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• W2935605097 abstract "Balancing limpet-encrusted rocks on a rusty cart, I maneu-vered my cargo up a steep ramp and into the seawater tanks at the Marine Biological Station in Millport, Scotland. It was the mid-1970s and I was attending a field course for my degree in zoology. Earlier, as the tide rose, I had watched limpets leave their individual “home scars” to browse on micro-algae. In the library I found a paper describing this behavior, although it didn't address what triggered limpet movement. Was the timing tied to tide timetables, or a response to fluctuating seawater levels? Daily, I turned the tanks’ taps to let seawater in and out, mimicking the tide times on the day when the limpets were collected so they gradually became out of sync with the changing tidal cycle in the “real world”. I graphed limpet movements. They were slow but I was busy. I missed the evening pub outings and eventually lost sleep. My results suggested limpets responded to the rise and fall of seawater, not the timing of the tides. Exulted, I returned the rocks. I had little appreciation for the logistics of transportation, lodging, food, labs, seawater, and a library, but I loved being at the field station. Although I never envisaged then that my dream job would be at a field station, I have now served more than 20 years as Executive Director of Archbold Biological Station in Florida, one of the largest, most-renowned field stations in North America. Archbold's mission is to build and share the scientific knowledge needed to protect the life, lands, and waters in the heart of Florida (www.archbold-station.org). I am often asked, “How can I get a job at a biological field station?” Invariably my response is that all of life's experiences will count. Field stations have generated an immense body of research and played a seminal role in the lives of many biologists (NRC 2014). They are “outdoor laboratories for students, researchers, and the public, supporting research, education, and conservation” (www.obfs.org/what-s-a-field-stationURLHYPHEN;), offering unrivaled access to intriguing ecosystems and boundless opportunities for field studies (Fleischner et al. 2017). Surrounded by colleagues, ecologists at field stations draw from, and contribute to, decades of knowledge. Whether one's first visit is with a class, or as a graduate student or faculty member, ecologists fall in love with field stations and often return. No wonder a field station career is alluring, even if the career path is not obvious. For institutions that play such a formative role in the lives of biologists, little has been written about careers at field stations. Tydecks et al. (2016) reported on 1268 contemporary field stations, in 120 countries, constituting a global network for monitoring, research, education, and public information. The Organization of Biological Field Stations (OBFS), an umbrella network of >200 member field stations, mostly in North America, advertises jobs at www.obfs.org. Most positions are associated with universities and colleges (75%), but others are with nonprofits, or are part of federal and state agencies (Billick et al. 2013). In the US, 61% of field stations have small annual budgets (<$250,000), which may cover salary costs for fewer than 10 staff, and others are large organizations with annual budgets between $5 million and $50 million and employ 30–150 people (Mearns 2013). What does a position at a field station entail? Using Archbold as an example, areas of functional responsibility can be categorized (WebTable 1) although “jack-of-all-trades” staff often have multiple responsibilities, especially at smaller stations. A field station can carry out a daunting combination of roles: research and teaching campus, nature preserve, environmental education center, small museum, hotel and conference facility, and, in Archbold's case, a 3000-head working cattle ranch as well. No amount of training and experience can truly prepare one for this spectrum of responsibilities. If faculty and college career advisors were aware of the range of field station careers beyond biologist – from fundraising, administration, finances, operations, and technology to data management – they could better counsel students on how to combine a background in biology with other relevant experience, opening the door to multiple field station career paths. Because research and education lie at the core of field stations, those in senior positions typically require a PhD, with a research and grant funding background, although they may have limited time for personal research. Staff who see the big picture, can synthesize across programs, and identify emerging trends will foster everyone's research at the station. All scientists can benefit their field station by learning how to seek out funding, building relationships, and attracting new researchers. Even if technologically challenged, they must nonetheless embrace new technologies and be committed to data management (Porter et al. 2009). Most scientists at field stations, including those who are seasonal and largely focused on research or teaching, typically shoulder additional responsibilities and develop administrative and other skills. Beyond research, experience leading college-level field courses and mentoring students can be important for directors and scientists (Figure 1), who may also have to support and prioritize other activities such as K–12 field trips, summer camps, exhibits, and arts programs, as well as outreach through tours and events with citizen scientists and the public. Larger field stations may have dedicated positions for educators, such as leading K–12 programs, coordinating public outreach, or managing an NSF Research Experience for Undergraduates (REU) grant. Working with the press, station publications, and social media are vital to reach a broader audience but they gobble up time. Fundraising skills are increasingly essential – everyone is required to be a station ambassador, and scientists who can tell fascinating stories and cultivate donor relations are especially favored. Those considering a field station career are advised to refine such diverse skills as an undergraduate, graduate, and postdoctoral fellow. Regardless of experience, an engaging personality, open-mindedness, and boundless energy are always an advantage. Archbold Biological Station The commitment to research and education is enhanced by an understanding of and concern for the ecosystem being studied. Many field stations engage vigorously in conservation. It is vital to convey a passionate sense of place, and to take part in the special role field station ecologists play in applying science toward local conservation, and explaining research findings in a global context. Early-career steps with government agencies or conservation groups provide invaluable in-the-trenches training for: implementing land acquisition, easements, and protected area networks; practical land management such as prescribed burns, wetland restoration, or treating invasive species; and dealing with environmental regulations and permits. From the outside, many may covet a field station career, but they should know that it comes with under-appreciated challenges. Oftentimes “home” lies in a remote, rural area and family life is entwined with work life. Science staff frequently find themselves involved with managing buildings, utilities, IT and communications, construction and renovation, vehicles and transportation, lodging and food, conferences, meetings, security, permits and compliance, and public access. There is no substitute for the practical skills that often don't appear on a resume: it helps if one knows how to drive a boat or 4WD vehicle, operate a winch, read a building plan, and barbecue for 50 people. Those who were raised on a farm, helped restore old homes, pottered around boats, or served as an informal mechanic have an advantage. If not, my advice is to seek such hands-on experiences with friends or family. Few field station staff have prior training for the range of administrative responsibilities that loom large. For stations that are part of a university, this requires onerous coordination with higher administration. For nonprofits, the director and staff oversee every aspect of administration. A master's degree in nonprofit business management would be helpful for a director or assistant director. Scientific staff have the chance to learn experientially from other staff, via mentoring by colleagues and board members, and through service on outside committees and other organizations. Aspiring leaders should pursue training such as that provided by ESA's Sustaining Biological Infrastructure initiative (www.esa.org/sbi), or related courses offered intermittently by NSF. Early-career scientists at field stations need to learn on the job how to work within an evolving crucible of science, education, and conservation. Every day they will understand more of what they have to know to sustain the station into the future. A field station is a wonderful vessel, with everyone acquiring new skills together. A field station career is not a linear progression, a beginning to an end, but rather is a river gathering all of life's valuable tributaries of experiences as it flows to the sea. Please note: The publisher is not responsible for the content or functionality of any supporting information supplied by the authors. Any queries (other than missing content) should be directed to the corresponding author for the article. Hilary M Swain Archbold Biological Station, Venus, FL" @default.
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• W2935605097 title "All of life's experiences count at a biological field station" @default.
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