is streamed to the server on XSEDE's Jetstream, housed in part at Indiana University, through low-bandwith messaging. The Jetstream cloud server does all the heavy lifting, exporting the data into a database, running automatically updating summary scripts to produce graphs, and hosting a Drupal-based website to present the data to collaborators or the public. While we use compact data in our demo, larger databases can be backed up on XSEDE's Wrangler, a large scale storage server also housed in part at Indiana University. The end product is automatic aggregation and back up of sensor data onto a stable website that does not require a in-house server or large bandwidth on-site. This workflow is packaged into a ready-to-use and publically-available Jetstream image, meaning researchers could use their own sensors and R code for custom graphs with very little set up. Alternatively, the image can be used to house and display larger scale databases from other data types, such as audio recordings or photography. Future work

32 will be in developing the ability to "pick up" data via drone fly-over and aggregation of citizen science data from multiple sites. 19. Development of Ashland University environmental preserves for education, research, and outreach

Patricia A. Saunders1

1Black Fork Wetlands Environmental Studies Center & Environmental Science Program, Ashland University, Ashland, OH, USA

Five environmental preserves were established by Ashland University (AU) from 1996 to 2004. Altogether, these 396 acres are located in three counties and house numerous habitat types and species valued for education, research, conservation, and community outreach. Use of the preserves for Ashland University (AU) classes and student/faculty research is increasing (2009-2014 vs. 2015-2017), use for outreach is steady, and the diversity of groups using the preserves has increased. Some of these properties were donated directly by individuals. Other property acquisitions, facilities improvements, and a classroom construction were funded from 1996 to 2017 by grants from foundations, individuals, and the Clean Ohio Conservation Fund. Classroom use and undergraduate research is supported via academic departments and small internal and external grants. AU faculty and undergraduates work individually and collaboratively, with the frequency of collaborative projects increasing over time. In recent years, use of preserves has also included working with colleagues at other universities and professional groups (e.g. Ohio Certified Volunteer Naturalists, Ohio Wetlands Association). The Preserve Manager uses science expertise and work time to support all types of preserve activities. Environmental Science Program goals for the AU preserves include increasing support for the Preserve Manager position and further improving awareness and access to preserves for teaching, research, and outreach. 20. A Wiki for Informal Learning at Field Stations Rachel A. Short1, Jill Zarestky2, Rhonda Struminger1, A. Michelle Lawing1 1Department of Ecosystem Science and Management, Texas A&M University, College Station, TX, USA 2School of Education, Colorado State University, Fort Collins, CO, USA

Field stations are uniquely positioned to offer place-based informal STEM education to the public. In fact, 98% of the U.S. population lives within 120 miles of a field station and 78% live within 60 miles, and advancing informal STEM learning is a key component of many field station missions and goals. Through an ongoing, NSF-funded survey of U.S. field stations, we have captured 203 aspects of 266 informal learning programs at 126 field stations so far. To share that information in a tangible and meaningful way with all field stations, we will seed a community-driven online wiki with our survey results. A wiki is a collaborative online space that allows a community of users to add and edit content in a website or database. The wiki will serve three primary purposes: 1) share ideas and examples of outreach; 2) support a collaborative network for informal educators; and 3) disseminate resources for planning outreach, including the six strands of science learning and common, informal learning strategies. Outreach providers will be able to gather ideas to improve their own offerings and contribute original programming to share with other field stations. Wiki development therefore depends on input from field stations that will use and contribute to this resource. This poster presentation serves as an opportunity to discuss the content and format of the wiki to maximize functionality for outreach providers at field stations. 21. Environmental Data Initiative (EDI): Enabling reproducible ecology and environmental science Kristin Vanderbilt1, Corinna Gries2, Mark Servilla1, Duane Costa1, Susanne Grossman-Clarke2, Paul Hanson2, Margaret O’Brien3, Colin Smith2, Robert Waide1 1Department of Biology, University of New Mexico, Albuquerque, NM, USA

2Center of Limnology, University of Wisconsin Madison, Madison, WI, USA 3Marine Science Institute, University of California Santa Barbara, Santa Barbara, CA, USA

In support of open and reproducible science, funding agencies and journal publishers require that ecologists make their research data products accessible. To support this process, the National Science Foundation (NSF) funded the Environmental Data Initiative (EDI), which maintains the EDI Data Repository. EDI serves OBFS and others receiving NSF funding. With a combined 60+ years of experience curating and archiving ecological data, EDI’s staff of curators is a great resource to OBFS scientists. EDI conducts frequent training events in person or as webinars. Webinar topics have included tutorials for git, R for cleaning and manipulating datasets, and web services for programmatic access to data from the EDI Repository. EDI also offers a summer Fellowship Program during which fellows conduct a data management project at their host location. To make data documentation easier, EDI developed an open source tool, the EML Assembly Line, which is widely used by participants in EDI’s training sessions. EDI has also engaged synthesis working groups to create a common data model for species community data to ease the burden of harmonizing datasets for analysis. The EDI Repository contains over 42,000 datasets. It stands apart from other repositories by requiring that datasets being uploaded into the Repository pass a small suite of basic checks to assure data and metadata are complete and in agreement. The high quality of EDI data and metadata ensures its reusability. 22. Adult Learning at Field Stations: Informal Outreach Programming and Professional Development Lauren Vilen1, Rachel A. Short2, Jill Zarestky1, Rhonda Struminger2, A. Michelle Lawing2 1School of Education, Colorado State University, Fort Collins, CO, USA 2Department of Ecosystem Science and Management, Texas A&M University, College Station, TX, USA

Biological field stations hold considerable intrinsic value for adult education; they provide opportunities for adult learners to engage with nature and ongoing scientific research. Based on a national study of field station outreach programs, this poster will share preliminary findings from the subset of programs that specifically target adults. As of June 2, 2018, the project’s dataset includes information from 126 field stations regarding 266 outreach programs, of which 76 field stations and 144 outreach programs serve adults. We use the data to illuminate qualities of outreach for adults, including program goals, content, and activities. Conference attendees are invited to discuss findings related to: (a) types of informal outreach programming offered for adults, (b) applications of instructional and conceptual approaches, and (c) credentialing and professional development of field station personnel. By exploring the current state of such efforts, we can assess the needs of field station personnel with respect to designing and delivering adult outreach programs, and how we may support environmental literacy, STEM learning, and advance the efficacy of adult education at field stations. The feedback and ideas generated from this session will help guide future research and resource development at the intersection of field station outreach programming and adult education. 23. An integrated scientific and community approach to challenge the expansion of a gravel pit operation adjacent to the Long Lake Field Station Joseph C. Whittaker1, Michelle Marko1, Althea ArchMiller1, Jennifer Sweatman1, D. Bryan Bishop1 1Long Lake Field Station, Concordia College, Moorhead, MN, USA Concordia College’s Long Lake Field Station is a 54-hectare area consisting of 577 m of shoreline, restored prairie, and forest. The field station hosts multiple college classes and outreach events with local schools. During fall of 2017, we learned of a proposed expansion of a gravel pit operation that would impact land immediately adjacent to the restored prairie portion of the Long Lake Field Station. The gravel company argued there was no need for environmental impact statements and downplayed any potential negative impacts. Faculty from Concordia College have been actively involved in the Long Lake Betterment Association for many years. This relationship allowed us to converse with, and to join the process being spearheaded by the community and discuss our mutual concerns about the expansion. Local landowners were able to discuss and prepare arguments based on economic and property concerns, and we were able to articulate

34 scientific and environmental concerns. We provided background and data from our own research on the potential negative impacts of dust and noise on insect pollinators, other insects, plants, reptiles, amphibians, birds, and mammals. We also prepared information on detrimental impacts on water quality and a detailed GIS map illustrating drainages, impacts of runoff into the lake, and potential impacts on restored prairies. This integrated approach opposing the gravel pit expansion enabled us to argue effectively and resulted in a vote to deny gravel pit expansion. Our success illustrates the value of an active and positive dialogue between the field station and the surrounding community. 24. Undergraduate Internship and Research Programs at MSU’s W.K. Kellogg Biological Station: Making the most of the mentoring relationship

Danielle Zoellner1 and Melissa McDaniels2

1W.K. Kellogg Biological Station, Michigan State University, Hickory Corners, MI, USA 2Graduate School, Michigan State University, East Lansing, MI, USA

Several studies have identified that effective mentoring is key to increased student retention and success in STEM- related disciplines. To optimize the mentoring relationship with undergraduate trainees, the W.K. Kellogg Biological Station (KBS) has partnered with Michigan State University’s Graduate School since 2012 to implement mentor training for staff, graduate students and postdoctoral associates that commit to mentoring undergraduates in the KBS summer Internship, Undergraduate Research Apprenticeship (URA), and NSF-supported Research Experiences for Undergraduates (REU) programs. The training curriculum is based on Entering Mentoring, a process-based curriculum disseminated by the Mentor Training Core of the National Research Mentoring Network (NRMN). This poster will provide data collected through a centralized evaluation system based at the University of Wisconsin. In addition to training our mentors, we facilitate a selection protocol that allows mentors to interview and make the final selection of the student(s) they will work with each summer. Lastly, we also hire a team of 2-3 peer resident mentors that are jointly involved in research or internships. Peer mentors work intentionally to create and support an inclusive living and learning environment at KBS during the 11-week program. We have found that these three thoughtful changes have improved the experience for both students and mentors, has eliminated student withdrawal from programs following arrival on site, and has increased post-summer engagement with mentors and peers following their time at KBS.

25. Florida Stewards: Photographic Portraits of Researchers at a Florida Field Station

Dustin D. Angell

Archbold Biological Station, Venus, FL, USA

The Florida Stewards portrait photography project has three goals: to bring awareness of environmental issues; to raise appreciation and trust for the role of scientists in society; and to document the people, places, and jobs related to conservation in the headwaters of the Florida Everglades.

I began this ongoing project in 2014, accompanying researchers from Archbold Biological Station into the field to make portraits and observe them at work. The Stewards each pose in their field clothes, holding the tools of their professions. Their postures and expressions suggest openness and strength, documenting a sub-culture of professionals who are proud of the work they do to better understand, manage, and protect the environment.

The Florida Stewards are all people who earn their knowledge of the region through hands-on experience, which is represented in the locations of the portrait sessions. Each researcher is shown at one of their field sites. This allows the project to highlight a variety of Florida habits, including: grasslands, scrublands, ranchlands, wetlands, and forests

My hope is that these photos will celebrate and humanize the researchers. In our current American social climate, a person’s acceptance of environmental issues often correlates with their political views, but these direct and near life-size portraits aim to overcome the biases and empathy walls that keep many Americans from relating to and trusting scientists.

26. Huron to Erie Alliance for Research and Training (HEART) & Healthy Urban Waters (HUW) Initiative

David K. Pitts

Wayne State University, Oakland University, Macomb Community College, Huron-Clinton Metro Authority, Great Lakes Water Authority, Macomb County, and many other partners

Abstract: The three field stations that comprise the multi-institutional Huron to Erie Alliance for Research and Training (HEART) are intimately connected to the people, land, and water resources of the Huron to Erie corridor. The HEART field stations are situated along Great Lakes waterways in metropolitan Detroit and the Lake St. Clair watershed, in close proximity to Wayne State University, its partner institutions, urban watersheds and the aquatic organisms that populate urban waters. Our vision is to empower and engage the public in creating a sustainable urban environment based on sound science with a mission to lead the study of the interaction between urban and natural systems, advancing education, policy and health toward environmental sustainability. The field stations are: Lake St. Clair Metropark Field Station (LSMP), Belle Isle Aquarium (BIA), and the Detroit Water Works Field Station (WWP). Research focus areas include: aquatic molecular science, pathogens and invasive species (LSMP, BIA), hydraulic and hydrologic processes (LSMP), habitat restoration and fisheries studies (BIA), technology and sustainability of water infrastructure (WWP). In addition, there are two NSF supported educational programs associated with the field stations: a graduate program, Transformative Research in Urban Sustainability and Training (T-RUST) and a K-12, Promoting Student Interest in Science and Science Careers through a Scalable Place-Based Environmental Educational Program.

Appendix V—Attendees by Name Last First Organization City/State Adalsteinsson Solny Washington University Tyson Research Center Eureka, Missouri Anderson Jon LI-COR Biosciences Archbold Schellie Archbold Biological Field Station Venus, FL Arsuffi Tom Texas Tech University Llano River Field Station Junction, TX Bansak Tom Flathead Lake Bio Station Montana Basara Jeffrey University of Oklahoma Beenaerts Natalie University of Hasselt Belgium Benish Lisa Blue Ridge Discovery Center Konnarock, VA Benz Seth Schoodic Institute Bernadac Faustine Toolik Field Station Alaska Biebuyck Brett Toolik Field Station Alaska Billick Ian RMBL Biro Elizabeth Tyson Research Center Blanchette Carol SNARL and Valentine Camp Mammoth Lakes, CA Bradford Jessica Harrison Lewis Coastal Discovery Centre Brigham Christy NPS- Sequoia & Kings Canyon CA Brown Renee Sevilleta Field Station New Mexico Brown Jeff UC Berkeley- Sagehen Creek Field Station Truckee, CA Burbacher Emily Stone Laboratory, Ohio State University Columbus, OH Busch Lisa Sitka Sound Science Center Sitka, AK Byboth Alan Sam Houston State University Huntsville, TX Ceradini Joe Capitol Reef Field Station Utah Clark Jennifer James H. Barrow and Northwoods field Stations Hiram, OH Clary Jeffrey UC Davis Natural Reserves California Cleaver Caitlin FB Environmental Associates Cline Eric South Florida WMD West Palm Beach, FL Cohen Phillipe OBFS Board of Directors Cohn Teresa McCall Outdoor Science School, University of Idaho Cole Daniel The Nature Conservancy Orlando, FL Colyer, Jr. Gary Guest Davis Christopher Pymatuning Lab of Ecology Pennsylvania Dettling Mark Point Blue Conservation Science D'Ignazio Catherine Emerson Engagement Lab/MIT Media Lab

Last First Organization City/State Dillon Michael UW-NPS Domine Laura Lake Itasca MN Dosch Jerald Macalester College Ordway Field Station MN Drebin Alina Environmental Data Initiative Duffey Ada UW-Milwaukee, Waukesha Campus Duval Martin Gault Nature Reserve of McGill University Duvernell Dave Missouri S&T Engstrom Todd Tall Timbers Research Station Feldsine Natalie Mohonk Preserve New Paltz, NY Felix Faerthen UC Berkeley- Sagehen Creek Field Station Truckee, CA Fink Mark Longwood University Fisichelli Nicholas Schoodic Institute Fleischner Tom Natural History Institute Flowers Susan Tyson Research Center, Washington University St. Louis, Missouri Foster Paul Bijagual Ecological Reserve Sarapiqui, C.R. Appleton-Whittell Research Ranch of the National Francois Cristina Audubon Society Fuller Claire Murray State University Gag Meg Taylor Wilderness Research Station, Univ of Idaho Cascade, ID James San Jacinto Mtns & Oasis de los Osos Gee Jennifer Reserves Getchonis JoAnne Cornell University Biological Field Station Goodsell Eli CSU, Chico Ecological Reserves Chico, California Goudie Cheryl Meeman Biological Station Millington, TN Graybill Mike South Slough National Estuarine Research Reserve Charleston, Oregon Grossman- Clarke Susanne Environmental Data Initiative Madison, WI Hager Stephen Augustana College Rock Island, IL Hai Paul SUNY-ESF, Northern Forest Institute Newcomb, NY Hainsworth Laura Bartlett-Crowe Field Station Hebert Trevor Jasper Ridge Biological Preserve, Stanford University Woodside, CA Hick Steven University of Denver Colorada, USA Higgins Christopher Tarleton State University Hodder Jan Oregon Institute of Marine Biology Charleston, OR Hope Sam Central Caribbean Marine Institute Cayman Islands Hufty Mary Archbold Biological Station Venus, FL

Last First Organization City/State Jennings David iDigBio/Florida Museum Johnston Cora Anheuser-Busch Coastal Research Center (UVA) Oyster, VA Jones Jaime Mountain Lake Biological Station Pembroke, VA Jones Patricia Bowdoin Scientific Station on Kent Island Jorgenson Marianne Academics for Land protection in New England Cambridge, MA Kamener Gabriel Environmental Data Initiative Kay Isabelle Univ. of Calif. Nat. Res. Syst. San Diego Kelly Anne Yosemite and Sequoia Field Stations, UC Merced Kennedy Michael Edward J. Meeman Biological Station Millington, TN Kidder Allison Point Reyes Field Station (UC Berkeley) Point Reyes, CA Kilburn Vanessa Toucan Ridge Ecology and Education Society Kipphut George Hancock Biological Station Murray, KY Kisgen Mike UCNRS (Systemwide office) Kisgen Mike UCNRS (Systemwide office) Kloeppel Brian Western Carolina University Cullowhee, NC Knoll Lesley Itasca Biological Station and Labs Shevlin, MN Koppen Josh Kraft John US Forest Service Sierra Vista, AZ Krasco Cristin The Nature Conservancy Jupiter, FL Kyle Ian Bowdoin Scientific Station on Kent Island Laherty Jennifer Indiana University Bloomington, IN Leech Dina Longwood University Long Elizabeth Mohonk Preserve New Paltz, NY Lorentz Chris Thomas More Biology Field Station California, KY Malcolm Katie Rutgers University Pinelands Field Station New Lisbon, NJ Maneli David Gault Nature Reserve, McGill University Canada March James Washington & Jefferson College Martin Jay Blue Ridge Discovery Center Konnarock, VA Mathews Nancy University of Vermont McCartney Peter NSF McCurdy Kate UC Natural Reserve System McGinnis Leah Saguaro National Park McKee Arthur Flathead Lake Biological Station Polson, MT McNulty Stacy Adirondack Ecological Center SUNY ESF

Last First Organization City/State Medley Kim Tyson research Center Eureka, MO Metzinger Jim James H. Barrow Field Station Hiram, OH Millett Cheryl The Nature Conservancy- Tiger Creek Preserve Babson Park, FL Muth Allan UC NRS (Ret.) Truckee, CA Nagy Eric Mountain Lake Biological Station Virginia Nakayama Violet UCOP NRS (Ret.) Truckee, CA Napoli Megan Mohonk Preserve New Paltz, NY Nelson Gil Florida State University/iDigBio Nelson Sarah University of Maine Nguyen An Bennington College and EDI Estuary & Ocean Science Center, San Francisco Nielsen Karina State University Tiburon, CA Niyogi Dev Missouri S&T Norman Beth Lacawac Sanctuary and Biological Field Station Novita Prita EDI Novita Prita EDI O'Connell Kari Oregon State University Corvallis, OR Oktay Sarah UC Davis CA NRS Olyarnik Suzanne Bodega Marine Reserve, Univ of CA Bodega Bay, CA Osborn Brad Kellogg Biological Station Hickory Corners, MI Pace-Aldana Beatriz The Nature Conservancy Lake Wales, FL Peieris Ben Lakes Environmental Association Bridgton, ME Pitts David Wayne State University, Healthy Urban Waters Poston Muriel National Science Foundation Alexandria, VA Rappe Andrew Ordway-Swisher Biological Station Melrose, FL Richards- Zawacki Cori Pymatuning Lab of Ecology, University of Pittsburgh Pittsburgh, PA Richter Stephen Eastern Kentucky University Robinson Bonnie UW-NPS ByWater Biological Field Station/A Studio in the Rogan Ama Woods/Tulane University Roketenetz Lara University of Akron Field Station Akron, OH Ruiz-Lambides Angelina Cayo Santiago Biological Field Station Humacao, Peurto Rico Sanders Sheri NCGAS at Indiana University Bloomington, IN Saunders Patricia Ashland University Schuster William Black Rock Forest

Last First Organization City/State Schuster Francie GIS Mapper Seavey Jennifer Shoals Marine Laboratory Kittery, ME Sewall Laura Bates College Lewiston, ME Short Rachel Texas A&M University College Station, TX Smith Colin Environmental Data Initiative Stanford Kristin Stone Laboratory Put-in-Bay, OH Stevens Michael Capitol Reef Field Station Stewart Craig Pervasive Technology Institute, Indiana University Bloomington, IN TX and CICHAZ/Calnali, Struminger Rhonda TAMU/College Station Hidalgo (MX) Sudderth Kelly RMBL Swain Hilary Archbold Biological Station Venus, FL Tallant Jason University of Michigan Tereshchuk David Archbold Field Station Terlizzi Katherine Black Rock Forest Tisthammer Jennifer Deering Estate Torti Sylvia Honors College Salt Lake City, UT Tracy Chris Boyd Deep Canyon Reserve Indian Wells, CA Trujillo Vanessa Deering Estate Van Bloem Skip Clemson Baruch Institute Georgetown, SC Vanderbilt Kristin Environmental Data Initiative Albuquerque, NM Verble Robin Missouri S&T Vilen Lauren Colorado State University Fort Collins, CO Waddell Shane Quail Ridge Reserve UC Davis California, USA California State University Desert Studies Center, Wallace Jason Zzyzx Waterfield Holly SUNY Oneonta Biological Field Station Webber Hannah Schoodic Institute Wetzel Paul MacLeish Field Station, Smith College Northampton, MA White Keith Capitol Reef Field Station - Utah Valley University Whittaker Joseph Long Lake Field Station Concordia College Windsor Alexandra Churchill Northern Studies Centre Witham Jack Holt Research Forest, University of Maine Wittmann Marion UC Santa Barbara, Natural Reserve System Wolfenden Mark McCall Outdoor Science School, University of Idaho

Yohn Chuck Raystown Field Station, Juniata College Huntingdon, PA Young Brian Cornell University Biological Field Station Young Brian Cornell University Biological Field Station Zarestky Jill Colorado State University Fort Collins, CO Zaunbrecher Virginia Congo Basin Institute Cameroon/UCLA Zimmerman Jess El Verde FS Zoellner Danielle WK Kellogg Biological Station Hickory Corners, MI

Appendix VI—Attendees by Affiliation

Organization City/State Last First Academics for Land protection in New England Cambridge, MA Jorgenson Marianne Adirondack Ecological Center SUNY ESF McNulty Stacy Anheuser-Busch Coastal Research Center (UVA) Oyster, VA Johnston Cora Appleton-Whittell Research Ranch of the National Audubon Society Francois Cristina Archbold Biological Field Station Venus, FL Archbold Schellie Archbold Biological Station Venus, FL Hufty Mary Archbold Biological Station Venus, FL Swain Hilary Archbold Field Station Tereshchuk David Ashland University Saunders Patricia Augustana College Rock Island, IL Hager Stephen Bartlett-Crowe Field Station Hainsworth Laura Bates College Lewiston, ME Sewall Laura Bennington College and EDI Nguyen An Bijagual Ecological Reserve Sarapiqui, Costa Rica Foster Paul Black Rock Forest Schuster William Black Rock Forest Terlizzi Katherine Blue Ridge Discovery Center Konnarock, VA Benish Lisa Blue Ridge Discovery Center Konnarock, VA Martin Jay Bodega Marine Reserve, Univ of CA Bodega Bay, CA Olyarnik Suzanne Bowdoin Scientific Station on Kent Island Jones Patricia Bowdoin Scientific Station on Kent Island Kyle Ian Boyd Deep Canyon Reserve Indian Wells, CA Tracy Chris ByWater Biological Field Station/A Studio in the Woods/Tulane University Rogan Ama California State University Desert Studies Center, Zzyzx Wallace Jason Capitol Reef Field Station Utah Ceradini Joe Capitol Reef Field Station Stevens Michael Capitol Reef Field Station - Utah Valley University White Keith Cayo Santiago Biological Field Station Humacao, Peurto Rico Ruiz-Lambides Angelina Central Caribbean Marine Institute Cayman Islands Hope Sam Churchill Northern Studies Centre Windsor Alexandra Clemson Baruch Institute Georgetown, SC Van Bloem Skip Colorado State University Fort Collins, CO Vilen Lauren Colorado State University Fort Collins, CO Zarestky Jill Congo Basin Institute Cameroon/UCLA Zaunbrecher Virginia Cornell University Biological Field Station Getchonis JoAnne

Organization City/State Last First Cornell University Biological Field Station Young Brian CSU, Chico Ecological Reserves Chico, California Goodsell Eli Deering Estate Tisthammer Jennifer Deering Estate Trujillo Vanessa Eastern Kentucky University Richter Stephen EDI Novita Prita EDI Novita Prita Edward J. Meeman Biological Station Millington, TN Kennedy Michael El Verde FS Zimmerman Jess Emerson Engagement Lab/MIT Media Lab D'Ignazio Catherine Environmental Data Initiative Drebin Alina Environmental Data Initiative Madison, WI Grossman-Clarke Susanne Environmental Data Initiative Kamener Gabriel Environmental Data Initiative Smith Colin Environmental Data Initiative Albuquerque, NM Vanderbilt Kristin Estuary & Ocean Science Center, San Francisco State University Tiburon, CA Nielsen Karina FB Environmental Associates Cleaver Caitlin Flathead Lake Bio Station Montana Bansak Tom Flathead Lake Biological Station Polson, MT McKee Arthur Florida State University/iDigBio Nelson Gil Gault Nature Reserve of McGill University Duval Martin Gault Nature Reserve, McGill University Canada Maneli David GIS Mapper Schuster Francie Guest Colyer, Jr. Gary Hancock Biological Station Murray, KY Kipphut George Harrison Lewis Coastal Discovery Centre Bradford Jessica Holt Research Forest, University of Maine Witham Jack Honors College Salt Lake City, UT Torti Sylvia iDigBio/Florida Museum Jennings David Indiana University Bloomington, IN Laherty Jennifer Itasca Biological Station and Labs Shevlin, MN Knoll Lesley James H. Barrow and Northwoods field Stations Hiram, OH Clark Jennifer James H. Barrow Field Station Hiram, OH Metzinger Jim James San Jacinto Mountains and Oasis de los Osos Reserves Gee Jennifer Jasper Ridge Biological Preserve, Stanford University Woodside, CA Hebert Trevor Kellogg Biological Station Hickory Corners, MI Osborn Brad Lacawac Sanctuary and Biological Field Station Norman Beth Lake Itasca MN Domine Laura

Organization City/State Last First Lakes Environmental Association Bridgton, ME Peieris Ben LI-COR Biosciences Anderson Jon Long Lake Field Station Concordia College Whittaker Joseph Longwood University Fink Mark Longwood University Leech Dina Macalester College Ordway Field Station MN Dosch Jerald MacLeish Field Station, Smith College Northampton, MA Wetzel Paul McCall Outdoor Science School, University of Idaho Cohn Teresa McCall Outdoor Science School, University of Idaho Wolfenden Mark Meeman Biological Station Millington, TN Goudie Cheryl Missouri S&T Duvernell Dave Missouri S&T Niyogi Dev Missouri S&T Verble Robin Mohonk Preserve New Paltz, New York Feldsine Natalie Mohonk Preserve New Paltz, NY Long Elizabeth Mohonk Preserve New Paltz, NY Napoli Megan Mountain Lake Biological Station Pembroke, VA Jones Jaime Mountain Lake Biological Station Virginia Nagy Eric Murray State University Fuller Claire National Science Foundation Alexandria, VA Poston Muriel Natural History Institute Fleischner Tom NCGAS at Indiana University Bloomington, IN Sanders Sheri NPS- Sequoia & Kings Canyon CA Brigham Christy NSF McCartney Peter OBFS Board of Directors Cohen Phillipe Ordway-Swisher Biological Station Melrose, FL Rappe Andrew Oregon Institute of Marine Biology Charleston, OR Hodder Jan Oregon State University Corvallis, OR O'Connell Kari Pervasive Technology Institute, Indiana University Bloomington, IN Stewart Craig Point Blue Conservation Science Dettling Mark Point Reyes Field Station (UC Berkeley) Point Reyes, CA Kidder Allison Pymatuning Lab of Ecology Pennsylvania Davis Christopher Pymatuning Lab of Ecology, University of Pittsburgh Pittsburgh, PA Richards-Zawacki Cori Quail Ridge Reserve UC Davis California, USA Waddell Shane Raystown Field Station, Juniata College Huntingdon, PA Yohn Chuck RMBL Billick Ian RMBL Sudderth Kelly Rutgers University Pinelands Field Station New Lisbon, NJ Malcolm Katie

Organization City/State Last First Saguaro National Park McGinnis Leah Sam Houston State University Huntsville, TX Byboth Alan Schoodic Institute Benz Seth Schoodic Institute Fisichelli Nicholas Schoodic Institute Webber Hannah Sevilleta Field Station New Mexico Brown Renee Shoals Marine Laboratory Kittery, ME Seavey Jennifer Sitka Sound Science Center Sitka, AK Busch Lisa SNARL and Valentine Camp Mammoth Lakes, CA Blanchette Carol South Florida WMD West Palm Beach, FL, USA Cline Eric South Slough National Estuarine Research Reserve Charleston, Oregon Graybill Mike Stone Laboratory Put-in-Bay, OH Stanford Kristin Stone Laboratory, Ohio State University Columbus, OH Burbacher Emily SUNY Oneonta Biological Field Station Waterfield Holly SUNY-ESF, Northern Forest Institute Newcomb, NY Hai Paul Tall Timbers Research Station Engstrom Todd TX and CICHAZ/Calnali, TAMU/College Station Hidalgo (MX) Struminger Rhonda Tarleton State University Higgins Christopher Taylor Wilderness Research Station, University of idaho Cascade, ID Gag Meg Texas A&M University College Station, TX Short Rachel Texas Tech University Llano River Field Station Junction, TX Arsuffi Tom The Nature Conservancy Orlando, FL Cole Daniel The Nature Conservancy Jupiter, FL Krasco Cristin The Nature Conservancy Lake Wales, FL Pace-Aldana Beatriz The Nature Conservancy- Tiger Creek Preserve Babson Park, FL Millett Cheryl Thomas More Biology Field Station California, KY Lorentz Chris Toolik Field Station Alaska Bernadac Faustine Toolik Field Station Alaska Biebuyck Brett Toucan Ridge Ecology and Education Society Kilburn Vanessa Tyson Research Center Biro Elizabeth Tyson research Center Eureka, MO Medley Kim Tyson Research Center, Washington Univresity St. Louis, Missouri Flowers Susan UC Berkeley- Sagehen Creek Field Station Truckee, CA Brown Jeff UC Berkeley- Sagehen Creek Field Station Truckee, CA Felix Faerthen UC Davis CA NRS Oktay Sarah UC Davis Natural Reserves California Clary Jeffrey

Organization City/State Last First UC Natural Reserve System McCurdy Kate UC NRS (Ret.) Truckee, CA Muth Allan UC Santa Barbara, Natural Reserve System Wittmann Marion UCNRS (Systemwide office) Kisgen Mike UCNRS (Systemwide office) Kisgen Mike UCOP NRS (Ret.) Truckee, CA Nakayama Violet Univ. of Calif. Nat. Res. Syst. San Diego Kay Isabelle University of Akron Field Station Akron, OH Roketenetz Lara University of Denver Colorada, USA Hick Steven University of Hasselt Belgium Beenaerts Natalie University of Maine Nelson Sarah University of Michigan Tallant Jason University of Oklahoma Basara Jeffrey University of Vermont Mathews Nancy US Forest Service Sierra Vista, AZ Kraft John UW-Milwaukee, Waukesha Campus Duffey Ada UW-NPS Dillon Michael UW-NPS Robinson Bonnie Washington & Jefferson College March James Washington University Tyson Research Center Eureka, Missouri Adalsteinsson Solny Wayne State University, Healthy Urban Waters Pitts David Western Carolina University Cullowhee, NC Kloeppel Brian WK Kellogg Biological Station Hickory Corners, MI Zoellner Danielle Yosemite and Sequoia Field Stations, UC Merced Kelly Anne Koppen Josh

The OBFS Annual Meeting Planning Committee would like to thank you for contributing to this year’s meeting at Schoodic Institute.

Paul Foster Lesley Knoll Chris Lorentz Stacy McNulty Megan Moshier Sarah Oktay Michelle Pinkham Jenn Seavey Sylvia Torti Hannah Webber

And we would like to cordially invite everyone to next year’s meeting at the Field Research Centre, University of Hasselt in Belgium!

Organization of Biological Field Stations 54th Annual Meeting

September 2019

https://www.uhasselt.be/FieldResearchCentre