Exploring the Scientific and Beyond-Science Interactions of Long-Term Ecological Research Scientists

Long-Term Ecological Research ◽

10.1093/oso/9780199380213.003.0067 ◽

2016 ◽

Author(s):

Courtney G. Flint

Keyword(s):

Social Interactions ◽

Three Dimensions ◽

Ecological Research ◽

Environmental Sciences ◽

Ecological Dynamics ◽

The Social ◽

Long Term Ecological Research ◽

Intellectual Movement

The essays in this volume are analyzed to assess the degree to which they portray scientific and beyond-science interactions. The Long-Term Ecological Research (LTER) program represents a scientific or intellectual movement based on articulation of the program’s highly respected founders, resource allocation for individual and collective pursuits, use of LTER sites for recruitment, and commonly held themes or foci for research. Interdisciplinary scientific interactions within the LTER program have influenced researchers’ ideas, networks, and productivity but have also presented challenges, particularly for junior participants. Interactions beyond the scientific community focus on one-dimensional flows of information as well as on collaborative, multidirectional partnerships with a variety of stakeholders. This analytical chapter explores social interactions catalyzed by experiences of scientists associated with the LTER program. I analyze the essays by LTER scientists in this volume using a broad, three- tiered structure: (1) the degree to which insights from the essays suggest that the LTER program represents a scientific or intellectual movement within environmental sciences examining ecological dynamics; (2) the extent of interdisciplinary interactions with scientists across broader fields of study, including associated reactions and challenges; and (3) interactions with others beyond science. Findings are examined across different career stages of respondents. Direct quotations are used to illustrate findings and to provide evidence for conclusions based on the LTER scientists’ own words. The LTER program was initiated 34 years ago (Waide [Chapter 2]; Gholz, Marinelli, and Taylor [Chapter 3]). Given the growth of the LTER program, in terms of the number and geographic distribution of sites, as well as the contributions of engaged scientists and students, there is no doubt of the influence of the LTER program on the science of ecology and general understanding of ecosystems around the world (Robertson et al. 2012). In this chapter, I examine the social interactions of scientists in the LTER program through the lenses provided by their essays in this volume to explore three dimensions—interactions within the environmental sciences focused on ecological dynamics, broader interdisciplinary interactions, and interactions with stakeholders beyond science.

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Long-Term Ecological Research Over the Long Term: A Historian’s Perspective

Long-Term Ecological Research ◽

10.1093/oso/9780199380213.003.0068 ◽

2016 ◽

Author(s):

Christopher Hamlin

Keyword(s):

History Of Science ◽

Social Relations ◽

Environmental Research ◽

Ecological Research ◽

The Public ◽

The Social ◽

Long Term Ecological Research ◽

History Of ◽

Ecological Science

There are many precedents for long-term research in the history of science. Long-Term Ecological Research (LTER) program’s current identity reflects significant change—intended and accidental, both consensual and conflictual—from research concerns that were prevalent in the 1980s. LTER program has pioneered modes of research organization and professional norms that are increasingly prominent in many areas of research and that belong to a significant transformation in the social relations of scientific research. The essays in this volume explore the impact of the LTER program, a generation after its founding, on both the practice of ecological science and the careers of scientists. The authors have applied the agenda of long- term scrutiny to their own careers as LTER researchers. They have recognized the LTER program as distinct, even perhaps unique, both in the ways that it creates knowledge and in the ways that it shapes careers. They have reflected on how they have taught (and were taught) in LTER settings, on how they interact with one another and with the public, and on how research in the LTER program has affected them “as persons.” A rationale for this volume is LTER’s distinctiveness. In many of the chapters, and in other general treatments of the LTER program, beginning with Callahan (1984), one finds a tone of defensiveness. Sometimes the concerns are explicit: authors (e.g., Stafford, Knapp, Lugo, Morris; Chapters 5, 22, 25, 33, respectively) bemoan colleagues who dismiss LTER as mere monitoring instead of serious science or who resent LTER’s independent funding stream. But more broadly, there is concern that various groups, ranging from other bioscientists to the public at large, may not appreciate the importance of long-term, site-specific environmental research. Accordingly, my hope here is to put LTER into several broader contexts. I do so in three ways. First, to mainstream LTER within the history of science, I show that the LTER program is not a new and odd way of doing science but rather exemplifies research agendas that have been recognized at least since the seventeenth century in the biosciences and beyond.

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