Child’s Play

Yesterday, I caught my co-worker Chris Jarvis — who also happens to be my office suitemate — playing on the job. With a magnetic alphabet set, at that.

Today, he’s at it again, only this time it’s a set of magnetic balls, complete with a magnetized wand.

MagnetWand

Drawing on a theme yet? I am, and I can tell you firsthand that curiosity is attractive. Because I had a few minutes today, I used the first few seconds of one of them to decide that if you can’t beat ’em, then join ’em. Yep, I grabbed the wand and tried it out. So did the next co-worker who had walked in to discuss a project. (And he said these things were low power…)

Interestingly enough, both sets of common children’s toys just happen to be part of the set for Chris’ latest video project -– an in-progress Labors of Lab installment showcasing a Texas A&M Chemistry student whose research involves molecular nanomagnets. Even though I’ve always known Chris to be the type who will go to great lengths to get the job done, I’m amazed. And pleasantly amused. And not just because he’s childless, yet visiting toy stores.

MagnetLetters

When Chris initially joined Texas A&M Science in 2008, I knew he would be a solid writer, based on his background, samples and genuine love for words. During what I like to refer to as his sabbatical year at St. Mary’s University in San Antonio, he got the opportunity to broaden his skill set, adding website creation/maintenance and videography, among other professional nuances. Last year, we got the opportunity to re-hire him, and I can now vouch for the fact that the second time around truly is sweeter. But why take my word for it when you can read his within our news archive and also view roughly a year’s worth of his videos on our YouTube channel?

I know full well what goes into a written story, but I have a newfound appreciation for all that Chris does as a videographer. I’ve worked with some of the best during my career, but I’ve never known one who is a one-stop shop, from storyboarding and script writing, to location scouting and actual shooting, to editing and production, to draft version(s) and ultimately finished product. However, I do know that I have the luxury of resting easy in the knowledge that any project I assign to Chris or that he takes on himself is in good hands, largely without me lifting a finger nor checking up on a single detail beyond our initial conversation.

Although most of this magic happens less than 20 yards away from me, I never fully got the picture until last month, when Chris produced what I think is his best work yet: an overview piece for this year’s National Science Foundation-funded Summer Research Experiences for Undergraduates (REU) Program. Six different programs across the college; one university-wide supplement; at least one coordinator per program; countless student participants; multiple locations, shoots and interviews during the course of the 10-week program; and hundreds of clips, all funneled into a single cohesive, comprehensive, well-told story. It’s definitely an art (an undervalued one, in my opinion), and I am in awe. Feel free to appreciate with me below and also check out a few bonus clips featured with the news summary:

As his co-worker and trenchmate, I love that Chris loves what he does and that he continues to come up with new and appealing ways to tell a visual story. As his friend, I love that Chris is on my team and that he continues to find joy in his work, which is so much more than a job to him, just as it is to me.

Most of us are familiar with some version of the old adage, “Work to live, not live to work.” Based on what I’ve seen, Chris is well on his way to having this one down to a science.

By all means, play on, and always remember to share — toys and talents.

REU Posters are Now in Session

For the students who traveled from across the state and nation to participate in Texas A&M’s Summer Research Experiences for Undergraduates (REU), the annual Undergraduate Research Poster Session is the program’s pinnacle. It’s here that they get to showcase the results of their research projects and bask in the culmination of two months of grueling lab work and analysis, not to mention all the trial and error in between.

The poster session is not only a well-deserved celebration of their success, it’s also one final benchmark for these young scientists; they get to personally discuss the results of their research projects with their peers and other faculty besides their designated mentors. It boils down to huge opportunity to really show how much they’ve learned over the summer and do a little networking to boot

See what the poster session is all about.

Want to find out more about the College of Science’s REU programs? Here’s a video overview, and you can also check out photos from this summer.

 

 

When Math Comes to Life

It’s summertime, and in the Department of Mathematics, that can only mean one thing: SEE-Math. SEE-Math, which is short for the Summer Educational Enrichment in Math Program, is Texas A&M’s annual two-week day camp for gifted students entering the 6th, 7th or 8th grades to explore their potential in mathematics-related fields and led by professor of mathematics Philip B. Yasskin.

Much of the program’s charm lies in its entertaining and engaging activities that demonstrate the many ways math exists naturally in the world around us. Last week, senior lecturer Mila Mogilevsky had the students try their hand at origami, the Japanese technique of folding paper into elaborate figures. While the students certainly enjoyed the art lesson, they also enjoyed learning about the geometry that makes the beautiful paper creations spring to life.

Here’s a quick video of origami in action:

Also, check out last summer’s video to learn more about what exactly SEE-Math is all about:

Turning the Tide

Anyone who knows Tim Scott ’89 or has heard him present to general audiences (particularly current or prospective students as associate dean for undergraduate programs in the Texas A&M College of Science) knows that one of his go-to points of inspirational reference is the starfish story, a classic tale by Loren Eiseley about motivation, intrinsic reward and end results.

As many times as I’ve heard him tell the story, I don’t recall ever hearing nor even pondering the starfish’s perspective. Until earlier this month, when Scott forwarded the following email from a former student, Alvin Lira ’13, a 2014 Texas A&M bioenvironmental sciences graduate and current Legislative Support Specialist with the Texas A&M University System Office of Federal Relations in Washington, D.C.

Lira has agreed to share his words via the Texas A&M Science blog in hopes of inspiring other students who may find themselves in his 2012 shoes, not to mention possible benefit from knowing there is light at the end of what at present might appear to be a mighty dark tunnel — and that there are caring people like Tim Scott who are more than happy to help them visualize it even when they might not be able to see it for themselves.

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AlvinLira_LinkedInHello, Dr. Scott,

Not too long ago, I was a biology student at Texas A&M. In 2012 I met you under very unfortunate circumstances due to the academic troubles I had encountered during my first few semesters at TAMU. I was struggling in most of my classes due to a variety of personal issues, and I was at risk of being placed under academic probation. You asked me to meet with you, and I remember thinking about transferring to a different university and changing my course of study before our meeting. While I was in your office, you dissuaded me from this decision and asked me to find a major I would enjoy at TAMU. You told me you would do everything you could to help me get into the department I had chosen in order to finish my studies. You mentioned how many first-generation students from the Rio Grande Valley, like myself, struggle early on and eventually leave TAMU, and you did not want to see someone else miss out on the education that A&M can provide. Soon after, you came through on your end of the deal, and you helped me get into the bioenvironmental sciences degree program.

It was the first time at TAMU that someone had taken the time to truly help and guide me through my struggles. Coming from my background to TAMU, I never really had someone to aid me in any education-related issue. Having someone who put time and effort to help me succeed completely changed my mindset. After speaking with you and seeing how helpful you were, I felt more comfortable reaching out to others for advice and guidance. Within two years after our conversation, I had changed my major to bioenvironmental sciences, learned how to study and find resources, began mentoring at-risk students, got three internships in a row (one of those in D.C. working on Agriculture & Natural Resources Policy), and graduated from Texas A&M (I ended my last three semesters above a 3.25 GPA and my last two semesters above a 3.5 GPA)! After graduating, I went on to work for a state agency for a few months, and I am now in D.C. working for the Texas A&M System’s Office of Federal Relations.

I cannot tell you how much those 20 minutes with you influenced me. You definitely played a huge role in my decision to stay at Texas A&M, and the opportunities that were given to me at TAMU resulted from my decision to stay. I may have not graduated with the highest GPA in my class as a result of my early struggles, but I took advantage of every opportunity given to me afterward, and I did very well in bioenvironmental sciences. I wrote so much, but I simply and truly just wanted to say thank you. I hope that you encourage other first-generation students to pursue their dreams and to never give up. Sometimes it just takes one person to believe in you to change things around. I hope you are doing well and continuing to impact student’s lives. Take care.

Sincerely,
Alvin Lira

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Of course, anyone who knows Tim Scott also knows he’s as gracious and geunine as he is generous. He conservatively estimates he answers at least 100 emails from students each day, and his response below to Alvin (spoiler alert: it includes a starfish reference) speaks volumes about a lot more than undergraduate education or potential career advice.

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Scott_TAlvin,

What a tremendous gift you have given me today! I am blessed beyond measure. One of my favorite stories is the man walking on the beach throwing washed-up starfish back in the ocean (http://www.esc16.net/users/0020/FACES/Starfish%20Story.pdf). I feel like that is my calling in life. Thank goodness I had the good sense to reach out to you to help you understand your full potential. As we discussed, you went on, graduated and are accomplishing the dream. Your job now is to pay it forward, and it sounds like you are doing just that. Also know how much you brought to the table. You were open, accepting, trusting and worked hard. With those attributes, you can do anything you want to do. Thank you for your note today and for not giving up. I am in DC from time to time related to grants, and maybe we can connect when I am there.

Warm Regards,
Tim Scott

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There are perhaps few greater potentially valuable efforts than making and taking the time — Tim Scott back then to help yet another individual in need, and Alvin Lira present-day to prove that investment (Scott’s and his) paid off. As does saying thank you. I bet the starfish would agree.

WilliamJames_01

All In a Day’s Work

To know Texas A&M Center for Mathematics and Science Education (CMSE) researcher Dr. Craig Wilson is to love him — if not for his genuine passion and absolute gift for scientific knowledge, inquiry and outreach, then for his entertaining stories in pursuit of the aforementioned. Here’s one that he shared last week with several people in the Texas A&M Science Dean’s Office, most of whom know a thing or two about spending time in close quarters with both Craig and his cockroaches. Let’s just say it’s better to be hissing than missing!

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The university media specialist (by his own admission a non-scientist) was spending half a day with us to learn and write about the Future Scientists Program. He had been taking all manner of photos, including many of the teachers using the digital microscopes in the classroom that had been set aside for our use. He then accepted an invitation to join us outside studying in the wildflower meadow, where I had the teachers collect a variety of flowers with the goal to examine different types of pollen.

No sooner had he joined us than he left us, taking off running back to the road like a scalded cat screaming, “Snake!” At that point, bodies bolted in all directions, while I headed to the area where the snake might have tried to make its own escape. I was able to secure a four-foot rat snake (Elaphe obsolete lindheimeri) with one foot and grasped it behind the head. If possible, it seemed more agitated than the erstwhile cameraman.

This seemed like a teachable moment, so I carried my prize back to the classroom for further study and looked for a suitable container. In a side room, I found the old terrarium inhabited by 40 Giant Madagascar Hissing Cockroaches (Gramphadorhina portentosa). Still holding the snake firmly in one hand, I managed to remove the lid … but where to put the cockroaches? Out of the corner of my eye, I saw a waste bin with a liner, so I dumped the cockroaches in there for later use and placed the snake in the terrarium. At that point, the by-now-somewhat-calmer-and-mollified photographer steeled himself and took photos of his incarcerated nemesis.

Madagascar Giant Hissing Cockroaches, properly secured and suitable for transport to an educational environment near you! Wilson notes that the white one pictured here is not an albino; rather, she has just emerged from her exoskeleton and therefore is soft and white. From here, she will hide, swell up and darken in color. He says they do this whenever they have grown too large for their current exoskeleton.

Madagascar Giant Hissing Cockroaches, properly secured and suitable for transport to an educational environment near you! Craig notes that the white one pictured here is not an albino; rather, she has just emerged from her exoskeleton and therefore is soft and white. From here, she will hide, swell up and darken in color. He says they do this whenever they have grown too large for their current exoskeleton.

An hour later, I was ready for the teachers to study the cockroaches, so I went to retrieve them. I was startled to see an empty waste bin! A quick inquiry revealed that a janitor had been seen in the building. Quickly putting two and two together, three of us (not four!) rushed out and around to the back of the building and began dumpster diving. The fifth bag retrieved and opened indeed was holding the missing cockroaches. One should avoid anthropomorphism if at all possible, but the insects appeared none the worse for their experience, if not perhaps chagrinned that they had not made good on their escape to cockroach nirvana at the landfill. I cannot say the same for my co-dumpster divers or for our fearful media specialist.

Each year, I am invited by Texas Farm Bureau to present at this, the Agriculture in the Classroom (AITC) Summer Agricultural Institute, held at Tarleton State University in Stephenville, Texas. Each year, something notable happens, usually on the good side of bad. For example, I always take the teachers to walk over and study the turf grass experiments nearby. While there, I also collect lily flowers (Lilium) for them to study, as there is a large bed set aside to grow them that rivals Joseph’s Coat of Many Colors, such is the proliferation of shapes and colors of the large blooms.

However, this year was different. This year, the research scientist unexpectedly showed up and showed concern at this uninvited presence. Naturally, I marched straight up to him and asked him to explain his research. He was somewhat taken aback, given that he is not a people person. When he kindly invited them to help themselves to lily flowers, I had to admit that I had already helped myself on their behalves. My transgressions are always in the name of science.

For many, this would be a very different day’s work, but for me, it was all in a day’s work.

Wilson routinely brings his cockroaches and other insects to K-12 classrooms and educational outreach events (in this case, Expanding Your Horizons) held at Texas A&M and other universities to allow kids of all ages to get up close and personal with their environment.

Craig routinely brings his cockroaches and other insects to K-12 classrooms and educational outreach events (in this case, Expanding Your Horizons) held at Texas A&M and other universities to allow kids of all ages to get up close and personal with their environment.

Around the [Big] Bend

TexasFromSpace

More pictorial perspective from the Texas A&M Viz Lab’s Glen Vigus, who was recently on location in another of Texas’ finest stretches — Big Bend National Park. I don’t know about ya’ll, but I want to vacation with him — so breathtakingly gorgeous, there’s no need for captions. Well, save for Picture No. 37 (…wait for it…)

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“After a successful day of surveying the property on the Terlingua Ranch (we were ahead of schedule), we spent nine hours the following day exploring Big Bend National Park … and we only scratched the surface,” Glen writes. “It’s hard to believe this place exists in Texas. I plan to return in the future to hike the trails and reach the top of Emory Peak.”

I Am Just a Teacher

The following is a guest post from Patricia Oliver ’11, a 10th grade chemistry and 9th grade Advancement Via Individual Determination (AVID) teacher at West Mesquite High School in Mesquite, Texas. A 2011 graduate of Texas A&M University and a member of the aggieTEACH Program, Oliver earned both her bachelor’s of science degree in university studies (2011) and a master’s of education degree in education curriculum and instruction (2012) at Texas A&M. Earlier this month, she was honored with the 2015 Texas Instruments Foundation Innovation in STEM Teaching Award — a prestigious honor that includes a $5,000 personal award as well as $5,000 for Oliver to spend on her classroom.

Patricia Oliver '11 (right), accumulating extra classroom experience as a Texas A&M undergraduate and aggieTEACH participant. The program, a collaboration between the College of Science and the College of Education and Human Development, has helped Texas A&M lead the State of Texas in number of university-certified math and science teachers produced each year for nearly a decade. (Credit: Robb Kendrick/Texas A&M Foundation.)

Patricia Oliver ’11 (right), accumulating extra classroom experience as a Texas A&M undergraduate and aggieTEACH participant. The program, a collaboration between the College of Science and the College of Education and Human Development, has helped Texas A&M lead the State of Texas in number of university-certified math and science teachers produced each year for nearly a decade. (Credit: Robb Kendrick/Texas A&M Foundation.)

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I am a just teacher. Every year, there comes a point when I contemplate that statement. When people ask me what I do, I automatically answer, “I am a teacher.” And to any non-teacher, that translates to: I talk to students, I grade papers and then I go home. Anyone can do that.

There are many examples of this that all teachers can relate to. One that springs to mind is when a man I was talking to said, “Oh! So you just went to college to get your Mrs. degree?” after hearing I was a teacher. Or it’s commonly assumed that I teach elementary. People are generally shocked when I tell them I teach high school chemistry, often responding with, “Wow! You must be smart, then!” Does that mean if I taught anything else, I am not smart?

The title of “teacher” doesn’t scream intelligence to non-teachers. It is sad that society views the teaching profession in that way. It makes every teacher feel inferior. People’s views of my profession make me second-guess myself all the time. I never think I’m working hard enough. Doing enough. Providing enough. It’s stupid, isn’t it?

This year, I was awarded the STEM innovation teaching award. I had students come hug me and tell me that I was the reason they walked across the stage. But even in those moments of validation, I think I’m not deserving. I feel guilty that I’m being praised for a job well done, because I don’t think I did anything amazing. It’s just my job. I am just a teacher.

2011 Texas A&M University graduate and West Mesquite High School science teacher Patricia Oliver '11 with her 2015 Texas Instruments Foundation Innovation in STEM Teaching Award. (Credit: Leah Felty.)

2011 Texas A&M University graduate and West Mesquite High School science teacher Patricia Oliver ’11 with her 2015 Texas Instruments Foundation Innovation in STEM Teaching Award. (Credit: Leah Felty.)

Today, while sitting at lunch at a conference with 2,000 other teachers during my vacation time, I received a text from a former student who recently graduated:

“Ms. Oliver, I would like to thank you for everything you have done for me! You’ve always been there when I had a problem or I needed somebody to talk to. You’ve impacted my life for the best, and I can’t thank you enough for everything! You’ve looked out for me and guided me in the right path. I love you so much, and I know you might hear this from a lot of students, but I honestly mean it. You’re like a mother, sister, best friend and mentor to me. I honestly don’t know where I would be without your guidance. I’m honestly going to miss you so much, but I’ll still, hopefully, go to feed the homeless. Thank you, Ms. Oliver, for everything! I love you from the bottom of my heart! You were and forever will be my favorite teacher.”

The message was sent completely out the blue. I immediately started to cry. When I asked why she sent the text, she responded, “I was just thinking about my high school years and, well, you were in most of it.” My first thought was, “That’s ridiculous! I didn’t pay enough attention to you! I couldn’t possibly mean that much to you.” I am just a teacher.

Then I realized something … never once did she talk about all the chemistry she learned! She didn’t mention all the papers I graded or how the immediate feedback I gave her was so influential! Funny, isn’t it?

Patricia Oliver, showing off her hopefully contagious love for chemistry in her West Mesquite High School classroom. (Credit: Patricia Oliver.)

Patricia Oliver, showing off her hopefully contagious love for chemistry in her West Mesquite High School classroom. (Credit: Patricia Oliver.)

I am more than just a teacher. Like my student said, I am a “mother, sister, best friend and mentor.” I am a counselor, sounding board, advice-giver, mediator and thought-provoker. I change lives.

I am so much more than a teacher, and I am proud.

I could go on forever. But I’ll leave you with my favorite quote:

“I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.” — Maya Angelou

Beautiful, Beautiful Texas

Beauty is in the eye of the beholder, and between you and me, there are miles and miles of it in the state of Texas.

I remember well in my college years the 525-mile drive from Aggieland back to my hometown of Nazareth in the Texas Panhandle. It wasn’t for the faint of heart nor bladder, and keep in mind that was back in the days before smart phones and portable DVD players. Thank goodness growing up there acclimated me to long stretches of nothingness and having to drive many a mile to get to the nearest grocery store, shopping mall or, heck, even another town with actual people.

Possibly as a result, I’m well versed in both self-entertainment and resiliency, not to mention fiercely proud of and loyal to the area, probably to a fault. Where most people only see barren, flat and boring, I see wide open spaces, endless horizons, room for a view and to breathe, and acres upon acres of rugged, untamed, abundant beauty precisely as nature intended.

Palo Duro Canyon, exhibit A in Texas Panhandle natural beauty, as captured here complete with a rainbow by Open Skies Photography’s Richard Douglass. It is the second-longest canyon in the United States behind the Grand Canyon and one of several located in the so-called “land of the inverted mountains,” labeled as such because the area is relatively flat until you reach the long and steep canyons, highlighted by Palo Duro and Caprock Canyons to the south. (Credit: Richard Douglass.)

I really didn’t grasp until college that the area we affectionately referred to as West Texas growing up wasn’t truly West Texas, despite the fact that it was home to the institution formerly known as West Texas State University (present-day West Texas A&M University) and that our New Mexico state champion 16-and-under Amateur Athletic Union (AAU) basketball team was the Wes-Tex Sandies. To this day, West Texas is the one area of the state that I haven’t explored, and a such, it remains at the top on my short list.

Until that day, however, I have a dream and the luxury of vicarious living through pictures, from those regularly posted on McDonald Observatory’s Facebook page to the following beauts captured by fellow Aggie Glen Vigus.

I first met Glen during a past professional life in the Texas A&M College of Architecture — mine in communications and his in the now-world-famous Viz Lab, which he’s been a member of since 1998. Like so many others in the Texas A&M Department of Visualization, Glen is incredibly talented and perpetually perched on the cutting edge, from his print and digital photography to his educational efforts and insight that I would describe as a delightful mix of “how-to meets follow-me!” Although I don’t get to see him in-person much anymore, I’m routinely privy to his artistry and creativity through Facebook. So are you, thanks to his generosity of spirit in agreeing to share his Terlingua Ranch album and the related backstory for the Texas A&M Science blog.

Not unlike a Jerry Jeff Walker song, I told Glen that I think it offers the perfect blend of geography, geology and earth science with sides of astronomy and atmospheric sciences thrown in for the good educational measure that’s so important during the summer months.

I’ll let Glen take it from here — both the words and the wordless. On that latter front, like any good storyteller, I think he saved the best for last.

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“Years ago, my dad purchased land on the Terlingua Ranch. I never knew why he was so excited about this place until I saw it. Early one morning (4 a.m.), I accompanied my dad, brother-in-law and nephew on a 10-hour drive to Terlingua. The main purpose of our journey was to survey and mark my dad’s property. It is a different world in this part of Texas. It’s isolation and natural beauty are something to behold. I’m looking forward to the next visit … I just wish it wasn’t so far away.”

Check out Day 2 of Glen’s waltz across West Texas: Big Bend National Park.

Marking Time

Ever wonder what mathematicians do on vacation? In Texas A&M professor Wolfgang Bangerth’s case, he kicked off summer 2015 by hiking through history related to another of his disciplinary specialties: geophysics.

A widely respected expert in computational mathematics and mathematical modeling, Bangerth is the author of the software program ASPECT (Advanced Solver for Problems in Earth’s Convection). His code is helping geodynamics researchers around the world visualize the Earth’s interior and related processes, thanks to funding assistance from a major facility in California at the epicenter of geodynamics research.

Earlier today, Bangerth found himself at the site of one of the worst geological disasters in U.S. history, Mount St. Helens in Washington State. Roughly one month after the 35th anniversary of the historic eruption, Bangerth toured the area, posting these incredible photographs on Facebook and agreeing to share them via the Texas A&M Science blog.

“What a treat,” Bangerth writes, “A seven-hour hike through the devastation area and then halfway up Mount St. Helens. (Additional treat: Total number of people encountered in the first six hours: 1. In fact that equals the total number of mammals encountered during this time.)”


In addition to the photos and captions, Bangerth — ever the educator — offered to expound on the science as follows:

“So here’s the story: Mount St. Helens is one of the chain of Cascade volcanos along the U.S. West Coast that exist because the Pacific (or, more exactly, the Juan De Fuca plate) subducts beneath the North American plate. They take with them millions of years of sediments, entrapped water, etc., and this leads to melting of material when they get to certain depths, and this melt then comes up a couple of 100 miles inland of the subduction zone.

“In 1980, magma rising up bulged out the side of the volcano. After an earthquake, this whole bulge collapsed in a gigantic landslide. Liberated of the pressure of the overlying rock, two enormous explosions then ripped apart most of the mountain within seconds of the landslide. There is a fantastic video of this created from a sequence of 10 or 15 pictures and also another series here.

“What you see in my pictures are the remains of the volcano (1,300 feet shorter than it was before, with its enormous gash on one side) and the valley below the landslide and miles downstream from there — in some places up to 700 feet of debris, ash and the results of several later pyroclastic flows. The deep incisions are streams that have eroded this loose material.

“The landscape is largely barren since it had, of course, not a single living organism left after the 1980 event, and is only slowly re-growing. Along the streams there are man-high trees these days, but elsewhere you only find bare gravel and sand — some covered by hardy mosses and lichens — and in many places lots of miniature bluebonnets and some Indian paintbrushes. There are ants and a few insects, but generally few vertebrates. I did see a small number of birds, including a pair of hummingbirds. By and large, it’s a huge contrast from the densely forested areas around the mountain (and how it looked before the event, as seen in older pictures).”

When Research Gets Wild

Scientists often go to great lengths for their research, but sometimes it gets downright risky.

Grace Smarsh ’14 is a Ph.D. candidate who has been working in the lab of Dr. Michael Smotherman, Texas A&M University biologist and a leading expert on bat behavior. Grace spent a total of 17 months during a three-year period in Tanzania studying the songs of its native heart-nosed bat to probe how their vocal ranges adapt to different social interactions. While on her quest to observe the winged creatures, Grace had to learn to coexist with the land-dwellers of the African bush, from the tiniest of insects to some pretty large cats.

Here’s Grace, discussing some of her encounters and how she coped with her rank in the animal kingdom.