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Interns
and research assistants at the beach, 2003.
Archbold Biological Station, P.O. Box 2057, Lake Placid, Florida 33862 USA
Phone: 863-465-2571 FAX: 863-699-1927 send e-mail
B.S., State University of New York, 1980
M.S., McGill University, 1985
Ph.D., University of South Florida, 1992
Research Internships in the Avian Ecology Lab
Supervised by Reed Bowman, Ph.D., Lab Head and Associate Research Biologist
training | objectives | on-the-job training | orientation | cultural activities | research interns
Training
Interns are exposed to a wide variety of research methodologies used to
study the demography of birds and to quantify local ecological
characteristics and larger-scale landscape characteristics, especially in
urbanizing areas. Interns interact on a daily basis with the lab head,
research assistants, and graduate students engaged in research. Interns could be exposed to the following methodologies
used in our research program:
- Recognizing and recording the identification of birds banded with unique combination of colored, plastic leg bands. Conducting periodic censuses of banded and unbanded birds.
- Nest searching, visiting nests and recording nest contents with minimum disturbance, recording data about nest site.
- Trapping and handling wild birds using a variety of techniques.
- Banding nestlings and adults.
- Taking a variety of morphological measurements of nestling and adult birds.
- Taking blood samples from nestling and adult birds.
- Behavioral observation and recording and quantifying avian behavior, development of time budgets.
- Quantifying ecological resources, including but not limited to habitat characteristics, food resources, predators and/or competitors, etc. and other ecological parameters such as human house density, types of human development, etc.
- Sampling techniques for measuring avian community structure and composition, such as strip transects, point counts, and censuses.
- Entering biological data into a variety of database types, learning data quality assurance, including proofing and editing data.
- A variety of techniques for analysis and presentation of biological data, including but not limited to statistical analyses, spatial analyses, development of graphics, oral and written presentation of data.
- Critical review of all writing assignments.
- Literature search, critical analysis of published papers, bibliography preparation.
Objectives of Training
Top
We are attempting to prepare potential graduate students in avian
ecology for the rigors of independent research. We train them on the
variety of techniques required to collect biological and ecological data,
methods of data management and quality control, and methods for data
analysis and presentation. However, we also introduce interns to the
hypothetico- deductive process as an integral part of the scientific
method. To this end, each intern is expected to develop an independent
project that utilizes the skills learned during training. The project
should be of their own design, both intellectually and logistically, but
should fit into the broader conceptual framework of our long-term research
program. Our program enables prospective graduate students to refine their
areas of intellectual interest, learn to articulate and then incorporate
their original ideas into viable research plans, conduct that research,
and then present the findings of that research. Interns are expected to
develop oral and written presentations of their project and are encouraged
to publish their findings. This foundation is
designed to help these students succeed in their graduate careers and to
provide a strong foundation for their professional development. Because
our research is a blend of pure and applied, and observational and
experimental approaches, students with broad interests in ecology and
conservation may find our program rewarding.
On-the-Job Training
Top
Interns are expected to devote half their time to the lab’s long-term
research projects and half their time to their own independent project.
Interns work long hours and work closely with the Lab Head as well as with
an experienced Research Assistant. Nearly
all training is hands-on, in the field, while collecting data. Typically
interns work together with a more experienced staff member until they
demonstrate sufficient proficiency to collect data independently. Because
interns also are involved with data quality assurance, they further
appreciate how training leads to better quality data. Interns work very
closely with the Lab Head to refine their ideas for an independent
project. Lab staff assist them with the logistics of data collection and discuss
the implications of their research to the broader field of ecology and
conservation and our on-going research. Interns are often given specific
reading assignments and weekly lab meeting are held to discuss research
problems, logistics, and general ecological questions. Students are
expected to contribute ideas and topics for lab meetings.
Intern Orientation
Top
Upon arrival, interns are provided a broad orientation to Archbold
Biological Station. This orientation, lasting several days, includes
introduction to all the personnel and the various research projects
on-going in the four research labs at Archbold. Interns are introduced to
our librarian/information manager and the various information
resources available and the variety of means to access that information.
Our network administrator provides an introduction to the computer
resources available and each intern is provided access to the network.
Computer resources are available in the Avian Ecology Lab and in our
central computer resources lab. Our Geographic Information
Systems Lab Manager
provides an introduction to the spatial and geographical resources
available. In addition to the science resources, interns also are given
orientations regarding research vehicle use, prescribed-fire
management,
office equipment, human resource policies, and the administration of an
independent research facility. The intern’s immediate supervisor will
discuss specific expectations for field work, work schedules and time off,
and other lab protocols.
Cultural Activities
Top
During our field season, from mid-February through July, a variety of
students, interns, and visiting researchers are resident at Archbold,
providing a dynamic and intellectual atmosphere. Interns are provided
opportunities to visit and assist with research in other labs to provide
additional depth to their experience at Archbold. Additionally, seminars
are held biweekly and interns are encouraged, even expected to attend and
engage in discussions. The Avian Ecology lab also conducts a monthly
journal club where we read and critique scientific papers. Archbold
provides a variety of facilities for recreation including a pool and a
90-acre lake with swimming facilities, boats, a tennis court, basketball
court, and a 5,000-acre natural reserve in which a variety of outdoor
activities such as hiking, bird watching, nature photography, etc. can be
conducted. Archbold Biological Station is in a rural part of the state of
Florida. Without a personal vehicle, it can be difficult for interns to
take advantage of regional resources, but many interns have cars and
car-pooling is common. Archbold is within 2 hours of several large cities
and their various cultural resources and within several hours of a wealth
of wonderful natural
resources, including the Florida Keys, both Atlantic
and Gulf Coast beaches and coastal barrier islands, the Everglades, and a
large number of diverse and interesting state parks. Interns are provided
room and board. Meals are family-style and often provide a social nexus
for interns.
Research Interns and Their Projects Top
Annalaura Averrill. 1993. Territory size, population density, and territorial behavior in suburban populations of the Florida scrub-jay. Bowdoin College.
Chris Huh. 1993. Tree characteristics, resin flow, and heartwood rot in red-cockaded woodpecker trees in two hyrologically-distinct flatwoods communities. College of Wooster.
Arthur L. Fleischer, Jr. 1994. Abundance of potential terrestrial nest predators in suburban scrub. College of the Atlantic.
Lee M. Walton. 1995. Nest-site selection of Florida scrub-jays across a suburban gradient. Villanova University.
Michelle M. Dent. 1997. Vegetation structure and post-fledging survival of Florida Scrub-Jays in suburban and natural habitats. Principia College.
Matthew M. Shawkey. 1998. Contributions of insect abundance to brood reduction in Florida scrub-jays in suburban habitats. Wesleyn University.
Barbara Beckworth Nemes. 1998. not completed. McGill University.
Brent Sewall. 1999. Avian community structure and composition relative to fire suppression and suburban development in xeric oak scrub habitats. Penn State University.
Arieh M. Levine. 1999. Caching behavior of Florida scrub-jays in suburban and natural habitats. Wake Forest University.
Sonya C. LeClair. 2000. Effects of supplemental protein on nestling development and survival in a suburban population of Florida scrub-jays. University of Vermont.
Katherine Thorington. 2001. Predation rates on experimental nests in xeric oak scrub across a human-density gradient. Smith College. pdf file
Craig Carter. 2001. Effects of supplemental protein on nestling development and survival in a suburban population of Florida scrub-jays, II. Anglia Polytechnic University, UK.
Kathryn A. Smith. 2002. Consequences of double-brooding in a suburban population of Florida Scrub-Jays. University of Florida.
Miles Becker. 2003. Variation in sentinel behavior of Florida Scrub-Jays with respect to food availability and predation risk. Cornell University.
Kristin Bondo. 2004. How does Reproductive Effort in Breeding Season (n) Affect Survival of Breeding Male and Female Florida Scrub Jays to Breeding Season (n+1)? Purdue University.
John Michalak. 2004. An Examination of Nest Defense Behavior Between Two Different Sites and Breeding Status of the Florida Scrub- Jay (Aphelocoma coerulescens). Ohio University.
Kelvin Peh. 2004. Patch and landscape characteristics affecting nest success of a Florida scrub-jay population: an information-theoretic approach. National University of Singapore.
Matthew Toomey. 2004. The effects of social context on the food handling behaviour of Florida Scrub-Jays (Aphelocoma coerulescens). University of Vermont.
Sarah Wagner. 2004. Characteristics of abandoned nests and nests with eggs of the Florida Scrub-Jay (Aphelocoma coerulescens). Earlham College.
Rob Aldredge. 2005. Factors influencing egg viability and hatching success in Florida Scrub-Jays (Aphelocoma coerulescens) across an urban gradient. Ohio State University.
Ipek Kulahci. 2005. Influence of ecological and social factors on food handling decisions after cache recovery in Florida Scrub-Jays (Aphelocoma coerulescens). Stanford University.
Jill Richardson. 2005. The tradeoff between sentinel duty and foraging for breeding male Florida Scrub-Jays (Aphelocoma coerulescens) during nesting in two fire regimes. University of Kansas.
URL: www.archbold-station.org/staff/srbowman/srbowmaninternship.htm