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

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.

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

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.

Coda: Some Reflections on the Long-Term Ecological Research Program

Ecology has a history of long-term studies that offer great insight to ecosystem processes. The advent of the Long-Term Ecological Research (LTER) program institutionalized long-term studies with some core measurements at a selection of sites across North America. The most successful LTER sites are those that have an energetic leader with a clear vision, who has guided the work over many years. Several LTER sites have established successful education programs for K–12 and college-age students, as well as for science policy-makers. Implementation of more and better cross-site work would be welcome. The various essays in this volume reflect a broad range of experiences among participants in the LTER program. Nearly all are positive: only mad dogs bite the hand that feeds them. All authors appreciate the advantages of long-term funding for their research and lament that funding of the LTER program by the National Science Foundation (NSF) is so limited. There are numerous testimonials for how the LTER program has changed and broadened participation in collaborative science. The real question is whether the LTER program has allowed science to proceed faster, deeper, broader, and with more critical insight than if the program had not been created. To answer that question, I offer a few personal reflections on the LTER program. First, we must note that long-term research existed well before the LTER program. Edmondson began his long-term measurements of exogenous phosphorus in Lake Washington in the early 1950s (Edmondson 1991). Across the country, Herb Bormann and Gene Likens began long-term studies, now in their 50th year, of forest biogeochemistry at Hubbard Brook in 1963 (Likens 2013). Each of these long-term studies enjoys ample coverage in every text of introductory ecology. The advantages of long-term research are undisputed among those who are funded for it. Indeed, NSF embraces a wide variety of decade-long studies with its Long-Term Research in Environmental Biology (LTREB) program. The authors of several chapters recall how Howard Odum’s early work focused their attention on the connections between large units of the landscape.

The Long-Term Ecological Research Stimulus: Research, Education, and Leadership Development at Individual and Community Levels

Through the Long-Term Ecological Research (LTER) program, I have learned to appreciate the complexity of environmental dynamics when they are analyzed at multiple time and space scales. My experience as a postdoctoral fellow and in the LTER program facilitated much of my understanding of interdisciplinary research because of access to multiple disciplinary approaches and accumulation of long-term and multiple- scale information. My teaching of science benefited through recognition of the need for a combination of a deep understanding of each discipline’s role in an issue (reductionist approach) and the collaborative need for integrating disciplines to fully understand complexity. No single discipline can answer the complexity in an environmental question. I have improved my communication with the public through the combination of teaching and research reporting. The challenge is to develop the information in ways that can be communicated: free of scientific jargon, containing only essential data, and developed in scenarios that are recognized as real-life situations. The public has many forms and levels of understanding—there are K to gray and ordinary citizens and policy-makers; consequently, communication needs to be targeted appropriately. I value the role of collaboration; there is tremendous satisfaction and reward from working in teams that can accomplish so much more than can an individual. This collaboration requires compromise, interaction, and time, but those that strive for this approach to science are well recognized. I am fortunate in being in positions that have created opportunities for sustaining a long career in stimulating interdisciplinary and collaborative science. I had a traditional forest management and soil science education (Michigan Technological University and the University of Idaho). However, my entrée into ecosystem science was set up by my very valuable postdoctoral fellowship at the Hubbard Brook Experimental Forest under the guidance of Gene Likens from 1969 to 1970, before the formation of the LTER program. The Hubbard Brook experience, quite literally, educated me about systems thinking, with the watershed approach to understanding integrated responses from complex, multifactor interactions and influences of forest management as disturbances.

Learning from a Frozen Ocean: The Changing Face of Antarctic Ocean Ecology

The temporal perspective provided by the Long-Term Ecological Research (LTER) program places individual, limited, short-term observations and experiments in a valuable context. Proper interpretation of short-term results may be incomplete without a longer-term perspective. This often makes me skeptical of individual studies. The remote location and harsh environment of Antarctica place special demands and constraints on research, collaboration, and education. Meeting these challenges is one of the most exhilarating aspects of our LTER project. Keeping the proper balance between maintaining continuity of observations and keeping the research program new and innovative is another key challenge for research in the LTER program. But rather than constraining them, the ongoing nature of the LTER program facilitates and enhances creative observations and innovation. In 2001, I joined the LTER network as lead principal investigator for the Palmer LTER project (PAL), one of two pelagic marine sites in the LTER network. That was my first formal exposure to the LTER program, about midway through my scientific career. After majoring in the history of science in college, I received my PhD in environmental engineering from Harvard in 1977. I was originally trained as an environmental microbiologist and gradually evolved into a biological oceanographer and ocean biogeochemist. Prior to joining PAL, I worked in other large, multidisciplinary, and interdisciplinary ocean science programs. In addition to leading PAL, I study the roles of ocean microbes in the biogeochemical cycling of carbon and other elements in the ice-influenced ocean surrounding Antarctica. As a principal investigator, I participate in planning and guiding the LTER network. Network participation has significantly broadened my perspective on my own personal scientific work. This participation has been one of my more interesting and fulfilling experiences as a scientist. Over the past 20 years, research has shown that the western Antarctic Peninsula is one of the most rapidly warming regions on earth, and we are gradually beginning to understand how the ecosystem is responding to this unprecedented rate of change. Joining PAL changed my life. (Actually, going to Antarctica for the first time changed my life, but the LTER program gave me the opportunity to go there every year.)

Born and Bred in the Long-Term Ecological Research Network: Perspectives on Network Science and Global Collaborations

I am a plant community and ecosystem ecologist who has conducted research within the context of the Long-Term Ecological Research (LTER) network from the beginning of my scientific career, now almost two decades ago. My research has benefited greatly from site-based research at the Konza Prairie (KNZ) LTER site, as well as from network-level syntheses utilizing data sets and knowledge produced by the collective of LTER sites. My involvement in the KNZ LTER site, in particular, has shown me the strength of conducting site-based research, yet my involvement in synthesis activities within the LTER network and beyond has illuminated the limitations of site-based research for addressing cross-site comparative research. To this end, I have been and continue to be a strong proponent of highly coordinated, multisite experiments, and much of my research is comparative in nature. Being involved in the LTER network from the start of my research career has made me a scientist who is well aware of the benefits and power of collaborative, multidisciplinary research. Because of the benefits and breadth of experiences that I have received from such research endeavors, I encourage my graduate students and postdoctoral fellows to also become involved in such research, and I recognize the positive impact collaborative, multidisciplinary research can have on beginning investigators. I believe that individuals outside of the LTER network (ranging from established principal investigators, to young investigators, to graduate students) are often not fully aware of the benefits of being involved in the LTER network or of the advances in ecological understanding that it has made possible. Thus, there is a need for the LTER network to be more proactive and creative in the ways that it attracts new researchers to get involved in the site-based or network-level research. Ultimately, the LTER network will only benefit from increased involvement by new investigators, who also could serve the role of leading the LTER network in the future. I have been affiliated with the LTER program since beginning as a graduate student at Kansas State University.

The Benefits of Long-Term Environmental Research, Friendships, and Boiled Peanuts

The Long-Term Ecological Research (LTER) program has enabled me to conduct more broadly relevant science by addressing questions within an interdisciplinary framework and to unravel the causes for surprising ecological phenomena through persistent studies and collaborations. Educational opportunities within the LTER program have connected me to students from grades K–12 to graduate levels in new ways from the field to the classroom, across places from Florida to Alaska, and among disciplines in a collaborative setting. The audience for my research expanded as a consequence of my experiences in the LTER program, and I have learned how to more effectively communicate integrative research to large audiences of scientists, policy-makers, and the public, often through nontraditional media. The LTER program is foremost a network of people, and I have found that science evolves most successfully when ideas and information are shared voluntarily across backgrounds, disciplines, and cultures in a network of cultivated, trusting relationships. The Florida Coastal Everglades (FCE) is the LTER site where I am currently the principal investigator, but the LTER program has been a part of my life for most of my career. My experiences in the LTER program began in the early 1990s when I was a graduate student at the University of Georgia, where the Coweeta (CWT) LTER site is based. Although I was not formally a part of CWT, many of my friends and professors were, so the program influenced my development as a scientist. I remember my first field trip to CWT, led by Gene Helfman and Judy Meyer, and the fun of snorkeling in mountain streams where we camped and conducted a few experiments, including examining the effects of rapid consumption of s’mores and boiled peanuts on preschool children (Judy and Gene’s kids). LTER-related activities wove in and out of my graduate student experience, and the rewards of sharing of ideas, data, friendships, and boiled peanuts created in me a lifelong commitment to persistent, collaborative science. This sense of fulfillment, of being part of something larger, was reinforced at the Savannah River Ecology Laboratory (SREL), where I conducted my research.

Science, Citizenship, and Humanities in the Ancient Forest of H. J. Andrews

The H. J. Andrews Experimental Forest Long-Term Ecological Research (LTER) program has nurtured a large, highly interdisciplinary community that has been a wonderful seedbed for emergence of ideas from our group, and for my own growth as a scientist, educator, collaborator, and communicator. Collaborations for me as an individual and within the Andrews forest group have grown over the decades: research–land management since the 1950s, ecology–earth sciences since the early 1970s, biophysical sciences–social sciences since the early 1990s, and humanities–arts–sciences over the past dozen years. As a US Forest Service scientist in seamless collaboration with academic and land manager colleagues, the stable yet dynamic community that the LTER program fosters has served as a great platform for connecting science lessons with society through many means, ranging from development of regional conservation strategies and landscape management plans to storytelling. This is a practice of citizenship by individual scientists and by a science-based team. The sustained learning that the LTER program has underwritten gives scientists a foundation for communicating findings from science and discussing their implications with the public, and the forest itself is a great stage for these conversations. I have had a career of immersion in the International Biological Program (IBP) and in the LTER program since its inception. After completing graduate studies in geology in 1972, I had the good fortune to join the early stages of IBP in the Coniferous Forest Biome Project at the H. J. Andrews Experimental Forest (AND) in the Cascade Range of Oregon. Our team of forest and stream ecologists, and a few earth scientists, had the decade of the 1970s to coalesce, mature, and craft stories of the ecosystems of the Pacific Northwest. The Andrews forest was a wonderful place to do that. It has a complex, ancient forest with nearly 100-m tall trees and fast, cold, clear, mountain streams whose beauty and chill takes your breath away. The year 1980 was pivotal for the group in three ways. First, Jerry Franklin led a synthesis of our team’s knowledge of old-growth forests, which set the stage for major transformation in public perception and policy toward federal forests a decade later and, incidentally, changed our lives.

Data, Data Everywhere!

My association with the H. J. Andrews Experimental Forest (AND) Long-Term Ecological Research (LTER) program defined my research and shaped my professional character. Creating the data and information system for the AND program became the focus of my research, and ensuring that protocols and methodology were established for effectively stewarding long-term data and metadata across the LTER network became my mission. Designing the system in such a way that it could continue to evolve in tandem with the growth and evolution of the LTER program was an enjoyable challenge! Recognizing the need to ensure that data were initially collected, managed, and coordinated with research objectives to produce statistically sound results from future analyses became the cornerstone of my research methods courses and workshops. Research at the AND site was conceptually positioned at the interface of basic and applied research. Communicating research results across a wide spectrum of stakeholders, including state, national, international, and nongovernmental organizations, was commonplace. Watching the leadership of the AND program cultivate, nurture, and build these enduring partnerships provided invaluable lessons for effective communication with diverse and numerous constituencies. Learning how to work toward successful conflict resolution by tackling issues directly to find common ground has served me well throughout my career. Direct participation, early in my career, in the collaborative and openly inclusive atmosphere of the AND program honed my skills for working with multidisciplinary and interdisciplinary teams. I embrace this approach in my research, teaching, and management style to this day. I credit my early leadership opportunities afforded by the LTER program as contributing significantly to my overall professional success. I encourage all young researchers, from student to junior faculty, to seek out LTER sites that are nearest to them intellectually or geographically and build their network of professional colleagues early in their careers. They will not be disappointed! One of the most significant aspects of my professional career was being associated with the AND site of the LTER program. The AND site has literally defined my research focus and shaped my professional identity.

Streams and Dreams and Cross-site Studies

The influence of the Long-Term Ecological Research (LTER) program on my science has been to broaden my scope through exposure to long-term research and to encourage me to explore major questions across biomes. Communication and outreach with natural resource managers and policy makers has given me insight into translation of science and shaped my research. Through my experiences in the LTER program, I began collaborations with stream ecologists and biogeochemists across sites, which expanded into a high-profile research project that spanned several decades. I encourage scientists to work at LTER sites because they are supportive science communities with a wealth of information to share. Currently, I am a co–principal investigator at the H. J. Andrews Experimental Forest LTER project (AND) in Oregon and have been involved with LTER sites most of my professional life. In 1990, I began graduate research on freshwater shrimp responses to a hurricane at the Luquillo LTER site (LUQ) with Alan Covich, my PhD advisor at the University of Oklahoma. My involvement with LTER research expanded during my postdoctoral fellowship. Through the LTER All Scientists Meetings, I met Julia Jones and other researchers from AND. With their encouragement, I received a National Science Foundation (NSF) Postdoctoral Fellowship Grant in 1996 to examine stream temperature dynamics at AND. After several years at Oregon State University, I was hired by the US Forest Service (USFS) Pacific Northwest Research Station in 2001 as a USFS scientist for AND and became a co–principal investigator in 2002. I have had the benefit of being mentored for multiple years by Fred Swanson and have gradually assumed lead USFS responsibilities for AND. As a stream ecologist, I have studied basic questions and applied issues involving water quality, water quantity, and stream food webs, primarily in forested streams. My research at the LUQ site has examined responses of fresh water shrimp to disturbances and their role in ecosystem dynamics. At AND, my research exploring patterns and controls of stream temperature began as a theoretical landscape-scale question and expanded to examination of temperature responses to flow paths, calculations of heat budgets, and policy implications of forest management (Johnson and Jones 2000; Johnson 2004).