I was committed to long-term, site-based, research long before the Arctic (ARC) Long-Term Ecological Research (LTER) site was established in 1987. Working with the LTER program since then has allowed me to reach my goals more easily than would have been possible otherwise. Because of my deep involvement in research in the LTER program, most of the examples I use in teaching now come from LTER sites. For the same reason, most of my communications with the public are about research in the LTER program. I learned the value of collaboration as a graduate student, from my earliest mentors and collaborators. Being a part of the LTER program has helped me to develop a wide array of enjoyable, comfortable, and productive collaborations. A message to students: be generous in all aspects of your research and professional life, because there is much more to be gained from generosity than there is to be lost. I helped set up the ARC site of the LTER program in 1987 and have made it the focus of my scientific career for the past 27 years. My experience with integrated, site-based, multidisciplinary ecosystem research actually began in 1972, however, when as a graduate student I worked with the US Tundra Biome Study at Barrow, Alaska (Brown et al. 1980; Hobbie 1980). The Tundra Biome Study and its umbrella organization, the International Biological Program (IBP), ended officially in 1974, but the ideas developed and lessons learned from these programs were central to the later development of the LTER program (Coleman 2010). These lessons were central to the formation of my own professional worldview; key among them was the idea that long-term approaches, including long-term, whole-ecosystem experiments, were essential to understanding distribution, regulation, and change in populations, communities, and ecosystems everywhere. My dissertation research, on root growth at the Barrow site, benefited greatly from the interactions I had with the diverse group who worked there. I finished my PhD in 1976, during a period when the need for a federally supported program of long-term, multidisciplinary, site-based ecological research was becoming increasingly clear.
6: Research on Faculty as Teaching Mentors: Lessons Learned from a Study of Participants in UC Berkeley's Seminar for Faculty Who Teach with Graduate Student Instructors
