Many of us feel that art can create the emotional connection to science that is needed to link this chain of progression, and can provide unexpected new ways of perceiving problems, issues, and potential solutions. During a lunch table conversation, an official working group on art at field stations and marine labs formed.
The purpose of the working group is to explore the intersection of art and science, provide examples, and share ideas and resources. Integrating art into field science programs is new ground for many stations, and we can all use some aid in figuring out the deep potential of this partnership, and how art can improve our operations, connect us to new stakeholder groups, and help us achieve our missions in a changing physical and political climate. The working group now has a blog at fmsl-art.blogspot.com.
The list of participants is posted. If you would like to be added to the group, or to post something to the blog, please contact the current Group Coordinator, Faerthen Felix (firstname.lastname@example.org).
At present, we’d particularly like to build a reference library of case studies for art at FSMLs. The blog already has a few examples, including Philippe Cohen’s list of programs from the 2012 OBFS art at field stations poster session; the H.J. Andrews “Ecological Reflections” program; and program descriptions from the University of Nebraska, Lincoln’s Cedar Point Biological Station and UC Berkeley’s Sagehen Creek Field Station.
Please consider helping us expand this resource by writing up a brief case study for your own field reserve or marine lab art program. We’d also like to establish just how many FSMLs currently have an art or humanities program.
We’ve created a very short SurveyMonkey questionnaire, and we’d ask you to please take a few minutes to answer the queries about your program. If you just can’t spare the time, a simple e-mail saying, “Yes, our FSML has an art program”, or, “No, we don’t” is better than no response.
Schoodic Institute at Acadia National Park is seeking a Director of Programs. The Director of Programs will Provide strategic leadership and direction for the science, education, and art program team at Schoodic Institute, while working closely with the President as a key member of the management team. He or she will coordinate the activities of research and education staff, and lead the development of new programs and partnerships.
Schoodic Institute at Acadia National Park is a 501(c)3 non-profit organization with a mission to guide present and future generations to greater understanding and respect for nature by providing research and learning opportunities through its outstanding Acadia National Park setting, unique coastal Maine facilities, and innovative partnership programs. Schoodic Institute is based within Acadia National Park in a bold physical and inspirational location at Schoodic Point.
The Institute partners with the National Park Service in support of science and education initiatives throughout the Park and the region and manages the Schoodic Education and Research Center campus. Schoodic Institute is a regional catalyst for ecosystem research and education, linked to Acadia’s powerful opportunity to reach millions of visitors. Education and research at Schoodic Institute are deliberately intertwined, with experts, students, and participants of all ages contributing and learning through innovative Citizen Science projects. Programs at Schoodic Institute focus on improving knowledge of and interest in science, technology, engineering, and mathematics (STEM) while connecting people of all ages to nature through both art and research that informs natural resource managers in a time of rapid environmental change.
Directors of biological infrastructure face a number of challenges to ensure these resources are sustainable for the long-term. Sustainability is more than merely preserving existing content and services – it means being able to constantly adapt and develop the resource, increasing its value to the user community over time.
ESA and NSF have developed a training initiative for strategic planning, stakeholder analysis, effective communication, and a clear understanding of financial management principles can help biological infrastructure project directors meet their sustainability goals.
The Sustaining Biological Infrastructure (SBI) training initiative, launched by the Ecological Society of America (ESA) and sponsored by the National Science Foundation (NSF) aims to provide project directors with the core business planning, marketing, and communication skills they need to ensure their resource can continue delivering services that are recognized and valued for their contributions to scientific research. These course goals match the recommendations of the recent NAS report on the Future of Field Stations in the 21st century.
This three-day, hands-on course will provide project directors with the key business planning, marketing, and communication skills they need to ensure their project’s continuing development and importance to biological science. Expert faculty will use lectures, group work, discussions, and case studies to:
Provide participants with step-by-step instructions on how to create a strategic and sustainable business plan for their research infrastructure project;
Provide planning tools that participants will use to analyze and assess their specific project and develop methods for financial sustainability; Introduce essential strategies for effective communication with users and funders; and
Provide guidance and best practices to help participants succeed as they innovate and add value to their projects.
Who should attend?
Ideal applicants include experienced Directors and Principal Investigators of biological infrastructure projects (such as digital data resources, collections, and field stations or laboratories) that have been established for at least two years. Their resource must have direct relevance to the biological research community, and the applicant should be able to express their need and preparedness for training in business planning, marketing, and communication. Up to 20 participants will be selected based on these qualities, and to ensure an appropriate mix of project and participant diversity.
University of Toledo’s Lake Erie Center, Great Lakes Genetics/Genomics Lab Position Code: 20803 Closing Date: 10/01/2014 Salary: $35,000 or higher Annually, Great Benefits and Raises Location: Lake Erie Center, Toledo, Ohio
We are seeking a professional career-oriented individual to be our new DNA research technician in the Great Lakes Genetics/Genomics laboratory, at the University of Toledo’s Lake Erie Center, located on the shores of Lake Erie about 20-30 minutes from our main campus. The job involves DNA sequencing (Sanger, MiSeq, HiSeq preps), RT-PCR, micro satellites, and genetics/genomics analyses. The position also entails training and supervising graduate and undergraduate students, ordering supplies, and maintaining equipment. Beautiful location, view, great working conditions.
Qualifications: • 4 year university degree in science (Master’s degree preferred) • 1 year or more professional laboratory research experience • Genetics/genomics research experience • Computer Database Skills/Experience • Superior Communication & People Skills • Knowledge of Nature, Fish, & the Great Lakes is a plus.