[House Hearing, 111 Congress]
[From the U.S. Government Publishing Office]
BEHIND THE SCENES: SCIENCE AND
EDUCATION AT THE SMITHSONIAN INSTITUTION
=======================================================================
HEARING
BEFORE THE
SUBCOMMITTEE ON RESEARCH AND SCIENCE EDUCATION
COMMITTEE ON SCIENCE AND TECHNOLOGY
HOUSE OF REPRESENTATIVES
ONE HUNDRED ELEVENTH CONGRESS
SECOND SESSION
__________
JULY 21, 2010
__________
Serial No. 111-107
__________
Printed for the use of the Committee on Science and Technology
Available via the World Wide Web: http://www.science.house.gov
______
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COMMITTEE ON SCIENCE AND TECHNOLOGY
HON. BART GORDON, Tennessee, Chair
JERRY F. COSTELLO, Illinois RALPH M. HALL, Texas
EDDIE BERNICE JOHNSON, Texas F. JAMES SENSENBRENNER JR.,
LYNN C. WOOLSEY, California Wisconsin
DAVID WU, Oregon LAMAR S. SMITH, Texas
BRIAN BAIRD, Washington DANA ROHRABACHER, California
BRAD MILLER, North Carolina ROSCOE G. BARTLETT, Maryland
DANIEL LIPINSKI, Illinois VERNON J. EHLERS, Michigan
GABRIELLE GIFFORDS, Arizona FRANK D. LUCAS, Oklahoma
DONNA F. EDWARDS, Maryland JUDY BIGGERT, Illinois
MARCIA L. FUDGE, Ohio W. TODD AKIN, Missouri
BEN R. LUJAN, New Mexico RANDY NEUGEBAUER, Texas
PAUL D. TONKO, New York BOB INGLIS, South Carolina
STEVEN R. ROTHMAN, New Jersey MICHAEL T. McCAUL, Texas
JIM MATHESON, Utah MARIO DIAZ-BALART, Florida
LINCOLN DAVIS, Tennessee BRIAN P. BILBRAY, California
BEN CHANDLER, Kentucky ADRIAN SMITH, Nebraska
RUSS CARNAHAN, Missouri PAUL C. BROUN, Georgia
BARON P. HILL, Indiana PETE OLSON, Texas
HARRY E. MITCHELL, Arizona
CHARLES A. WILSON, Ohio
KATHLEEN DAHLKEMPER, Pennsylvania
ALAN GRAYSON, Florida
SUZANNE M. KOSMAS, Florida
GARY C. PETERS, Michigan
JOHN GARAMENDI, California
VACANCY
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Subcommittee on Research and Science Education
HON. DANIEL LIPINSKI, Illinois, Chair
EDDIE BERNICE JOHNSON, Texas VERNON J. EHLERS, Michigan
BRIAN BAIRD, Washington RANDY NEUGEBAUER, Texas
MARCIA L. FUDGE, Ohio BOB INGLIS, South Carolina
PAUL D. TONKO, New York BRIAN P. BILBRAY, California
RUSS CARNAHAN, Missouri
VACANCY
BART GORDON, Tennessee RALPH M. HALL, Texas
DAHLIA SOKOLOV Subcommittee Staff Director
MELE WILLIAMS Republican Professional Staff Member
MARCY GALLO Democratic Professional Staff Member
BESS CAUGHRAN Democratic Professional Staff Member
MOLLY O'ROURKE Research Assistant
C O N T E N T S
July 21, 2010
Page
Witness List..................................................... 2
Hearing Charter.................................................. 3
Opening Statements
Statement by Representative Daniel Lipinski, Chairman,
Subcommittee on Research and Science Education, Committee on
Science and Technology, U.S. House of Representatives.......... 8
Written Statement............................................ 9
Statement by Representative Vernon J. Ehlers, Minority Ranking
Member, Subcommittee on Research and Science Education,
Committee on Science and Technology, U.S. House of
Representatives................................................ 10
Written Statement............................................ 11
Witnesses:
Dr. G. Wayne Clough, Secretary, Smithsonian Institution
Oral Statement............................................... 12
Written Statement............................................ 14
Biography.................................................... 19
Ms. Claudine Brown, Director of Education, Smithsonian
Institution
Oral Statement............................................... 20
Written Statement............................................ 22
Biography.................................................... 27
Dr. Eldredge ``Biff'' Bermingham, Director, Smithsonian Tropical
Research Institute, Smithsonian Institution
Oral Statement............................................... 28
Written Statement............................................ 30
Biography.................................................... 35
Ms. Shari Werb, Assistant Director of Education, National Museum
of Natural History, Smithsonian Institution
Oral Statement............................................... 36
Written Statement............................................ 38
Biography.................................................... 40
BEHIND THE SCENES: SCIENCE AND EDUCATION AT THE SMITHSONIAN INSTITUTION
----------
WEDNESDAY, JULY 21, 2010
House of Representatives,
Subcommittee on Research and Science Education
Committee on Science and Technology
Washington, DC.
The Subcommittee met, pursuant to call, at 2:50 p.m., in
Room 2318 of the Rayburn House Office Building, Hon. Daniel
Lipinski [Chairman of the Subcommittee] presiding.
hearing charter
COMMITTEE ON SCIENCE AND TECHNOLOGY
SUBCOMMITTEE ON RESEARCH AND SCIENCE EDUCATION
U.S. HOUSE OF REPRESENTATIVES
Behind the Scenes: Science and Education
at the Smithsonian Institution
july 21, 2010
2:00 p.m.-4:00 p.m.
2318 rayburn house office building
1. Purpose:
The purpose of the hearing is to examine the Smithsonian
Institution's research activities, educational programs, and management
of scientific collections, as well as the intersection between those
missions.
2. Witnesses:
Dr. G. Wayne Clough, Secretary, Smithsonian
Institution
Ms. Claudine Brown, Director of Education,
Smithsonian Institution
Dr. Eldredge ``Biff'' Bermingham, Director,
Smithsonian Tropical Research Institute, Smithsonian
Institution
Ms. Shari Werb, Assistant Director of Education at
the National Museum of Natural History
3. Overarching Questions:
1. In what areas of research does the Smithsonian Institution
(SI) play a prominent role? In what areas of research does SI
play a unique role relative to other Federal agencies? How does
SI coordinate its own research priorities and programs with
those of other Federal agencies, including the National Science
Foundation? How does SI collaborate or coordinate with non-
profit research organizations, including universities, and with
foreign research agencies and organizations?
2. What is the Smithsonian Institution's role in science,
technology, engineering and mathematics (STEM) education? What
kinds of programs does SI support and for what levels of
education? How does SI take advantage of its museums and
research institutes to carry out its programs? How is SI's
education mission similar to or unique from that of other
Federal research agencies, and how, if at all, does the SI
coordinate or collaborate with other agencies and with non-
governmental entities to achieve its mission? What is the
intended role of SI's new Director of Education?
3. What is the Smithsonian Institution's plan for long term
management of its scientific collections? In particular, how
does SI intend to implement the 2008 recommendations of the
Interagency Working Group on Scientific Collections? What are
the greatest challenges to long-term preservation and access to
scientific collections?
4. Background:
The Smithsonian Institution (SI) was founded in 1846 by the United
States Congress in response to a bequest of $500,000 by British
scientist James Smithson, donated ``to the United States of America, to
found at Washington, an establishment for the increase and diffusion of
knowledge among men.'' The original Smithsonian `Castle' contained a
library, lecture halls, exhibits and demonstrations, laboratories, and
scientific artifact collections. In the last 160 years, SI has expanded
to include 19 museums and galleries and nine research facilities, and
168 other museums around the country are now affiliated with the
Smithsonian. SI employs over 6,000 people and has as many volunteers,
and publishes Smithsonian and Air & Space magazines in addition to
other scholarly works. The Smithsonian collections include over 137
million objects, specimens, and works of art. In 2009, SI museums and
the National Zoo welcomed over 30 million visitors, while Smithsonian
websites had over 188 million hits. The Smithsonian is currently the
largest museum and research complex in the world.
Governance and oversight
Originally established by an Act of Congress, the Smithsonian is
technically a `federal trust instrumentality' and is not part of the
executive branch. The 17-member Board of Regents acts as the
Smithsonian's internal governing body. Traditionally, the Chief Justice
of the United States is elected Chancellor, with the Vice President and
Chief Justice both serving as ex-officio members of the Board. The rest
of the board is composed of three Members each from the House and
Senate, and nine citizen members authorized by a joint resolution of
Congress. The Secretary is elected by the Board, as are the members of
the Executive Committee. The current Secretary, Dr. G. Wayne Clough,
was named to the position on March 15, 2008, and assumed office on July
1 of that year.
Currently, in the House of Representatives, the Committee on House
Administration has legislative jurisdiction, with the Committee on
Transportation and Infrastructure having oversight of construction
projects. In the Senate, the Committee on Rules and Administration has
full legislative jurisdiction. Federal funding falls under the
Subcommittee on Interior, Environment, and Related Agencies on the
House and Senate Appropriations Committees.
In this Congress, the above Committees have held hearings on
Smithsonian budget requests, stimulus-funded projects, asbestos
management, GAO recommendations, and broader projects related to
specific Smithsonian research activities, but no hearings have been
held to examine the overall research agenda and activities at the
Smithsonian Institution or focused on SI's educational programs or
collections.
Funding
Smithsonian has an annual budget of slightly more than $1 billion,
of which about three quarters comes from direct federal appropriations.
The remainder is held in general trust funds, separate from federal
appropriations in SI's own budget, including revenue from museum and
publication sales and licensing as managed by Smithsonian Enterprises,
from private donations, and from both federal and non-federal grants
and contracts. More than half of the total budget is allocated to
salaries and benefits for Smithsonian employees, including researchers
and scientists directly employed by the Institution. The Institution is
also designated as a 501(c)(3) tax-exempt non-profit organization by
the Internal Revenue Service.
For FY 2011, Smithsonian designed its budget around four ``grand
challenges,'' which provide the central strategy for planning and
framing its efforts: Unlocking the Mysteries of the Universe,
Understanding and Sustaining a Biodiverse Planet, Valuing World
Cultures, and Understanding the American Experience. In this hearing,
we will focus on the museums and research centers that fall under the
Under Secretary of Science, fitting into three broad categories:
astrophysics (Harvard-Smithsonian Center for Astrophysics, Air and
Space Museum), ecology and environmental science (National Zoo/
Conservation Biology Institute, Environmental Research Center, Tropical
Research Institute, Museum of Natural History) and museum research,
conservation, and collections (Museum of Natural History, Museum
Conservation Institute, Smithsonian Libraries).
The Fiscal Year (FY) 2011 request for Congressional appropriations
totals $797,600,000. This is roughly a four percent increase over FY
2010 levels, with the largest increases in discretionary funds
requested for research on biodiversity (+$2 million) and climate change
(+$4 million), digitization and web support (+$1.5 million), and
collections care (+$2.45 million). For the first time, in FY 2011, the
Smithsonian research appropriations request is large enough to be
listed as an individual line item on the Administration's Research and
Development budget summary; in the past, the request was too small and
fell under ``Other'' R&D.
Research
In the early years of the Smithsonian Institution, its focus was
largely on the science itself. Its first Secretary, American scientist
Joseph Henry, focused on research and the ``increase of knowledge''
rather than its ``diffusion,'' and was unenthusiastic about museums.
Although the Institution has evolved to have a strong focus on cultural
and historic knowledge as well, the first two of its ``Grand
Challenges'' are directly related to scientific discovery and
understanding. SI is a world leader in many areas of scientific
research, and houses some of the largest and most acclaimed research
programs in their respective fields.
The science-based research centers, as well as several of the
Smithsonian's museums and the National Zoo, are overseen by the
Smithsonian's Under Secretary for Science, a post currently held by Dr.
Eva Pell, while other museums and programs fall under the Under
Secretary for History, Art, and Culture.
Center for Earth and Planetary Studies (CEPS)
The Center for Earth and Planetary Studies is the research unit
of the National Air and Space Museum, located in the museum
complex in DC. and at the Steven F. Udvar-Hazy Center in
Virginia. The Center focuses specifically on planetary and
terrestrial geology and geophysics using remote sensing data,
with ongoing research programs examining Mercury, Venus, Earth,
Mars, and the moon.
Conservation Biology Institute (CBI)
The Smithsonian Conservation Biology Institute includes
conservation biology and research programs at the National Zoo
and at CBI's Front Royal, VA headquarters, previously known as
the National Zoo's Conservation and Research Center. Dedicated
to preserving and promoting biodiversity, the Institute has
centers for animal care, conservation ecology, conservation
education and sustainability, conservation and evolutionary
genetics, migratory birds and species survival.
Environmental Research Center (SERC)
The newest of SI's research institutes, the Environmental
Research Center is located on 3,000 acres of land bordering the
Chesapeake Bay in Maryland, and conducts both research and
education programs on the Chesapeake Bay and its watershed. Its
research is distinguished from other Chesapeake research
facilities by including terrestrial elements in its research,
rather than focusing solely on the Bay. SERC scientists also
have comparative and interdisciplinary research programs
comparing their own coastal ecosystems to others around the
world.
Harvard-Smithsonian Center for Astrophysics (CfA)
The Harvard-Smithsonian Center for Astrophysics is the result
of a collaboration between the Smithsonian Astrophysical
Observatory and the Harvard College Observatory, headquartered
in Cambridge, MA, with major research sites in Arizona and
Hawaii. It is one of the world's largest astrophysical
institutions and owns and operates a number of observatories
around the world, including at the South Pole, as well as
several satellite observatories. CfA also has an active Science
Education Department conducting research on outcome-based
teaching and assessments.
Museum Conservation Institute (MCI)
Formerly known as the Smithsonian Center for Materials Research
and Education, the Museum Conservation Institute is a leader in
the field of collections care and preservation. MCI also
conducts technical and interpretational research on museum
specimens, including anthropological analyses, and provides
consultation to both federal agencies and outside institutions
in addition to working closely with the 19 Smithsonian museums.
Located in Suitland, MD, the Museum Conservation Institute
employs materials scientists, chemists, and specialists in
museum conservation and technology.
Museum of Natural History (NMNH)
The Museum of Natural History is the largest of the Smithsonian
research centers and houses the scientific research departments
of Anthropology, Botany, Entomology, Invertebrate Zoology,
Mineral Sciences, Paleobiology, and Vertebrate Zoology. The
Museum's research division places a major emphasis on
interdisciplinary research, housing programs on the Evolution
of Terrestrial Ecosystems, Archaeobiology, Arctic Studies,
Human Origins, and Paleoindian studies in addition to
discipline-specific research. NMNH also runs several external
research facilities, including the Smithsonian Marine Station
at Fort Pierce, FL, which conducts research on ecosystems and
marine biodiversity, and the Caribbean Coral Reef Ecosystems
Program at the Carrie Bow Marine Field Station on Belize's
Meso-American Barrier Reef.
Tropical Research Institute (STRI)
Located in Panama, the Tropical Research Institute has
conducted research on tropical land- and marine-based
ecosystems since 1923. It is the only SI bureau not based in
the United States. STRI also hosts a number of research
programs in collaboration with outside universities and
government institutions, including the Yale School of Forestry
and Environmental Studies, the Panama Canal Authority, Panama's
Environmental Authority, and Brazil's National Institute for
Amazonian Research. It is one of the largest research centers
for tropical biology in the world.
A significant portion of the Smithsonian's research is funded by
its own direct appropriations. SI researchers are staff scientists with
their own research budgets, reviewed periodically for progress, but do
not have to go through a standard competitive process. In this way,
they are more similar to federal scientists at mission agencies than to
their academic counterparts. The National Research Council (NRC)
reviewed this funding mechanism in 2003 and found that SI's non-
competitive funding mechanisms are especially critical for SI's
environmental and large-scale research activities. These often span
over long periods of time and would be impractical under a standard
three-year competitive grant cycle.
In many cases, Smithsonian scientists also compete for funding from
other federal grant-making agencies, including NASA, NIH, DOD, and NSF.
The Smithsonian's scientific community includes many of the top experts
in their respective fields, and they are very competitive when applying
for outside funds from agencies or private grant making organizations.
Education and outreach programs
The Smithsonian's museums and research centers are known for their
commitment to education and outreach as well as scientific discovery.
There are 32 museum- or research center-level education offices
throughout the Institution, offering hands-on workshops for K-12
students as well as lectures and seminars at a more advanced level, in
addition to on-site exhibits. More than 150,000 K-12 students and
teachers visit the education centers each year. Many have formal,
ongoing relationships with school districts, integrating field trips
into the schools' existing curricula. Museums and research centers are
also increasingly making their educational resources available online
and developing `hands-on' internet activities to reach students in
communities across the country. In addition to its education programs,
SI regularly publishes its own scholarly articles and books, and has
designed numerous online encyclopedias and portals designed to support
all levels of learning, indicating that education and outreach--James
Smithson's ``diffusion'' of knowledge--are significant priorities for
the Institution.
On June 20, Claudine Brown joined the Smithsonian as its first ever
Director of Education, reporting directly to the Secretary. She
oversees the two major educational entities at SI--the Center for
Education and Museum Studies and the National Science Resource Center--
in addition to coordinating the 32 individual education offices. Brown
will also be responsible for developing a comprehensive education plan
for SI's education and outreach activities.
The Smithsonian's Center for Education and Museum Studies provides
educational information on museum visits as well as numerous
educational resources for teachers, parents and students through its
website. The National Science Resources Center (NSRC) is jointly
operated by the Smithsonian and the National Academies; its mission is
to improve the teaching and learning of science, provide professional
development opportunities for science teachers, and develop and
disseminate research-based curricula.
The Smithsonian's museums, research centers, and education,
outreach, administrative and policy offices offer hundreds of
internships and research fellowships each year, reaching students from
the high school to the post-doctoral level. Most institutions manage
their own internships and fellowships, augmented by its equal
opportunity and cultural diversity programs for minorities, Native
Americans, and persons with disabilities.
The Smithsonian Institution Libraries system (SIL) serves both the
research and education communities, and is the largest museum library
system in the world. SIL manages 20 museum- and discipline-specific
libraries in D.C., Maryland, New York and Panama. SIL is designed as an
academic and public library system, in addition to its primary mission
of supporting Smithsonian Institution staff and research missions.
There are also two Smithsonian-affiliated publishing companies--the
Smithsonian Institution Scholarly Press, which publishes scholarly
works written by Smithsonian researchers and museum curators, and
Smithsonian Books and Harper Collins, publishing books by both SI-
affiliated and outside authors.
Scientific Collections
The Smithsonian also has the one of the largest federal object-
based scientific collections, serving as a resource for Smithsonian's
own research and museum display purposes and for other federal and
academic scientists as well. In particular, its natural history
collection is the largest in the world, composing about 92 percent of
the Smithsonian's 137 million total specimens collected over more than
150 years. Many of the Smithsonian's collections are also available to
outside scientists not directly affiliated with SI. Some federal
employees from other agencies work out of the NMNH to reduce
duplication of collections and to take advantage of the Smithsonian's
resources, and those partnerships represent a significant financial
contribution to the Museum's collections budget. There are also
hundreds of ongoing digital imaging projects aimed at putting
collections online and making them available to the public. The
Smithsonian's websites receive eight times as many visitors as the
museums, making digitization of Smithsonian collections an integral
part of SI's greater education and outreach initiatives.
Other federal departments and agencies also have large scientific
collections, such as USDA's collections of plants, insects, diseases,
and other agriculture-related specimens, or NIST's calibration
collections, used to define and calculate accurate weights and
measurements. Some of the Smithsonian's own collections are also shared
or maintained with other agencies; the Zoo's collaboration with the
U.S. Fish and Wildlife Service is one example. The Smithsonian is
believed to have the most individual specimens and artifacts of any
collection in the world.
In 2005, the National Science and Technology Council (NSTC)'s
Committee on Science created an Interagency Working Group on Scientific
Collections (IWGSC) to ``examine the current state of Federal
scientific collections and to make recommendations for their management
and use'' \1\ at the urging of OMB and the Office of Science and
Technology Policy (OSTP). Co-chaired by the Smithsonian Institution and
the Department of Agriculture, the IWGSC's report, Scientific
Collections: Mission-Critical Infrastructure for Federal Science
Agencies, noted both the importance and the lack of adequate staffing,
funding, and documentation of federal collections. The working group
had several recommendations related to cost projections, documentation,
agency responsibilities, creation of an online clearinghouse, periodic
reports, and improved long-term coordination of federal collections. In
the America COMPETES Reauthorization Act of 2010, the Committee on
Science and Technology included a provision requiring OSTP and the
science agencies to implement several of the key recommendations in the
2009 report.
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\1\ National Science and Technology Council, Committee on Science,
Interagency Working Group on Scientific Collections. Scientific
Collections: Mission-Critical Infrastructure for Federal Science
Agencies. Office of Science and Technology Policy, Washington, D.C.,
2009.
Strategic Plan
In SI's 2010-2015 Strategic Plan, three questions were proposed to
measure the success of the Smithsonian's efforts and initiatives:
Has the Smithsonian:
1. ``Made leading contributions to national and global efforts
to unlock the mysteries of the universe, understand and sustain
a biodiverse planet, value world cultures, and understand the
American experience, through collaborative efforts among 19
museums, nine research centers, and numerous outreach and
education programs?
2. ``Harnessed the power of technology to grow and share the
Institution's knowledge and collections through exhibition,
education, and outreach, and to triple the number of meaningful
learning experiences we offer daily?
3. Increased the number of visitors, employees, and key
partners and stakeholders who rate us as an excellent
organization in which to invest, work, and learn, through new
and more efficient ways of working and increased collaboration,
accountability, and financial stability? \2\
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\2\ Smithsonian Institution. Inspiring Generations Through
Knowledge and Discovery: Strategic Plan. Washington, D.C., 2009. 5.
This hearing will examine these same questions, and attempt to
identify areas of growth and improvement among Smithsonian research,
education, and collections activities.
Chairman Lipinski. This hearing will now come to order. The
Chair will recognize himself for five minutes for an opening
statement.
Good afternoon. Welcome to today's Research and Science
Education Subcommittee hearing on Science and Education at the
Smithsonian Institution. When most Americans think of the
Smithsonian, they think about the famous museums and the castle
along the National Mall. Some that know a little more might
also think of the National Zoo. But most people do not know
that the Smithsonian Institution receives nearly $800 million a
year in federal appropriations or that over $200 million of
that goes toward basic scientific research and dedicated
Smithsonian research facilities.
In spite of receiving almost $1 billion a year in taxpayer
funds, the Smithsonian is not actually part of any branch of
government. Although it began with a bequest from British
scientist James Smithson, it is technically a `federal trust
instrumentality,' established by an act of Congress in 1846. As
such, it is appropriate and necessary for the Congress to take
a more active roll in oversight of the Institution's activities
and long-term plans.
This hearing will focus on the Smithsonian's contributions
to scientific research and education and its vast scientific
collections, and on how the Institution collaborates with
federal agencies. I am looking forward to learning what goes on
behind the scenes at their 19 museums and nine research centers
and how they share expertise with 168 affiliated museums from
around the country.
I am particularly interested in hearing from the
Smithsonian's first ever Director of Education and about her
plans for improving education, outreach, and access programs.
Informal science education has been a passion of mine on this
subcommittee, probably because I know how my early experiences
at the Museum of Science and Industry, Field Museum, and other
museums in Chicago really influenced my interests in science
and engineering. I hope both Director Brown and Secretary
Clough will explain how the new position fits into the
Smithsonian's strategy in the strategic plan, and what its role
is and what it should be in federal STEM education programs.
The Smithsonian Institution's research centers stretch from
the Tropical Research Institute in Panama to the Harvard-
Smithsonian Center for Astrophysics. These facilities, which
are home to some of the world's foremost scientific experts,
are almost unknown to the general public. The Center for
Astrophysics, for example, has 300 scientists and 12 telescopes
on land and in the sky, but most of us have never heard of the
Center or its work.
The Smithsonian is especially active in the life sciences,
including ecology, with four of the research centers and the
National Zoo focusing in these areas. As one of the co-chairs
of the Congressional Zoo and Aquarium Caucus, I am particularly
interested in learning about the Zoo's efforts to repopulate
endangered species.
Finally, I would like to hear how the Smithsonian works
with other federal agencies, including through coordinating
bodies like the Office of Science and Technology Policy and the
National Science and Technology Council. Although federal
coordination is a bit more complicated because the Smithsonian
is not a part of the Executive Branch, working with other
science and education agencies is extremely important if we
want to maximize the impact of federal spending.
One area where it is especially important to coordinate
between agencies is in managing and sharing scientific
collections. The Smithsonian has one of the largest collections
in the world, including over 137 million individual specimens
and artifacts used for scientific research and museum displays.
In 2005, the Smithsonian and the Department of Agriculture co-
chaired an interagency working group that released a report
highlighting the importance of improving collections
management. I am looking forward to learning more about the
Smithsonian's plans for implementing the recommendations in
this report.
I would like to thank all of our witnesses for joining us,
and I look forward to their testimony.
[The prepared statement of Chairman Lipinski follows:]
Prepared Statement of Chairman Daniel Lipinski
Good afternoon and welcome to today's Research and Science
Education Subcommittee hearing on Science and Education at the
Smithsonian Institution.
When most Americans think of the Smithsonian, they think about the
famous museums and the castle along the National Mall. Some that know a
little more might also think of the National Zoo. But most people do
not know that the Smithsonian Institution receives nearly $800 million
a year in federal appropriations, or that over $200 million of that
goes toward basic scientific research and dedicated Smithsonian
research facilities.
In spite of receiving almost a billion dollars a year in taxpayer
funds, the Smithsonian is not actually part of any branch of
government. Although it began with a bequest from British scientist
James Smithson, it is technically a ``federal trust instrumentality,''
established by an Act of Congress in 1846. As such, it is appropriate
and necessary for the Congress to take a more active role in oversight
of the Institution's activities and long-term plans.
This hearing will focus on the Smithsonian's contributions to
scientific research and education, on its vast scientific collections,
and how the Institution collaborates with federal agencies. I'm looking
forward to learning what goes on behind the scenes at their 19 museums
and nine research centers, and how they share expertise with the 168
affiliated museums from around the country.
I'm particularly interested in hearing from the Smithsonian's
first-ever Director of Education, and about her plans for improving
education, outreach, and access programs. Informal science education
has been a passion of mine on this subcommittee, probably because I
know how my own early experiences at the Museum of Science and Industry
and the Field Museum in Chicago influenced my interest in science and
engineering. I hope both Director Brown and Secretary Clough will
explain how the new position fits into the Smithsonian's strategic plan
and what its role is, and should be, in federal STEM education
programs.
The Smithsonian Institution's research centers stretch from the
Tropical Research Institute in Panama to the Harvard-Smithsonian Center
for Astrophysics. These facilities, which are home to some of the
world's foremost scientific experts, are almost unknown to the general
public. The Center for Astrophysics, for example, has 300 scientists
and 12 telescopes on land and in the sky, but most of us have never
heard of the Center or its work. The Smithsonian is especially active
in the life sciences, including ecology, with four of the research
centers and the National Zoo focusing in these areas. As one of the Co-
chairs of the Congressional Zoo and Aquarium Caucus, I am particularly
interested in learning about the Zoo's efforts to repopulate endangered
species.
Finally, I would like to hear how the Smithsonian works with other
federal agencies, including through coordinating bodies like the Office
of Science and Technology Policy and the National Science and
Technology Council. Although federal coordination is a bit more
complicated because the Smithsonian is not a part of the Executive
Branch, working with other science and education agencies is extremely
important if we want to maximize the impact of federal spending.
One area where it is especially important to coordinate between
agencies is in managing and sharing scientific collections. The
Smithsonian has one of the largest collections in the world, including
over 137 million individual specimens and artifacts used for scientific
research and museum displays. In 2005, the Smithsonian and the
Department of Agriculture co-chaired an interagency working group that
released a report highlighting the importance of improving collections
management. I'm looking forward to learning more about the
Smithsonian's plans for implementing the recommendations in this
report.
I would like to thank all of our witnesses for joining us and look
forward to their testimony.
Chairman Lipinski. And with that the Chairman will
recognize Dr. Ehlers for an opening statement.
Mr. Ehlers. Thank you, Mr. Chairman, and I am sorry I held
things up, but unfortunately, the Education Committee was
holding votes, and as you know, votes come before statements.
Thank you, Chairman Lipinski. I am pleased the Committee is
holding this important hearing today. The Smithsonian is one of
my favorite enterprises. I was involved in it in a couple of
different roles. One is on this committee and subcommittee, but
also in the old days when I chaired the House Administration
Committee we had to worry about animals dying in the zoo and
various things like that. So I have somewhat of a history with
the Smithsonian, and I think it is an absolutely marvelous
institution.
I am also pleased that as director of the House
Administration Committee, we were able to clear up some of the
problems that had developed over the years. And we now have a
superb leader hiding behind a pseudo beard, but he is someone I
have known for a number of years from those years at Georgia
Tech as well. I am just delighted that he was--accepted the
position of the Smithsonian, and we are looking to great things
from all of you.
The main thing the Smithsonian needs is money, and that is
true, of course, of every government agency, but it is unique
with the Smithsonian because it is not quite a government
agency. It is an entity unto itself, and we should do whatever
we can to help them in their fundraising efforts.
And I sincerely hope that we are able to develop excellent
fundraising methods. The Smithsonian has so much to offer this
Nation, and frankly if I had my way, I would like to provide a
two-way fare for every citizen to come here and spend a few
days in the Smithsonian. I don't think I could get that to
pass, however.
The Smithsonian has a unique role in science and education.
I did my best to learn everything I could about the
Smithsonian's various research entities, and especially its
work to improve STEM education. A number of years ago I took a
trip with the Transportation and Infrastructure Committee to
Central and South America. We were worried about security on
shipments into the United States, and Panama, of course, is a
major center of commerce, so we spent some time there. While I
was there, I saw a sign for the Smithsonian Tropical Research
Institution and decided to stop by. You can imagine the
pleasure and dismay of the workers at the Institution to
suddenly have two congressmen appear in the door and ask if we
could look around. They did a great job of explaining the
function of the Tropical Research Institution, and I was very
impressed with the work they do. I would love to spend a few
more days there, and unfortunately, we were on a Transportation
airplane rather than Smithsonian airplane. I don't think you
even have one, do you?
But at any rate, it was a very worthwhile trip. The staff
there was extremely gracious in explaining their work and
sharing their excitement for discovery.
I believe the Smithsonian has resources and insights unlike
any other organization. It has subject matter experts who are
also committed to public service. Hearing from the world's
largest museum and research complex seems wise as we determine
how to manage our diverse federal efforts in science education
and research.
I look forward to hearing about this topic from our
witnesses today.
With that I yield back.
[The prepared statement of Mr. Ehlers follows:]
Prepared Statement of Representative Vernon J. Ehlers
Thank you, Chairman Lipinski. I am pleased that the Committee is
holding this important hearing today.
The Smithsonian has a unique role in science and education. When I
served on the Committee on House Administration, my colleagues and I
were responsible for overseeing this important institution. I did my
best to learn everything I could about Smithsonian's various research
entities, and especially its work to improve STEM education.
A number of years ago I took a trip with the Transportation and
Infrastructure Committee to Panama, and while I was there I saw a sign
for the Smithsonian Tropical Research Institution and decided to stop
by. Despite the fact that I arrived unexpectedly, the staff there was
extremely gracious in explaining their work and sharing their
excitement for discovery.
I believe the Smithsonian has resources and insights unlike any
other organization. It has subject matter experts who are also
committed to public service. Hearing from the world's largest museum
and research complex seems wise as we determine how to manage our
diverse federal efforts in science, education and research.
I look forward to hearing about this topic from our witnesses.
Chairman Lipinski. Thank you, Dr. Ehlers, and I was on a
different Transportation Committee trip down to Panama, and I
didn't even have enough time other than for them to point out
the window and say there is a Smithsonian building over there.
I didn't get a chance to scare the people there by slipping in
for a few minutes.
If there are Members who wish to submit additional opening
statements, your statements will be added to the record at this
point.
And at this time I want to introduce our witnesses. We have
Dr. Wayne Clough, who is the Secretary and CEO of the
Smithsonian Institution, and I am very happy that he is also a
civil engineer, and former President of Georgia Tech. Ms.
Claudine Brown is the Director of Education at the Smithsonian
Institution. Dr. Biff Bermingham is the Director of the
Smithsonian Tropical Research Institute, and Ms. Shari Werb is
the Assistant Director of Education at the National Museum of
Natural History.
As our witnesses should know, you will each have five
minutes for your spoken testimony. Your written testimony will
be included in the record for the hearing. When you get--if you
do pass five minutes, I will start giving you a signal with the
easy end of the gavel, and if you get past six, then you will
hear the other end of the gavel just to let you know that--give
you a little warning there.
We are hoping we will have enough time. We are going to
have votes again coming up, another series of votes coming up,
so hopefully we will have time to go through your testimony and
questions before that. But when you have all then completed
your testimony, we will have the questions, and each Member
will have five minutes to ask any question of the panel.
And so we will start now with Dr. Clough. Dr. Clough, you
are recognized for five minutes.
STATEMENT OF G. WAYNE CLOUGH, SECRETARY, SMITHSONIAN
INSTITUTION
Dr. Clough. Thank you, Chairman Lipinski and Dr. Ehlers and
Members of the Committee for having us here and giving us this
opportunity.
Before I read my statement, I would like to introduce you
to a couple of the objects that I have here on the table. On
the far ends of the table are objects that have been collected
from the Gulf and near the site of the Deep Horizon oil spill
and problem. They represent the so-called `voucher collections'
for the Gulf, and the Smithsonian maintains these for the
country, and they represent the baseline of the ecosystem for
the entire Gulf and Atlantic side so that when the time comes
to establish the damage that has been done and the ability to
clean up the damage, we will have to use these voucher
collections. This just illustrates the value of collections and
having them and maintaining the importance of them.
In front of me, here on pins, are a group of mosquitoes,
different types, some malaria bearing, others not so. We
maintain collections of insects, entomological collections that
are very useful, particularly for our military, and they
venture into some of these dangerous areas to determine the
types of insects that might be--the types of things that will
create problems for our military. These collections are used in
concert with other agencies to make those kinds of evaluations.
And finally, in front of me in this small orb is an object
from Mars, a little piece of Mars. This is called a Mars
meteorite, and it occurred as a result of a meteorite impact on
Mars that freed up a piece of Mars, came through the Martian
atmosphere and ended up on Earth. It is estimated that this
object is four billion years old, so essentially the age of our
Earth, and it is from Mars based on the chemical analysis that
has been done of it. The Smithsonian keeps the meteorite
collection, the National Meteorite Collection, for our country,
and it is an interesting one. We invite you to come see those
some time when you have the opportunity.
So just a little bit about myself. My career has focused on
education and research, with much of this related to science
and engineering, first as a university faculty member and
subsequently to be fortunate to be named President of my alma
mater, Georgia Tech. It is now a great honor for me to serve as
Secretary of the Smithsonian, with wonderful colleagues that
you will hear from later, and the passionate people who work
there.
When I started at the Smithsonian, I felt we needed to re-
energize our efforts in science and education so that we would
have a much greater effect on what we did for our country. I am
excited about the future of the Smithsonian. We have a new
strategic plan and a commitment to create new approaches using
our existing resources to work across disciplines, to attack
big problems our country faces.
We are going to do that by building partnerships. Not by
ourselves, but building partnerships with universities, NGOs,
and federal agencies so we can leverage what we and they do
rather than creating duplication.
As to education, the Smithsonian has always been an
educational institution, so we will honor and enhance the
traditional visits to our museums, while digitally, we will
also reach people where they live and learn. This will be a new
aspect of the Smithsonian. In doing so, we believe we can help
revitalize K-12 education in our Nation.
We just hired a new Director of Education, Claudine Brown,
to coordinate and to enhance our efforts, and you will hear
from Shari Werb, who works on the front line of delivering
education at our Museum of Natural History.
Smithsonian science has a storied history that goes back to
the founding of the Institution in 1846. As the reach of our
sciences grew over time, it became geographically distributed
as those activities tended to move away from the Mall, since
they didn't have to be here.
For example, we have a Conservation Biology Institute for
the National Zoo that deals with endangered species that is
located in Front Royal, Virginia; the Smithsonian Environmental
Research Center is located in Edgewater, Maryland, 3,000 acres
on the Chesapeake Bay; the Smithsonian Tropical Research
Institute in Panama; and the Smithsonian Astrophysical
Observatory in Cambridge, Massachusetts.
These units, combined with the Mall-based Natural History
Museum and the great Air and Space Museum, comprise a
remarkable and uniquely-positioned national science enterprise.
Of course, it really all comes down to people, and I have
learned much by personally going to meet our scientists in
their laboratories as well as their field sites in places like
Chile, Kenya, Panama, Antarctica, and the far reaches of
Alaska, most recently. I can assure you our scientists are
passionate about what they do. They are committed public
servants, and they are enormously talented.
The Smithsonian science is really a diverse enterprise, and
I want to take just a moment to attempt to define our role and
the uniqueness of it. First, who are we? Today more than 500
Smithsonian staff scientists work in fields such as astronomy,
biology, botany, zoology, entomology, paleontology, and earth
sciences. The quality of their work is demonstrated, if you
look over the last decade, by hundreds of publications in the
most prestigious science publications, like Nature and Science
magazines. Among our research staff, 17 are members of the
National Academies, and we have one Nobel laureate.
The Smithsonian is exceptional and distinctive in
conducting long-term studies that require large data gathering
exercises, something that is critical in understanding these
processes, and you see some of that evidence here on the table.
We have the largest and most used natural history
collection on earth; 126 million of 137 million objects are
natural history collections. They are used by almost all the
federal agencies for their work. We have an ambitious idea to
create a ``Digital Smithsonian'' to deliver what we do here on
the Mall out to people where they work and they live.
What do we do now? We believe we examine some of the most
complex and time-sensitive problems that our Nation faces. Our
scientists assess the consequences of climate change, we keep
aircraft safe from bird strikes, we document and control
invasive species, and assist our Armed Forces in keeping them
safe from insect-borne disease.
What are we going to do differently in the future? Our
strategic plan lays that out. We shape the future by preserving
our heritage, discovering new knowledge, and sharing our
resources with the world. We have a series of ``Grand
Challenges,'' and two of these deal specifically with our
science mission.
First, ``Understanding and Sustaining a Bio-diverse
Planet,'' which is critical to the survival of our species. We
have unmatched capacity to tackle this task. As an example, the
Smithsonian Institution's Global Earth Observatories Network
observes trees, millions of trees and forests around the world.
You will hear more of that from Biff Bermingham.
And second, ``Unlocking the Mysteries of the Universe,''
particularly based in our work at the Smithsonian Astrophysical
Observatory, one of the world's great physical observatories.
Thanks to the help of Congress and the American people, the
Smithsonian will continue to strive to enhance our relevance to
the Nation by improving scientific literacy, providing
information that is important to our policymakers, inspiring
students, and insuring a brighter future for us all.
Thank you for this opportunity to be with you today.
[The prepared statement of Dr. Clough follows:]
Prepared Statement of G. Wayne Clough
Introduction
Mr. Chairman and Members of the Subcommittee -
It is my privilege to appear before the Subcommittee to testify
about the science research and education programs conducted at the
Smithsonian Institution. Over the next decade, the Smithsonian is
committed to using its resources to become more engaged than ever
before with the great issues of our day and to energize our work with a
new spirit, capitalizing on the passion of the people of the
Smithsonian for their work. The Institution completed a year-long
inclusive process resulting in a Strategic Plan that is
interdisciplinary and entrepreneurial, and which has been embraced by
both internal and external stakeholders. It calls for us to broaden
access and reach new audiences by bringing the resources of our museums
and research centers to people where they learn and live. Our goal is
to serve not only the millions of people who visit our museums, but to
reach those who are not able to come or who are not aware of the
opportunities for learning that we offer. The plan also brings focus to
our future efforts in science, creating new opportunities through
crossdisciplinary and collaborative approaches within the Smithsonian
itself as well as with partners who share our commitment and complement
our strengths.
Every day, in every corner of the globe, Smithsonian science
examines some of the world's most complex--and time-sensitive--
problems. Whether they are protecting ecosystems that are threatened,
assessing the consequences of climate change or keeping aircraft safe
from bird strikes, Smithsonian scientists apply what they learn to
improve the quality--and quantity--of life on Earth. Their work
addresses some of our most pressing issues, including education about
the impacts of volcanic eruptions, discovery of new planets, minimizing
the growing effects of invasive species and setting the baseline for
damage from the Gulf of Mexico oil spill.
Today, more than 500 Smithsonian staff scientists, augmented by an
equal number of fellows and hundreds of international collaborators,
conduct research in field stations and laboratories on all seven
continents and serve as national and international experts in a wide
range of disciplines. Over a thousand students intern with us each year
and work with our scholars, and many more learn by visiting our field
stations, museums and the National Zoo. They come to be part of our
exciting science agenda and we welcome the opportunity to help them
grow to be the next generation of scientists for our nation.
The home of the Smithsonian science agenda is found in a group of
key facilities and units, many historical and with long and
distinguished histories.
Museums
The Smithsonian is home to the National Museum of Natural History
(NMNH), the National Air and Space Museum (on the Mall and at Dulles
International Airport), the National Zoological Park in Washington,
D.C., and the Zoo's world-class biological conservation facility in
Front Royal, Virginia. The NMNH opened one hundred years ago this year,
and not only is a premier museum visited by 7.5 million people a year,
but home to world class science in botany, biology, zoology,
paleontology, anthropology, archeology, ornithology, earth sciences,
and vulcanology. Its collections, with 126 million specimens and
objects, are the largest in the world and are increasingly available to
scholars and citizens alike around the world through digital access.
Combined, our science museums and the National Zoo host upwards of
15 million visitors annually, offering the largest single opportunity
in the world to educate the public about science. The science research
done by the Smithsonian informs museum exhibits and Zoo exhibits and
insures that the extensive educational outreach that emanates from them
is up-to-date and cutting edge.
Smithsonian Centers of Research
The nature and scope of Smithsonian science is built on a world
stage, involving activities in over 80 countries. In addition to the
museums, Smithsonian science is driven by a group of leading research
centers that allow focus on crosscutting topics or build on physical
platforms not found in the museums.
Smithsonian Environmental Research Center (SERC), Edgewater, MD
SERC is the leading national research center for understanding
environmental issues in the coastal zone. Its scientists engage in
interdisciplinary studies that address issues such as global climate
change, watershed pollution, the maintenance of productive fisheries,
the changes wrought by invasive species and the ecology of fragile
wetlands and woodlands. The reach of the SERC efforts on land/water
ecosystems includes not only the Chesapeake Bay, but the Atlantic, Gulf
of Mexico, and Pacific coasts.
Smithsonian Tropical Research Institute (STRI), Panama
STRI is the world's premier tropical biology research institute,
and is celebrating its 100th anniversary this year. Originated because
of the construction of the Panama Canal, it has grown to become a world
leader in preserving tropical forests and the ecosystems found there.
Dedicated to increasing our understanding of the past, present and
future of tropical biodiversity and its relevance to human welfare
through studies in marine biology, terrestrial ecology and
paleontology, STRI's facilities provide a unique opportunity for long-
term ecological studies in the tropics and are used extensively by both
Smithsonian scientists and hundreds of visiting scientists from around
the world. STRI works with SERC on projects relating to carbon
sequestration and invasive species. My colleague Biff Bermingham is
here with us to give you additional information on STRI's activities.
Smithsonian Astrophysical Observatory (SAO), Cambridge, MA
SAO is arguably the largest and most diverse astrophysical
institution in the world, where scientists carry out a broad program of
research in astronomy, astrophysics, earth and space sciences and
science education. The Observatory's mission is to advance our
knowledge and understanding of the universe through research and
education in astronomy and astrophysics. Its scientists are among the
best in the world, and it also builds the remarkable instruments needed
for astrophysical work and operates larger land- and space-based
telescopes.
National Zoological Park (NZP)/Smithsonian Conservation Biology
Institute (SCBI), Washington, D.C. and Front Royal, VA
National Zoo scientists are based at the Zoo in Washington, D.C.,
the Smithsonian Conservation Biology Institute in Front Royal, VA and
at field sites around the world. They conduct research to aid in the
survival or recovery of species and their habitats and ensure the
health and well-being of animals in captivity and in the wild. During
the past 28 years, more than 4,300 people from 109 countries have been
trained through the Zoo's professional programs in conservation biology
and zoological medicine. In addition, the Zoo cares for more than 2,000
animals representing 400 difference species.
National Air and Space Museum (NASM), Washington, D.C.
Scientists at NASM's Center for Earth and Planetary Studies, a
NASA-supported program, study a variety of geological processes, such
as volcanism, floods, crater formation, tectonics and sand movement.
Many of the studies also address topics of concern for climate change.
The scope of research activities includes work on Mercury, Venus, the
Moon, Mars, asteroids and some satellites of the outer solar system.
Museum Conservation Institute (MCI), Suitland, MD
Researchers use state-of-the-art instrumentation and scientific
techniques to provide technical research studies and interpretation of
art, as well as anthropological and historical objects. Their work
assists scientists, art historians and conservators as they place
objects within a culture and a time period, look for new cultural
influences within societies and compare cultural and technological
change across different periods and geographic areas. The Institute is
the only Smithsonian resource for technical studies and analyses for
the majority of Smithsonian collections.
Many of the most important issues facing our nation and our world
cross disciplines and call for a new approach that melds the strengths
of units and entities. Our new strategic plan lays the groundwork for
the Smithsonian to lead in such efforts. While much is yet to come, we
are on our way with a number of exciting efforts that involve not only
multiple units at the Smithsonian but also in collaboration with other
museums and universities. We have active involvements with universities
like Harvard, George Mason, Yale, Arizona State, Maryland and George
Washington and we work in partnership with the National Aeronautics and
Space Administration (NASA), the National Science Foundation (NSF), the
National Oceanic and Atmospheric Administration (NOAA), the Office of
Science and Technology Policy (OSTP), the Department of the Interior
and the Department of Agriculture. These collaborations avoid
duplication of effort and facilities bring teams together that can
solve issues in ways that would not be the case otherwise.
Commitment to Long-term Research and Large Scale Science Platforms
The Smithsonian is exceptional in its ability to undertake long-
term studies that require large-scale data gathering. Research carried
out over years and even decades is now recognized as fundamental and
vital, both to scientific understanding and to society's ability to
make informed policy choices about such issues as ocean conservation.
Many ecological processes vary over extended periods--something short-
term observations may not detect. The Smithsonian has managed study
sites for decades, obtaining valuable data on such long-term trends.
The Smithsonian provides researchers with access to its unique network
of scientists, collections, laboratories, field sites and past
research. The Smithsonian also collaborates with universities and
museums across the globe to tackle projects too complex for any one
institution to undertake alone.
Promoting Science Literacy and Careers in Science
Through fellowships and internships in every science unit, the
Smithsonian mentors and trains the next generation of researchers. But
our interaction with nascent scientists starts even earlier. The
National Science Resources Center (NSRC) was established in 1985
jointly by the Smithsonian Institution and the National Academies to
improve science education in America's schools--a critical indicator of
our nation's ability to lead in the future. NSRC improves the teaching
and learning of science with K-12 science programs in more than 1200
school districts representing 30% of the U.S. student population in 48
states and more than nine countries. The Smithsonian Center for
Education and Museum Studies (SCEMS) provides curriculum materials to
teachers so they can incorporate museums, exhibits and collections into
their work. SCEMS also conducts Internet webinars on various topics
that attract 20,000 participants from across the United States and 100
countries. More will come as the Smithsonian mobilizes its pan-
institutional educational programs, which is underway with the hiring
of our first Director of Education, Claudine Brown, who is also here
with me today. The Smithsonian is uniquely equipped to help with the
important issue of scientific literacy, a growing challenge as the
world of science moves faster and becomes ever more complicated.
National Collections
Scientific collections are an essential component of the national
scientific infrastructure, as documented in the 2009 report of the
Interagency Working Group on Scientific Collections (OSTP, 2009).
Irreplaceable and comprehensive, the Smithsonian has the richest,
largest and most-used natural history collection on Earth. Tens of
millions of artifacts and specimens, some as old as the Earth itself,
serve as a baseline against which to measure change; they are a
reference for Smithsonian scientists and those in other federal
agencies as well as scientists around the world who study processes
that have modified Earth and shaped the human environment. They reflect
a legacy of more than 150 years of research, exploration, discovery and
conservation, and they inform Smithsonian publication, education and
exhibition. Universities have researchers, but not extensive
collections--our collections set us apart from all other research and
scholarly institutions.
The Smithsonian has developed an ambitious plan to create a
``Digital Smithsonian''--to digitize the resources of the Institution,
including much of its collection, for the widest possible use by
current and future generations. This will broaden access to those
treasures, safeguard them for future generations, speed research, add
meaning, encourage collaboration, and integrate our holdings across
museums and programs. Our collections have been used repeatedly to
answer basic and historical questions regarding many significant issues
of the day. For example, regarding the impacts of the Deepwater Horizon
oil spill, knowing what the conditions were like before the event is
essential. The Smithsonian is committed to long-term studies of
ecosystems and biodiversity, and the data and collections that have
resulted can play a crucial role in situations such as that posed by
the Gulf of Mexico oil spill.
This spill already has been described by many experts as the worst
man-made ecological disaster in U.S. history. The extent of the
ecological impact, its geographic extent, and possibilities for
remediation at this point are only estimates, not known facts. Given
the likely economic impacts of the spill and future costs, the accuracy
of before and after comparisons is important. The NMNH collections
contain hundreds of thousands of specimens collected by the Department
of Interior's Bureau of Ocean Energy Management, Regulation and
Enforcement and others since 1974 at different depths and locations in
the Gulf over many years.
My staff recently estimated that fully 58% of publicly available
specimen-based records from the Gulf of Mexico are housed at the
Smithsonian. I would like to emphasize that many marine research
institutions around the Gulf and elsewhere will play key roles in
assessing damage and measuring remediation and recovery in the years
ahead. The Smithsonian is ready to collaborate and support that work in
any way it can.
Other efforts in regard to responding to the oil spill include
coordinating with the U.S. Fish and Wildlife Service to send four
veterinarians from the National Zoo to the Gulf Region to work in
conjunction with other federal agency vets. The vets from the National
Zoo will work on a rotating basis for the next eight weeks; each of the
four vets will serve for two week intervals at an incident command
center in Houma, Louisiana in a mostly strategic basis coordinating
relief efforts. The vets will oversee the logistics and release of
recovering wildlife--primarily birds--from the affected region. The
first vet, Dr. Judilee Marrow, was deployed, Sunday, July 11.
The Strategic Plan and Focus on Grand Challenges for Science
Unlocking the Mysteries of the Universe
Since the late 1800s the Smithsonian has played a lead role in
developing the understanding of the fundamental nature of the universe,
dark matter and galaxy formation. The Smithsonian, particularly the
Smithsonian Astrophysical Observatory, the National Air and Space
Museum and the National Museum of Natural History will focus on
applying the integrative research of their scientists to today's big
questions regarding the origin and evolution of the Earth, planets,
stars, galaxies, and the universe, thereby harnessing the collaborative
energy of scientists, scholars, and cultural experts.
Areas of specific focus will be the study of the origin and
evolution of the Earth and solar system; the effects of geologic and
meteoric phenomena on Earth's atmosphere and biosphere; research into
the discovery and characterization of exo-planets in the habitable
zone; research using our rich collections, including the national
meteorite collection; and research into the next generation of ground-
and space-based astronomical telescope mirrors and instrumentation that
will enable the next generation of research.
The Smithsonian Astrophysical Observatory (SAO) is a prime example
of the way in which the Smithsonian collaborates with other
organizations. SAO's partnership with Harvard University to form the
Harvard-Smithsonian Center for Astrophysics has, since 1973, grown to
be the most powerful astronomical observatory in the world. SAO's
pioneering efforts in the development of orbiting observatories and
large ground-based telescopes, in the application of computers to
astrophysical problems, and in the integration of laboratory
measurements, theoretical astrophysics and observations across the
electromagnetic spectrum have contributed greatly to unveiling the
secrets of the universe. These efforts have principally been supported
by competitively awarded contracts and grants from NASA and NSF. From
studying planets around other stars to charting galaxies moving at
almost the speed of light, SAO scientists remain dedicated to the
increase of knowledge about those physical processes that shape the
natural world, and to the diffusion of this knowledge to the scientific
community, to teachers and students and to the general public.
Understanding and Sustaining a Biodiverse Planet
Research will focus on such questions as: how to sustain a
biologically diverse Earth; how does this diversity change across
geography and through time; and how do we better understand the life-
sustaining services of ecosystems and best sustain their contributions
to human well-being locally and globally?
The Smithsonian's research supports many strands of the U.S. Global
Change Research Program (USGCRP) by providing baseline data,
measurements and monitoring of change in the biosphere and atmosphere.
The Smithsonian's observation and monitoring capabilities ensure a
long-term, high-quality and high-resolution record of the state of
natural variability and change in climate; improve our understanding of
the natural and human-induced forces of change; and increase the
accuracy of environmental models and projections of future conditions.
This includes a focus on forests through the expansion and sustainment
of the Smithsonian Institution Global Earth Observatories (SIGEO)
network. SIGEO is a leader in the world in forming international
partnerships involving 21 countries that have joined together to
promote large-scale environmental monitoring and maintain banks of data
allowing for sophisticated analyses.
The Smithsonian is also a leader in DNA barcoding which includes
leadership in an international initiative devoted to developing a
global standard for the identification of biological species. The new
technique uses a short DNA sequence from a standardized position in the
genome as a molecular diagnostic for species identification. As the
recognized U.S. leader in DNA barcoding, the Smithsonian seeks to
increase its capacity in research and training. These activities
directly support the biodiversity theme of our Strategic Plan, and also
link to access initiatives, such as the Encyclopedia of Life and SIGEO.
The Encyclopedia of Life, (EOL at www.eol.org) is an ambitious
project at the National Museum of Natural History that will become a
key repository of scientific information about virtually every form of
life on Earth. The EOL is a Web-based, online database that has
financial, logistical and research support from numerous partners
including private foundations. It is expected to encompass the 1.9
million known species of animals, plants, and other life forms in about
ten years. The database will be configurable for all types of
audiences, from students and scientists to policy makers and the
general public, and is intended to allow free access to all. The NMNH
is uniquely positioned to contribute to this global effort of
documenting every known species currently living on Earth, through its
extensive and broad collections as well as through the scientific staff
who provide the context for these specimens. The specimens require
scientific expertise to provide related ecological and evolutionary
information.
EOL is an unprecedented research initiative that is designed to
broaden access to Smithsonian collections and knowledge, and share
these resources with America and the world. It includes collaboration
with other parts of the Smithsonian and leading institutions across the
country and abroad. The first phase of this initiative was developed
with support from the MacArthur and Sloan Foundations, and currently
provides access to 180,000 species pages, as well as 20 million pages
of literature related to biological diversity, through the Biodiversity
Heritage Library. The next phase of this project will expand
information to 500,000 species pages and some 50 million pages of
literature, as well as develop resources for students and teachers
across the Nation over the next three years.
Another example of the Smithsonian's external collaborations is
looking at the amphibian extinction crisis. A systematic global
assessment of all 5,743 known amphibian species has found that one-
third of them are in danger of elimination at an alarming rate by a
pathogen known as the chytrid fungus, according to the American
Association for the Advancement of Science. In May of last year, eight
institutions joined together to save amphibians from the brink of
extinction in the eastern region of Panama--an area rich with diverse
amphibian species. Experts from the Smithsonian's National Zoological
Park, the Smithsonian Tropical Research Institute, Africam [sic] Safari
Park, the Cheyenne Mountain Zoo, Defenders of Wildlife, the Houston Zoo
and the Zoo New England have pooled their energy and resources to form
the Panama Amphibian Rescue and Conservation Project to protect a
number of species from complete loss. The project consists of three
distinct and complementary parts: the ongoing operation of El Valle
Amphibian Conservation Center in western Panama, run by the Houston
Zoo; the Amphibian Chytrid Cure Research Program initiated at the
National Zoo in collaboration with Vanderbilt University; and the
construction and operation of the new Summit Park Amphibian Rescue
Center in Panama.
The Future
To maintain its cutting-edge research in the years to come, the
Smithsonian needs to be attuned to where it can best contribute to
solving complex scientific issues and adjust its unique resources
accordingly. In the coming months, through both the strategic plan and
deeper discussions scheduled for the Board of Regents early next year,
these issues will be examined:
Increasing capabilities for interdisciplinary
research.
Connecting important scientific assets to create more
synergy.
Developing a clear vision for science education,
which my colleague Claudine Brown will address in her
testimony.
Addressing the national needs for scientific
literacy.
Finding additional key partners within the federal
and university sectors.
With the help of our 6,000 employees, hundreds of volunteers and
extensive collections, and through internal and external
collaborations, the Smithsonian strives to address important issues in
science today, improve scientific literacy and ensure a brighter future
for us all.
In conclusion, thank you for this opportunity to share with you
some of the unique aspects of the Smithsonian Institution's science
research and the various ways in which we contribute to the world's
understanding of complex and important issues.
Biography for G. Wayne Clough
Wayne Clough is the 12th Secretary of the Smithsonian Institution,
leading the world's largest museum and research complex with 19
museums, nine research centers, the National Zoo and research
activities in more than 90 countries.
Clough envisions a new era for the 164-year-old Institution,
expanding the Smithsonian's global relevance and helping the Nation
shape its future through research, education and scientific discovery
on major topics of the day. One of his first initiatives led to a new
strategic plan that speaks to four grand challenges that will bring
together the diverse resources of the Smithsonian's museums and science
centers through interdisciplinary approaches.
Ensuring that the Institution's vast collection is accessible and
available to everyone is a priority for Clough and the new strategic
plan. Efforts are underway to digitize much of the Smithsonian's 137
million objects in the collection and use the World Wide Web and
Smithsonian experts and scholars to reach out to new audiences in the
United States and around the world.
Since Clough began as Secretary in July 2008, he has overseen
several major openings at the Smithsonian, including the reopening of
the National Museum of American History, the David H. Koch Hall of
Human Origins and Sant Ocean Hall at the National Museum of Natural
History.
Before his appointment to the Smithsonian, Clough was president of
the Georgia Institute of Technology for 14 years. He received his
bachelor's and master's degrees in civil engineering from Georgia Tech
in 1964 and 1965 and a doctorate in 1969 in civil engineering from the
University of California, Berkeley.
Clough has been a professor at Duke University, Stanford University
and Virginia Tech. He served as head of the department of civil
engineering and dean of the College of Engineering at Virginia Tech,
and as provost at the University of Washington.
The Georgia Tech campus served as the Olympic Village for the 1996
Centennial Olympics while Clough was president. Research expenditures
increased from $212 million to $425 million and student enrollments
from 13,000 to 18,000. More than 1.5 billion dollars was raised in
private gifts, and campus operations were opened in Savannah, Ga.,
Ireland, Singapore and Shanghai.
Clough completed a building program of more than $1 billion that
incorporated sustainable design. Georgia Tech was also ranked among the
top 10 public universities by U.S. News and World Report during his
tenure. The publication Diverse Issues in Higher Education cited
Georgia Tech as the top producer of African American engineers, and
Hispanic Business magazine named the school among the top institutions
for study by Hispanic students.
Clough was elected to the American Academy of Arts and Sciences in
April 2010. In March 2009, he was inducted into the Technology Hall of
Fame of Georgia, and in February 2009, he received the Joseph M. Pettit
Alumni Distinguished Service Award that recognizes a lifetime of
leadership, achievement and service to Georgia Tech. In 20l2, Georgia
Tech is scheduled to open the G. Wayne Clough Undergraduate Learning
Commons building to honor his commitment to undergraduate students.
Clough received nine national awards from the American Society of
Civil Engineers, including the 2004 OPAL lifetime award for
contributions to education. He is one of 14 civil engineers to have
been twice awarded civil engineering's oldest recognition, the Norman
Medal, in 1982 and in 1996. He received the George Westinghouse Award
from the American Society of Engineering Education in 1986 for
outstanding teaching and research. In 1990, he was elected to the
National Academy of Engineering (NAE), and in 2008 was recognized with
the NAE Bueche Award for his efforts in public policy. He was awarded
the 2002 National Engineering Award by the American Association of
Engineering Societies and in 2004 was named as a Distinguished Alumnus
from the College of Engineering at U.C. Berkeley.
In summer 2010, Clough received honorary Doctor of Science degrees
from Oglethorpe University in Atlanta; University of Maryland,
Baltimore County; and Williams College in Williamstown, Mass. He is
also a recipient of honorary doctorates from Shanghai Jiao Tong
University, Florida Southern College and the University of South
Carolina.
Clough chaired of the National Research Council Committee on New
Orleans Regional Hurricane Protection Projects and serves as a member
of the National Science Board. He served on the President's Council of
Advisors on Science and Technology (2001-08) and as co-chair of the
2004 National Innovation Initiative and University vice chair of the
U.S. Council on Competitiveness; he chaired the Engineer of 2020
Project for the NAE and served as a member of the National Governors
Association Innovate America Task Force (2006-07).
He served on the boards of Noro-Moseley Partners and TSYS Corp. as
well as the International Advisory Board of King Fahd University of
Petroleum and Minerals.
Clough's interests include science, technology and higher-education
policy, sustainability, international programs, museums and history.
His civil engineering specialty is in geotechnical and earthquake
engineering. He has published more than 130 papers and reports and six
book chapters and has co-written numerous committee reports. Clough was
born in Douglas, Ga., Sept. 24, 1941.
Chairman Lipinski. Thank you, Dr. Clough, and I figured I
would give you a little extra time there because you were doing
a good job of going through exactly what you are doing, a very
good explanation. Of course, the only thing I keep thinking,
though, is I am going to have nightmares of that thing that you
have sitting there in front of you as I am sitting there,
sitting here watching you, listening to you give your
testimony.
But the Chair now recognizes Ms. Brown for five minutes.
STATEMENT OF CLAUDINE BROWN, DIRECTOR OF EDUCATION, SMITHSONIAN
INSTITUTION
Ms. Brown. Mr. Chairman and Members of the Subcommittee, it
is my great pleasure to appear before the Subcommittee to
testify about science education at the Smithsonian Institution.
I was recently named the Director of Education for the
Smithsonian, and prior to this I served for more than a decade
as the Director of the Arts and Culture Program at the Nathan
Cummings Foundation in New York City.
This is not my first tour of duty at the Smithsonian
Institution. I also served as the Director of the National
African-American Museum Project and was at one time the Deputy
Assistant Secretary for Arts and Humanities.
Secretary Clough has made it clear that the Smithsonian
will be focused on education. The Smithsonian has a long
history of serving educators by providing extensive informal
and formal education for learners of all ages. During this time
in our history, when we are, of necessity, considering our
world holistically, encyclopedic institutions like the
Smithsonian are uniquely suited to help learners understand the
connections between the sciences, the arts, and the humanities.
We believe that the Smithsonian is essential in helping
educators better understand and explain our complex and inter-
connected world.
As the Director of Education, I have been tasked with the
development of an Institution-wide plan for educational
initiatives, the implementation of assessment strategies that
will measure our impact on the field, and securing support for
projects that will benefit K-12 students. In this capacity I
will also oversee the Smithsonian's education organizations,
and I will coordinate the efforts of 32 education-based offices
in museums and scientific institutions throughout the entire
museum complex.
Currently, many of the Smithsonian museums, research
centers, and outreach offices work with educators on both the
local and national level to enhance the teaching of science
through the use of our collections and our research. We assist
school administrators with the development of strategic plans
that lead to the implementation of research-based science
education programs in their districts.
We provide traditional curricula and digital teaching tools
so that we can enhance school-based learning. We also train
teachers throughout the country who use our curricula to teach
science in innovative ways. We continue to be well respected
for offering timely and engaging on-site programs that give
educators and students direct access to primary source
materials and expose them to concrete examples of natural
phenomena and scientific innovations.
One of my challenges will be to unify our many education
initiatives and help the Smithsonian become a greater national
resource for students and teachers, especially those who will
never be able to participate in on-site programming on the
Mall.
An excellent example of the Smithsonian's ability to bring
science literacy to learners of all ages is the research and
programming around the National Museum of Natural History's
Oceans Initiative. Based on extensive research in marine
science, the Museum developed a major exhibition that reaches
families, individuals, and school groups. There is a
publication, ``Oceans: Our Water, Our World,'' a teacher's
guide, and the family guide. The website, Ocean Portal,
provides information that is available in the exhibition as
well as current news about oceans, including stories on the
Gulf oil spill and sustainable seafood.
I was with a group of teachers last evening who work in
rural communities who had just been through that exhibition,
and they were most excited about the Portal, which would allow
them to teach lessons in their home communities. The Portal
also encourages members of the public to submit essays and
share their opinions on a blog, through videos, photographs,
and polls.
The Smithsonian online conference on climate change also
included research on coral reefs. More than 20,000 learners of
all ages have participated in the Smithsonian's online
conferences.
The Smithsonian's museums, zoo, libraries, and scientific
research centers offer hands-on learning experiences that can
play an important role in transforming education in our Nation.
The lessons that we are learning from teaching science on-site
are rapidly being translated into digital forms that can be
broadly disseminated. We are living in the moment when the
convergence of the intellectual and creative capital of the
Smithsonian Institution and the opportunities made possible by
the digital revolution can lead to broad and engaging points of
access for learners of all ages.
Technology presents us with an opportunity to reshape the
future of education. It is no longer acceptable for us to share
only a small percentage of our 137 million specimens and
artifacts in an age when the internet and technology have made
it possible to share it all.
Our job is to authenticate and inform the significance of
the collections, not to control access to them. In doing this,
the relevance of the Smithsonian to education can be greatly
enhanced, as we learn--from learners--new applications for our
scholarships.
Thank you for the opportunity to testify.
[The prepared statement of Ms. Brown follows:]
Prepared Statement of Claudine Brown
Mr. Chairman and Members of the Subcommittee -
It is my great pleasure to appear before the Subcommittee to
testify about science education at the Smithsonian Institution. I was
recently named the director of education for the Smithsonian. Prior to
this position, I served for more than a decade as the director of the
arts and culture program at the Nathan Cummings Foundation in New York.
Although I have been away for awhile, I am not new to the Smithsonian.
In 1990, I was the Smithsonian's director of the National African-
American Museum Project. In this position, I coordinated the efforts of
advisory committees that considered the role of the Smithsonian in the
development of a national museum devoted exclusively to the
documentation of African American life, art, history and culture. In
1991, I was the deputy assistant secretary for the arts and humanities
and developed policy for many Smithsonian museums. It is good to be
back at the Smithsonian, especially at such a pivotal time in its
history, a time when our education offerings will reach new audiences
on the Mall in Washington, DC, throughout the country and the world.
As early as his installation ceremony, Secretary Clough made it
clear that the Smithsonian would be focused on education. The
Smithsonian has a long history of serving educators by providing
extensive informal and formal education for learners of all ages.
During this time in our history when we are of necessity considering
our world holistically, encyclopedic institutions like the Smithsonian
are uniquely suited to help learners understand the connections between
the sciences, arts and humanities. We believe that the Smithsonian is
essential in helping educators better understand and explain our
complex and interconnected world. The Smithsonian looks forward to
partnering with more educators in schools and institutions of higher
education to provide access to resources that will help prepare
students for the future. The Smithsonian's new strategic plan
referenced by Secretary Clough in his remarks has already begun to make
important inroads regarding our educational outreach as we address our
four Grand Challenges.
As the director of education, I will be responsible for defining
the Smithsonian's education program and will report directly to the
Secretary. I have been tasked with the development of an Institution-
wide plan for educational initiatives, the implementation of assessment
strategies that will measure our impact on the field and securing
support for projects that will benefit K-12 students. In this capacity,
I will also oversee two of the Smithsonian's educational
organizations--the National Science Resources Center, the Smithsonian
Center for Education and Museum Studies and hope to oversee the
Smithsonian Institution Traveling Exhibition Service, the Smithsonian
Associates, and the Smithsonian Affiliates program as well. I will also
coordinate the efforts of 32 education-based offices in museums and
science centers throughout the Smithsonian.
Currently, many of the Smithsonian museums, research centers, and
outreach offices work with educators on both a local and national level
to enhance the teaching of science through the use of our collections
and research. We assist school administrators with the development of
strategic plans that lead to the implementation of research-based
science education programs in their districts. We provide traditional
curricula, and digital teaching tools so that we can enhance school
based learning. We also train teachers throughout the country who use
our curriculum to teach science in innovative ways. We continue to be
well-respected for offering timely and engaging on-site programs that
give educators and students direct access to primary source materials
and expose them to concrete examples of natural phenomena and
scientific innovations. One of my challenges will be to unify our many
education initiatives and help the Smithsonian become a greater
resource for students and teachers across the country--especially those
who don't have the opportunity to participate in on-site programming.
High-quality, inquiry-oriented science instruction is essential for
effective science education programs. Museums, zoos, our 20 libraries,
botanic gardens and other sites that offer hands-on learning can play
an important role in transforming education in our nation. The lessons
that we learn from teaching science in our museums and research centers
are rapidly being translated into digital forms that can be broadly
disseminated.
We are living in a moment when the convergence of the intellectual
and creative capital of the Smithsonian Institution and the
opportunities made possible by the digital revolution lead to broad and
engaging points of access for learners of all ages. By using new
technology extensively, we will reach new generations and audiences and
make it easier for them to reach us. The social networks that did not
exist until recently such as blogs, Twitter, YouTube, Wikipedia,
podcasts, and Web cams are quickly becoming transformative for the
Smithsonian.
Technology presents a new opportunity to shape the future of
education. It is no longer acceptable for us to share only a small
percentage of our 137 million specimens and artifacts in an age when
the Internet and technology have made it possible to share it all. In
addition to technology, we need to continue our focus on education
programs--which are areas of profound strength at the Smithsonian. We
need to make our collections, talented scholars, researchers, and
educators accessible worldwide by providing additional platforms,
opportunities, and creative vehicles for educating and inspiring people
of all ages and cultural backgrounds. Our job is to authenticate and
inform the significance of the collections, not to control access to
them. In doing this, the relevance of the Smithsonian to education can
be greatly enhanced as we learn from learners new applications for our
scholarship. By focusing on these areas, we can inspire people on a
national and international basis.
The Smithsonian is playing a key role in advancing science
education across the country. I would like to take a few minutes to
highlight some of the many Smithsonian educational programs that have a
direct impact on science education.
Smithsonian Center for Education and Museum Studies
The Smithsonian Center for Education and Museum Studies (SCEMS) has
made great use of technology by hosting a number of virtual
conferences. People from around the world join Smithsonian scientists,
curators, and educators in real time as together they explore
Smithsonian research and collections. In addition to live interactive
sessions, the conferences include moderated forums, demonstrations of
educational resources and strategies, virtual exhibit hall
presentations, podcasts, social networking, and gaming/simulations. All
sessions are closed captioned and archived for future viewing.
To date these conferences have included 34 hours of live
programming, 20,000 participants from 100 countries, all U.S. states
and territories, more than 3,000 cities, and 6 continents. Audiences
have included K-12 teachers and students, university and community/
technical college faculty and students; librarians; congressional staff
members; Girl Scout troops, tribal councils; and staff members of
congressional offices and government agencies, non-governmental
organizations, museums, corporations, as well as the general public.
SCEMS also uses technology to take Smithsonian experts and
collections into our nation's classrooms. Educators search by state
standards from a database of over 1,700 educational resources on
SmithsonianEducation.org. Teachers and their students participate in
interactive Smithsonian online conferences--making predictions, asking
questions, and posting ideas of their own. Students play simulations
and games and complete community-based missions inspired by Smithsonian
research. In Smithsonian workshops, teachers and teens create their own
games, scavenger hunts, blogs and podcasts and share them through
social networks. Recent topics for the Centers programs have included
climate change, understanding spatial relations in the universe, and
problem solving methods across disciplines.
National Science Resources Center
As part of its mission, to insure ``the increase and diffusion of
knowledge,'' the Smithsonian is committed to scientific literacy for
learners of all ages. The National Science Resources Center (NSRC) was
established in 1985 by the Smithsonian Institution and the National
Academies to improve the learning and teaching of science for all
students in the United States and throughout the world. To achieve the
Smithsonian's and the Center's missions, NSRC has, for more than two
decades, leveraged the research and expertise of the Smithsonian, the
National Academies and other institutions to develop science education
programs in partnership with dozens of government agencies, academic
institutions, corporations and museums.
The Smithsonian, through the auspices of the NSRC is committed to
helping leaders learn how to implement a systemic approach to science
education by connecting educators and decision makers to the vast
resources and research of the Smithsonian Institution and the National
Academies. NSRC programs are now in K-12 science programs in more than
1,200 school districts representing 30% of the U.S. student population
in 48 states as well as overseas in nine countries. More than 90% of
the school districts with which NSRC works have made long-term
improvements in the way they teach science, resulting in significant
gains in student achievement.
Smithsonian Astrophysical Observatory and the Harvard-Smithsonian
Center for Astrophysics
The Smithsonian is fortunate to have a national program known as
the Smithsonian Astrophysical Observatory (SAO). SAO's mission is to
advance the public's knowledge and understanding of the universe
through research and education in astronomy and astrophysics. SAO
engages in cutting-edge research in areas ranging from small,
individual projects to major partnerships with other government
organizations and academic institutions. Founded in 1890, SAO is the
largest and most diverse astrophysical institution in the world. It has
pioneered the development of orbiting observatories and large, ground-
based telescopes; the application of computers to study astrophysical
problems; and the integration of laboratory measurements and
theoretical astrophysics. Observational data are gathered at SAO's
premier facilities including the Sub millimeter Array (SMA) observatory
on Mauna Kea Hawaii.
The Harvard-Smithsonian Center for Astrophysics (CfA) brings the
resources and research facilities of the Harvard College Observatory
and the Smithsonian Astrophysical Observatory under a single director
to pursue studies of basic physical processes that determine the nature
and evolution of the universe. CfA is involved in many aspects of
education and public outreach, from major museum exhibits to curriculum
development to education research. CfA's Science Education Department
is a leadership organization that provides professional development in
astronomy and basic science for teachers and curricula for grades K-12.
Smithsonian Environmental Research Center
Established in 1965, the Smithsonian Environmental Research Center
(SERC) is the leading national research center for understanding
environmental issues in the coastal zone. The site encompasses 3,000
acres of land and 14 miles of protected shoreline on the Chesapeake Bay
that serve as a natural laboratory for long-term ecological research.
The unique location provides valuable opportunities to study the
interactions of aquatic, terrestrial and atmospheric components of
complex landscapes. Through interdisciplinary, experimental research,
SERC scientists are working to understand how ecosystems interact and
are linked in this critical zone where the land meets the sea, and how
physical and chemical processes sustain life on Earth.
Education and outreach are major components of the Smithsonian
Environmental Research Center (SERC). SERC offers a broad array of
opportunities for people of all ages to learn about the ecology of the
Chesapeake Bay area and to increase their appreciation for the
environment. SERC offers on-site K-12 programs, distance learning,
public programs and professional training.
SERC has been a prime location for groups to get hands-on
experience with environmental science and ecology. Recently, SERC has
dramatically increased its efforts to educate a larger population about
the Bay and its watershed by providing distance learning and web-based
education programs for K-12 students and adults. These new programs are
designed to complement, not replace, the existing hands-on education
programs, by expanding our reach and offering students nationwide an
opportunity to learn about an important ecosystem, and visit behind the
scenes at SERC where conventional visitors are unable to go. Geographic
distance, cost, and limited time can prevent members of the public,
especially schoolteachers and students, from making the trip.
Communication technologies developed for distance learning, however,
have connected students and teachers from across the country to
Smithsonian scientists who study the Chesapeake Bay and its watershed.
SERC's Education Program is committed to broadening society's
understanding of the environment, communicating an awareness of how
human activities influence ecosystems, and training future generations
of environmental scientists.
Smithsonian Tropical Research Institute
The Smithsonian Tropical Research Institute (STRI) in Panama is
dedicated to fostering a greater understanding of biological diversity
issues. The training of future generations of tropical biologists has
been identified as a priority among the goals for scientific excellence
in STRI's strategic plan. Fellowships are the primary goal of
scientific training at STRI, but other strategies include internships,
field courses, seminars and workshops. STRI in collaboration with
McGill University developed an interdisciplinary and inter-
institutional graduate program based in Panama. Recently, the
Smithsonian joined Arizona State University in an innovative education
and science partnership aimed at sustaining a biodiverse planet. The
partnership will create opportunities for ASU undergraduates, graduate
students and faculty to participate in fieldwork at Smithsonian
facilities in Panama, as well as for the development of virtual global
classrooms that center on current research in tropical ecosystems.
Smithsonian scientists will also participate in ASU degree programs.
Smithsonian Conservation Biology Institute
The Smithsonian Conservation Biology Institute (SCBI) is a program
of the Smithsonian's National Zoological Park. It is one of the world's
most extensive programs of conservation biology research. SCBI works
directly with teachers, students, and their parents to develop
awareness of and appreciation for the need to preserve biodiversity at
home and abroad. Hands-on methods of teacher training and student
involvement in conservation education are used at SCBI. National Zoo
staff and research associates have offered training courses in the
United States and at more than 20 international locations on a variety
of topics for over three decades. During this time, more than 5,000
individuals from more than 85 countries have taken part in such
efforts.
In October 2008, the Smithsonian and George Mason University
created a new, comprehensive academic program, the Smithsonian-Mason
Global Conservation Education Program. This new program incorporates
multidisciplinary faculty from the Zoo's Center for Conservation
Education and Sustainability and George Mason University's Center for
Conservation Studies and will train students to help avert and treat
the looming biodiversity crisis. The program will provide academic
opportunities for as many as 50 undergraduate students per semester,
and an additional 60 professional or graduate students.
National Air and Space Museum
The National Air and Space Museum (NASM) offers a variety of free
educational programs for school groups and organized youth groups. The
museum has developed teaching posters and guides for students in grades
K-12 that will advance their knowledge of science and technology. Areas
of focus for curricula include: Living and Working in Space, which
introduces students to the environmental conditions in space, the
challenges that must be overcome to live and work there, and advances
in spacesuit technology; Embracing The Impossible: Popular Response to
the Aerial Age exposes students to primary source materials that help
them understand how people felt about the new technology of flying in
the early 1900s; Reflections on Earth: Biodiversity and Remote Sensing
includes lessons for interpreting satellite images and field studies;
Students learn to measure and monitor forest biodiversity on a local,
regional, and global scale; and Destiny in Space is a guide that
examines our future prospects for space exploration. NASM's activities,
information, and resources cover a range of topics including: muscle
response to weightlessness, robotic guides, suiting up for space,
communication and gardening in space.
Students may also interact with the National Air and Space Museum
without leaving the classroom! The museum offers Interactive
Videoconferencing programs featuring the museum's staff and docent
volunteers. NASM also offers Electronic Field Trips (two-way distance
learning interactions) as well as occasional webcast educational
programs. Use of the unique National Air and Space Museum collection
and the universally-engaging nature of aviation and space make these
programs relevant and exciting. These interactive electronic
experiences augment teacher lesson plans.
National Museum of Natural History
As one of the largest science classrooms in the world, the National
Museum of Natural History supports the work of teachers who seek to
explore the natural world through the Museum's exhibits, and online
resources. The Museum's work is built on a foundation of scientific
research by the Museum's staff of over 150 scientists and curators as
well as the national and international community of scientists. There
are more than 126 million artifacts and specimens in its collections.
The Museum provides both field-trip-related and non-field-trip-related
lesson plans, web-based activities for students, and other resources
that can help teach a range of science and natural history topics.
A visit to exhibitions such as the O. Orkin Insect Zoo and the
Butterfly Pavilion bring the natural world up close and personal with
the opportunity to interact with living creatures. Venues such as the
Discovery Room and the Naturalist Center offer a hands-on approach to
learning, using artifacts and specimens from the Museum's collections
to make science and scientific processes real. The museum's goal is to
educate and inspire the next generation and encourage respect for the
natural world. The museum's programs are designed to address these
goals. Two of its key professional development programs are Dig it:
Secrets of Soil and Project Archaeology: Investigating Shelter-
Archaeology of the Colonial Chesapeake. Lesson plans cover such topics
as Measuring Biodiversity Across North America, Anthropology,
Ecosystems, and Lewis and Clark as Naturalists.
National Zoological Park (NZP) and Friends of the National Zoo (FONZ)
The Smithsonian's NZP and FONZ offer a wide variety of programs,
resources, internships and volunteer opportunities for students of all
ages. Each year thousands of school groups, individual students, and
teachers use the Zoo as a living classroom. They come to gain a better
understanding of the natural world in which we live, to enjoy beautiful
animals in an outdoor oasis, and to engage in exciting, hands-on
science. On average, the National Zoo reaches 5,800 DC students and
trains 75 teachers in workshops each year. Uncounted thousands more
students enjoy the Zoo during field trips. There are many exciting
programs at the Zoo that teach about science for example, Bridging the
Americas/Unidos por las Aves is a cross-cultural environmental
education program that partners elementary and middle school classes in
the DC Metro area with classes in Latin America and the Caribbean.
Partnered classes learn about the migratory birds that connect these
two regions of the hemisphere. The program is designed to instill an
appreciation for migratory birds and the need to protect the habitats
they depend on throughout the year, as well as to stimulate an interest
in learning about other countries and their cultures. Teachers are
provided with content, materials, and support that enable them to use
birds as a theme for teaching required standards and beyond in multiple
subject areas.
Smithsonian Institution Traveling Exhibition Service
In its nearly 60 years of delivering Smithsonian exhibitions to
museums and science centers across the nation, SITES has devoted fully
one third of its program to science. From projects that bring North
American visitors close to the wonders of the tropical rainforests in
the southern hemisphere to tracking the elusive giant squid, the work
of Smithsonian scientists and researchers is always on exhibit
somewhere in the United States. SITES exhibitions invite its audiences
to explore anthropology, astronomy, biology and environmental studies,
entomology, geology, paleontology, ichthyology, oceanography, polar
studies, vertebrate biology and veterinary studies. Current offerings
include a close-up look at the fascinating world of ants, satellite
images of Earth seen from space, insights into the scientific research
at McMurdoe Station in Antarctica and x-rays of spacesuits along with
rarely exhibited astronaut gear. Future projects include an interactive
exhibition about diseases that pass from animals to humans and back
again and a careful assessment of invasive species.
The Smithsonian Associates
The Smithsonian Associates (TSA) provides science education as a
part of GEAR UP through the U.S. Department of Education. Gaining Early
Awareness and Readiness for Undergraduate Programs (GEAR UP) encourages
middle and high school students to consider pursuing higher education.
GEAR UP is a federal program that grants funding to states and
partnerships that provide programs and services for increasing low-
income students' preparation for postsecondary education. GEAR UP
programs serve cohorts of students before they begin seventh grade and
supports them through high school.
TSA is working with the Lafayette Parish School System in Louisiana
on a six year effort to engage teachers and students from 6th to 12th
grade in science learning. Smithsonian scholars will deliver 11
programs for the duration of the GEAR UP grant. TSA's upcoming informal
science education programs include: Time and the Brain; Our
Asymmetrical, Imperfect and Gloriously Messy Universe; Northern Lights;
A Message from the Sun; and Dark Matter and Dark Energy: Cutting-Edge
Findings.
Thank you for giving me the opportunity to testify. I look forward
to working with the committee and Members of Congress in providing the
Smithsonian's insight, experience and expertise regarding science
education. I know that the Smithsonian can continue to play an
important role as a resource for change in the current science
education paradigm. I would be pleased to answer any questions you
might have.
Biography for Claudine Brown
Claudine Kinard Brown began her professional career as an art and
drama teacher in New York City Public Schools. In 1976 she joined the
staff of the Brooklyn Museum where she served for thirteen years in
several capacities. She began her career in Brooklyn, as a museum
educator. In 1984 she served as Manager of School and Community
Programs and in 1985 she became the Museum's Assistant Director for
Government and Community Relations.
Brown left the Brooklyn Museum in 1990 to direct the Smithsonian
Institution's initiative to create a National African American Museum.
Her responsibilities included: conducting a needs assessment,
developing a vision statement and program plan, and opening a Center
for African American History & Culture pending passage of authorizing
legislation to create a museum. In 1991, she added to her
responsibilities by concurrently assuming the position of Deputy
Assistant Secretary for Museums. She developed policy for 13 national
arts and humanities museums, and reviewed their long-range plans and
assisted in prioritizing institution-wide budget requests, which were
presented to Congress.
Brown was the Director of the Arts and Culture Program at the
Nathan Cummings Foundation from 1995 to 2010. Over the course of
fifteen years she developed funding initiatives that have strengthened
and stabilized community-based arts institutions. Beginning in 2001,
she worked to build the field of practitioners and funders who are
committed to art and community building, art and social justice and art
and civic engagement. She is a co-founder of the Art and Social Justice
Funders Working Group and she has supported efforts to research, map
and document the work of the field.
In 2010 she became Director of Education for the Smithsonian
Institution. As the director of education, Brown will be responsible
for defining the Smithsonian's education program and will report
directly to Smithsonian Secretary Wayne Clough. She will develop an
Institution-wide plan for educational initiatives, assessment
strategies and funding for students in the K-12 range. Brown will
oversee five of the Smithsonian's educational organizations--the
National Science Resources Center, the Resident Associates, the
National Affiliates, the Smithsonian Institution Traveling Exhibition
Service and the Smithsonian Center for Education and Museum Studies--
and coordinate the efforts of 32 education-based offices in museums and
science centers.
Claudine K. Brown has served on several nonprofit boards, including
the American Association of Museums, the National Museum of African
American History and Culture Plan for Action Presidential Commission,
the Association of Black Foundation Executives and as President of the
Board of Grantmakers in the Arts. She has taught graduate courses in
the Arts Administration program at New York University, and the Museum
Leadership Program at Bank Street College. Claudine Brown has a
Bachelor of Fine Arts degree from Pratt Institute, a Masters of Science
degree in Museum Education from Bank Street College and a Doctor of
Jurisprudence degree from Brooklyn Law School.
Chairman Lipinski. Thank you, Ms. Brown.
I turn now to Dr. Bermingham.
STATEMENT OF ELDREDGE ``BIFF'' BERMINGHAM, DIRECTOR,
SMITHSONIAN TROPICAL RESEARCH INSTITUTE, SMITHSONIAN
INSTITUTION
Dr. Bermingham. Thank you, Chairman Lipinski, Dr. Ehlers,
Mr. Baird, and Members of the Subcommittee for the opportunity
to provide testimony today. You are all invited to STRI in
Panama, announced or unannounced.
My name is Biff Bermingham. I am the Director of the
Smithsonian Tropical Research Institute or STRI. I have been at
STRI for 20 years, first as a staff scientist, during which
time I published more than 140 articles and books on tropical
bio-diversity. For the past seven years I have served as Deputy
Director and now Director of STRI. I am responsible for 40
Ph.D. staff and 350 technical staff.
Located in the Republic of Panama, STRI is the only bureau
of the Smithsonian Institution located outside the United
States. We serve as custodians for the Barro Colorado Nature
Monument, which sits in the middle of the Panama Canal. The
monument is the only mainland tropical forest reserve in the
world under U.S. stewardship.
This year, we begin celebrations of 100 years of
Smithsonian science on the Isthmus of Panama, a history tracing
back to the 1910-1912 Smithsonian expeditions to Panama--
authorized by President William H. Taft--to provide data on
tropical biological diversity in light of the Panama Canal
construction effort. Tropical diseases and their insect vectors
defeated the French in their effort to construct a canal across
Panama, and the Smithsonian expedition aimed to provide
detailed biological understanding of tropical bio-diversity to
ensure U.S. success.
With laboratories on both coasts of Panama, STRI is the
only institute in the Americas providing direct research access
to both the Pacific and Atlantic Oceans. The recurring two-
ocean theme in science education and marine science at STRI has
resulted in landmark studies of the evolution and ecology of
tropical marine species and communities, as well as research
funded by the National Science Foundation and National
Institutes of Health for ecologically-guided discovery of novel
pharmaceutical compounds.
Immediate access to two oceans makes STRI a critical U.S.
resource for studying the impact of climate change and ocean
acidification on near-shore coral reefs, sea grasses, and
mangroves.
And given the Gulf oil spill, it is worth noting that the
first ever study of the impact of an oil spill in tropical
marine ecosystems was financed by the Mineral Management
Services and carried out at STRI more than 20 years ago.
The STRI mission is superbly well-aligned to the
Smithsonian grand challenge ``Understanding and Sustaining a
Bio-diverse Planet.'' This challenge requires integrating
information across different biological scales and different
fields of scientific inquiry.
Towards this end, STRI administers the Smithsonian
Institution Global Earth Observatories, or SIGEO, a global
network of 40 large-scale forest plots in 21 countries. The
first observatory in the network was established 30 years ago
at STRI, and the forest survey methodology we developed was
unprecedented in scale and scope. Over the years the standard
census methods developed at STRI to address complex questions
about tropical biodiversity have also proved to be a powerful
approach to studying the impact of global climate change on
forest ecosystems. To date we have made more than 11 million
measurements representing 8,500 tree species around the world.
Given scientific uncertainty and the importance of new
research regarding forest response to climate change, the
network is expanding rapidly. In the United States alone, and
supported by a $1.25 million increase to the Smithsonian fiscal
year 2010 budget, we have added new forest plots in Maryland,
Virginia, Wisconsin, Washington, California, and Hawaii. More
than 200 university and government scientists have published
research based on results from the Smithsonian Forest
Observatories. This week's cover article in Science, our
Nation's premiere science magazine, is a recent, high-profile
example of the critical importance of long-term data for
understanding a forest change through time.
As we look to the future, forest remediation in the
developing world will take on increasing prominence as we
consider food and water security and human migration associated
with landscape degradation and sea level rise. Research and
science education in this light is critical, a need that the
Smithsonian is addressing with the Panama Canal Watershed
Experiment. This experiment will run for at least 25 years and
is designed to be a global example for understanding the
relationship between land use decisions, climate change, and
biological diversity. It is a powerful example given the
impressive list of ecosystem services provided by the Panama
Canal watershed. To name just a few, regulation of water supply
to the canal in order to reduce risk of flooding and
infrastructure damage while ensuring sufficient water to
operate the locks; avoided deforestation, reforestation, and
carbon sequestration, which couple to represent an important
research agenda for the United Nations Framework Convention on
Climate Change; provision of habitat for endangered species;
and regulation of disease vectors.
STRI has recently been awarded a $3.8 million National
Science Foundation International Partnership in Research and
Education grant to study new fossils and geology exposed by the
excavations of the multi-billion dollar expansion of the Panama
Canal. This massive excavation provides researchers an
unparalleled opportunity to strengthen our understanding of the
role the Isthmus of Panama has played with regard to climate
and bio-diversity change through time, and a unique perspective
on how increasing carbon dioxide levels may shape the forests
of the future.
In closing, I cannot emphasize enough the importance of the
Smithsonian's commitment to long-term research and education.
With our research perspective, sustained effort, and long-term
data sets and educational assets, we are uniquely positioned to
assess, identify, understand, and predict environmental threats
to bio-diversity and incorporate rigorous science into resource
management and stewardship decisions.
Thank you very much.
[The prepared statement of Dr. Bermingham follows:]
Prepared Statement of Eldredge Bermingham
Introduction
Thank you, Chairman Lipinski and distinguished members of the
Subcommittee for the opportunity to provide testimony today. My name is
Eldredge Bermingham. I am the Director of the Smithsonian Tropical
Research Institute, or STRI, located on the banks of the Panama Canal
in the Republic of Panama, the only bureau of the Smithsonian
Institution located outside the United States. I hold a Ph.D. degree in
Genetics. I have spent 20 years guiding molecular genetics research
programs at STRI and have published more than 140 scientific articles.
For the past seven years I have served as Deputy Director and now
Director of STRI, where I oversee about 40 Ph.D. scientists and 350
technical staff. I participate on the Smithsonian's steering committee
for its Marine Science Network, and on Secretary Clough's strategic
planning teams responsible for the 2010-2015 Strategic Vision for the
Smithsonian. I have played the lead role over the past five years
transforming the Center for Tropical Forest Science that began in
Panama more than thirty years ago into the pan institutional
Smithsonian Institution Global Earth Observatories (SIGEO). SIGEO is a
global network of 40 large-scale forest dynamics plots in 21 countries.
The network is a U.S.-led resource that investigates forest dynamics
and the response of forests and the ecosystem services they provide--
carbon storage, water provision and biodiversity conservation--to
climate change. National and international science education, training
and capacity building are core missions of STRI and SIGEO.
My purpose today is to use my experience at STRI to summarize the
main themes and importance of post-secondary STEM education at the
Smithsonian. At STRI we host more than 1000 visiting undergraduate,
graduate and postdoctoral researchers. Our approach is to partner
outstanding scientists with outstanding young scholars. At STRI, we
apply state-of-the-science technologies to understand the nature and
origins of biodiversity, the causes and consequences of climate change,
the interconnectedness of global ecosystems, and the cultural heritage
of Native American peoples. We mix the necessary, more traditional
long-term measurement and observations about the natural world with
innovative, new analytic techniques and approaches. At each of the
science research units at the Smithsonian the contribution to training
the next generation of scientists is impressive and the Institution is
recognized at the national and international level for producing
scientific leaders. Outstanding examples include education in tropical
biology (STRI), astronomy and astrophysics (Smithsonian Astrophysical
Observatory), species survival biology (National Zoological Park),
biodiversity (National Museum of Natural History) and invasive species
biology and coastal zone processes (Smithsonian Environmental Research
Center). And the Smithsonian partners with the National Academy of
Sciences to develop award-winning science curricula through the
National Science Resources Center. We are a remarkable U.S. resource
responsible for training the next generation of scientists.
Background:
What has made STRI such an important resource for educating the
next generation of scientists? The answer is long-term federal
investment in world-class resident scientists supported by superb
research facilities located adjacent to tropical forests and coral
reefs. This year, 2010, the Smithsonian marks a century of research in
Panama, tracing back to the 1910-1912 Smithsonian Expeditions to Panama
authorized by President William H. Taft. From the humble beginning of a
single research station on Barro Colorado Island (BCI) located in the
middle of the Panama Canal, STRI has developed dramatically. STRI is an
international focal point for scientists and students interested in the
ecological and evolutionary processes that underlie the extraordinary
biological diversity of rain forest and coral reef ecosystems. These
processes are palpable on an isthmus that formed three million years
ago and transformed our planet by joining the continents of South and
North America, and separating the Caribbean Sea from the Eastern
Pacific Ocean. Long-term environmental research is a STRI trademark,
more than eighty years in the case of the forests on Barro Colorado
Nature Monument (BCNM), protected under the terms of the Convention on
Nature Protection and Wildlife Preservation in the Western Hemisphere,
ratified by the U.S. Senate in 1941. The BCNM is the only mainland
tropical forest reserve in the world under U.S. stewardship.
The long-term research conducted by STRI scientists, collaborators
and students is a critical contribution to the Smithsonian
Institution's 2010-2015 strategic plan ``A Smithsonian for the Twenty-
First Century'' set forth in 2009, particularly through its
contributions to the Grand Challenge, Understanding and Sustaining a
Biodiverse Planet, but STRI also contributes through its Paleontology
program to Unlocking the Mysteries of the Universe, and through its
Anthropology and Archeology programs to Valuing World Cultures. As
noted in the Smithsonian's strategic vision, the importance of long-
term assessment and analysis of forests and ecosystem function in a
world marked by significant biodiversity loss and climate change led to
the establishment of the BCI 50 hectare forest plot in 1980, a model
that has now been replicated at 40 sites around the world including six
in the United States providing an innovation platform for new
observation technologies.
With laboratories on both coasts of Panama, STRI is the only
institute in the Americas providing direct research access to both the
Pacific and Atlantic oceans. The two-ocean stage provided by STRI
marine facilities permits scientists and their students to move between
experiments in the eastern Pacific and Caribbean in a few hours, and
represents a principal component of the Smithsonian Marine Science
Network extending from the Chesapeake to Florida, Belize and Panama.
The recurring two-ocean theme in marine science at STRI has resulted in
landmark studies of the evolution and ecology of tropical marine
species and communities, as well as research funded by the National
Science Foundation (NSF) and the National Institutes of Health (NIH)
for ecologically guided discovery of novel pharmaceutical compounds,
and research funded by the U.S. Department of Agriculture (USDA) for
discovery of novel agrochemicals from nature. Marine facilities with
easy access to two oceans take on increased importance as an
experimental platform for studying the impact of climate change and
ocean acidification on near shore coral reefs, sea grasses, and
mangroves.
In addition, BCI and STRI represent important facility resources
for other federal agencies, and serve as the base for tsunami
monitoring equipment installed by the U.S. Geological Survey; and as
sites to monitor mosquitoes and their role as disease vectors by the
Environmental Protection Agency, or survey wildlife that could be
carriers of avian influenza and other animal-borne diseases in projects
funded by NIH.
Thus extraordinary science facilities, the unique geography of
Panama and the country's long-term and strongly positive association
with the United States, and a world-class group of 40 resident
scientists has led STRI to play a key role in the education of tropical
biologists. It is fair to say that nearly all tropical biologists pass
through STRI at some point in their careers--many in the formative
stages of their development.
Science/Technology/Engineering/Math Education at STRI--General:
STRI's research excellence is a function of our ability to attract
and nurture the best and brightest young researchers. Indeed,
supporting and training promising young scholars is a cornerstone of
STRI science and builds our capacity to understand a biologically
diverse planet and solve Earth's most challenging environmental
problems. STRI actively participates in science, technology,
engineering and math (STEM) training: directly by supporting interns,
Ph.D. students and postdoctoral scholars, and indirectly by partnering
with universities concerned with tropical research and education. Both
education avenues foster transformational science by connecting
researchers and students with diverse backgrounds, experiences and
skills. STRI also partners with institutions in Panama to develop STEM
training for Panamanian students at our facilities.
Education at STRI is strongly assisted by mentors of exceptional
ability. The relevance, quality, and performance of STRI scientists as
mentors of the next generation of tropical biologists is top tier, as
evaluated by a Visiting Committee of outside experts. In a recent
review, the Visiting Committee used National Research Council criteria
to measure the productivity and impact of STRI science compared to 142
of the best university research departments in the United States; STRI
scientists ranked first in all measures of scientific relevance (e.g.,
publication citations), quality (e.g., scientific honors), and
productivity (e.g., publication numbers). Furthermore, the number of
young scientists who choose STRI as the base for their graduate and
postgraduate research training provides an annual measure of the
relevance and quality of STRI science to the future of tropical biology
and policy. 2009 marked the fifth year in a row that the number of
visiting scientists and students choosing to base their research at
STRI has increased, from the previous year, to the point that STRI now
participates in the training of more than 1000 scientists annually.
The extraordinary hallmark of STEM education at STRI is the mentor-
directed research training provided at the undergraduate level to
research interns, and at the graduate level to Master's and Ph.D.
candidates, and to postdoctoral researchers carrying out independent or
collaborative research. Over the past five years NSF grants have
directly supported 81 undergraduate students, 97 graduate students and
a remarkable 71 postdoctoral scholars at STRI facilities. For the same
period 57 university faculty spent time at STRI on NSF-supported
research.
The numbers that I have provided for NSF-associated scholars are
exceeded by the numbers in each category of young investigators
supported by Smithsonian funds, non-NSF grants and contracts and
donations. For example, we received a $1.5 million dollar donation from
a private citizen to fund three five-year postdoctoral positions in
tropical neurobiology. The idea behind the donation is to use the
remarkable biological diversity found in the tropics to inform new
approaches to nanotechnology by understanding how insects carry out
complex behaviors as brains decrease over evolutionary time to very
small sizes. In 2007, we received an $8 million dollar grant from the
Hong Kong Shanghai Bank (HSBC) to establish a regional training center
at SERC in Maryland in collaboration with the environmental
organization Earthwatch Institute in order to promote science education
and citizen involvement in climate change science. The HSBC grant funds
citizen scientists, undergraduate research interns, graduate students
and postdoctoral researchers to study how climate change impacts carbon
fluxes across SIGEO forest dynamic sites in Maryland and Virginia as
well as across companion training centers located in Brazil, United
Kingdom, China and India.
To provide a sense of the resonance associated with the educating
of scientists at STRI, it is useful to highlight the experience of Dr.
Phyllis Coley, a Ph.D. student at STRI in the 1980s. Dr. Coley went on
to a career as professor of biology at the University of Utah, and then
supported by NSF continued her groundbreaking studies of herbivory and
plant defenses in the field in Panama. In the late 1990s Dr. Coley's
insights into chemically mediated plant defenses led her to develop a
Panama International Cooperative Biodiversity Group (ICBG) grant. The
ICBG program is a unique effort that addresses the interdependent
issues of biological exploration and discovery, socioeconomic benefits,
and biodiversity conservation. Dr. Coley was successful with her
application and the Panama ICBG is now in its third round of funding by
NIH, NSF, and now includes funding from USDA as well. Twelve years
later the program has trained 21 students--including 10 Ph.D.s and 2
MD's--representing 19 U.S. universities. The program has also educated
135 Panamanian students and 15 young investigators from other nations
in the study of ecology and natural products chemistry. But the true
resonance comes from the fact that four recent Panama ICBG Ph.D.s and
postdoctoral researchers are continuing with their Panama-based
research as beginning faculty in departments of Chemistry or
Pharmaceutical Sciences at the University of California, Santa Cruz,
University of Connecticut, York College of Pennsylvania and Oregon
State University.
STRI also maintains robust partnerships with a number of
universities that offer degree-granting, semester-abroad, capstone or
collaborative research programs. These partnerships provide students,
teachers, and policy makers with an up-close and personal experience
with biological diversity at our field stations across Panama, and an
increased understanding of global threats to tropical ecosystems. To
provide some numbers, in the past five years alone STRI has hosted 43
U.S. universities offering 65 different courses in tropical biology and
anthropology. These courses have utilized STRI facilities, STRI staff
scientists and the knowledge of the tropics gleaned across a century of
study to educate 825 undergraduate students. Princeton University has
run a semester abroad at STRI every year since 1998. Courses range from
forest ecology, marine ecology, tropical evolution, tropical
conservation, tropical landscape ecology, tropical paleontology,
Mesoamerica anthropology and archeology, conservation genetics and
tropical environmental policy. Courses are typically run from STRI
facilities at our Gamboa campus and BCI in the midst of tropical
lowland forest, and our Bocas del Toro marine laboratory adjacent to
mangrove, sea grass and coral reef ecosystems, in addition to a
tropical cloud forest field site at La Fortuna and archeological
excavations at Cerro Juan Diaz and El Cano.
STEM Education at STRI--The SIGEO model:
A major goal of the 2010-2015 strategic plan for the Smithsonian is
headlined ``Crossing Boundaries,'' which refers to the implementation
of interdisciplinary consortia aimed at sparking innovative research
and education programs, and brokering partnerships. These consortia are
being established in recognition of the fact that solving the grand
challenge of Understanding and Sustaining a Biodiverse Planet requires
integrating information across different biological scales (i.e. from
cells to individuals to ecosystems) and different fields of scientific
inquiry. Key to these challenges is training scientists to: 1) work
comfortably across research disciplines and biological scales, 2)
interact synergistically, 3) incorporate new and innovative
technologies, and 4) participate in larger national and international
collaborations.
Presently, SIGEO is the best example of an interdisciplinary center
and boundary-crossing training opportunities at SI. Global climate
systems and life on the planet are in flux. Policy-makers and
scientists need long-term data on the fluctuations in primary
productivity of forests around the globe, as well as changes in the
abundance and distribution of biological diversity, to distinguish the
components of global change that can be ascribed to planetary processes
from those that may be caused by human activity. The Smithsonian
Institution is building on its unique research and science education
infrastructure to provide the required data by expanding its global
network of long-term tropical forest dynamic plots into the temperate
zone and by collecting additional data on vertebrates, insects and soil
microorganisms, in addition to the trees that we have monitored for
three decades. It is the students being educated by the Smithsonian
that will answer the following questions: Does climate change
significantly alter forest biomass, and does the rate of carbon
sequestration by forests vary with latitude, hydrological condition and
soil fertility? How are the diversity and the relative abundance of
forest organisms changing over time and space? What components of
observed changes are due to human activities? How can we modify our
behavior and economies?
SIGEO promotes large-scale environmental monitoring and maintains
enormous banks of data and metadata, which help galvanize advanced data
networks and sophisticated analyses, extending from single forest plots
to the remote sensing of forests at landscape scales monitored from
space-based observatories. The result--big data sets, global
comparisons and research and policy opportunities to investigate the
impact of climate change on forest function--attract top-caliber
students and provide extraordinary opportunities in science education.
Thus it is little wonder that students attracted to the long-term data
of SIGEO go on to big things. Dr. Helene Muller-Landau, for example,
went on from her Princeton University Ph.D. dissertation research on
seed dispersal and community dynamics of the BCI SIGEO forest plot to a
position as an Assistant Professor at the University of Minnesota. In
quick turn, Dr. Muller-Landau was honored with an $875K Packard
Fellowship for Science and Engineering--one of 16 new faculty members
selected out of 100 national nominees by university presidents across
the U.S. Dr. Muller-Landau is now the lead scientist for the SIGEO
Global Forest Carbon Research Initiative.
The Global Forest Carbon Initiative provides in situ measures of
above- and below-ground carbon and its change over time in response to
rising levels of carbon dioxide. Two recent and high profile
publications by young scholars associated with the SIGEO network
provide direct evidence of the quality of science education based from
the network. In the first study a Ph.D. student using 25 years worth of
data from two forest plots (BCI, Panama and Pasoh, Malaysia) has shown
that, despite increased atmospheric carbon fertilization, the growth
rates of trees have decreased in at least some tropical forests,
perhaps in response to global warming. On the other hand, research led
by a SIGEO postdoctoral investigator using 30 years of data on long-
term changes in species survival and growth in mapped plots of tens of
thousands of trees at SERC on the Rhode River in Maryland, has
demonstrated that that the rate of carbon sequestration is increasing
in the Maryland sample of temperate forests. These two studies
demonstrate the need for objective long-term data, and the utility of
the global network of forest plots to provide opportunities for
educating scientists and for the critical empirical data needed for
modeling carbon dynamics and directly measuring the response of global
forests to environmental change. Young scholars play a direct role in
the network's overall aim to forecast the consequences of global
climate change on forest function and biodiversity in tropical and
temperate forests, and to provide objective and rigorous scientific
data quickly via the World Wide Web to scientists, policy makers, and
people around the world.
It is worth emphasizing that students and scientists like Dr.
Mueller-Landau play a major role for STRI and SIGEO in directly
supporting U.S. government goals in the environmental sciences. Such
activities send an international message regarding the U.S. commitment
to the provision of objective, long-term data needed for understanding
the consequences of climate change. As one of the premier U.S.-led
international partnerships, SIGEO integrates the SI network of forest
dynamics plots with the U.S. Group on Earth Observations (USGEO), and
promotes an international Global Earth Observation System of Systems
(GEOSS) to further advance the progress of science and science
education across borders. In the context of Global Earth Observatories,
the Smithsonian collaborates with the Environmental Protection Agency
(EPA), United States Geological Survey (USGS), U.S. Department of
Agriculture (USDA) Forest Service, the National Oceanic and Atmospheric
Administration (NOAA), the National Aeronautics and Space
Administration (NASA), and NSF's National Ecological Observation
Network (NEON). NEON and SIGEO sites are co-located in Virginia/
Maryland (Smithsonian Conservation Biology Institute/SERC), the Harvard
Forest, MA, and the Wind River Experimental Forest, WA, providing a
tremendous opportunity for cross-fertilization and synergy between the
two earth observation networks.
Moreover, SIGEO extends globally beyond the Smithsonian and direct
partners. As an educational resource, the SIGEO network leverages huge
intellectual horsepower, much of that from Ph.D. students and
postdoctoral fellows. The network is extremely well used by
independent, university-associated faculty, students and network
partners. More than 200 scientists have published research from the
SIGEO data sets, many of them students, attesting to the broad
usability and science education benefits of the network. One measure of
this effective leveraging is the large number of NSF-funded research
projects based within the network. As one example, Dr. Stephen Hubbell,
currently a UCLA professor of biology and originator of the first 50
hectare forest plot on BCI 30 years ago, has directed approximately $7
million dollars in NSF support to his studies of forest dynamics. In
the process Dr. Hubbell has chaired the Ph.D. committees of 19 students
currently found on the faculties of Stanford University, University of
Minnesota, Ohio State University, Louisiana State University, Taiwan
University and others, and as science leaders on the staff of SAS
Institute, Wisconsin Department of Natural Resources, National Park
Service of Portugal and The Nature Conservancy. Dr. Hubbell has also
trained 9 postdoctoral researchers on the faculties of the University
of Illinois, University of Pittsburgh, STRI and others, who carry on
the tradition of STRI-based science education. The tradition of science
education is so profound across the SIGEO network, that Harvard and
Yale universities have provided $9 million over five years to support
the network and its science education and policy initiatives.
STEM education at STRI--looking forward:
The long-term, cross-disciplinary, multicultural and collaborative
nature of STRI science provides unique STEM training opportunities for
the leaders of tomorrow. As we look to the future, landscape
transformation and remediation in the developing world will take on
increasing prominence as we consider food and water security and human
migration associated with sea level rise and desertification. Science
education in this light is critical, a need that the Smithsonian is
addressing with the Panama Canal Watershed Experiment, a collaboration
between the Panama Canal Authority, Panama National Environmental
Authority, the HSBC Climate Partnership and universities around the
world. The experiment is large-scale and aims to quantify the diverse
set of ecological, social, and economic services provided by tropical
forests and alternative land use in the Panama Canal Watershed. The
project is a remarkable science education tool that takes advantage of
the Panama Canal's central role in world commerce to focus global
attention on ecosystem services provided by tropical forests.
The Panama Canal Watershed Experiment is also an extraordinary
research and education opportunity. The experiment provides scaling
opportunities across the 300,000-hectare Panama Canal watershed using
remote sensing technologies. These studies are carried out in
conjunction with students and postdoctoral researchers at the Carnegie
Global Ecology Institute at Stanford University. It is also important
to note that climate variation in the Panama Canal Watershed,
particularly El Nino and La Nina events, provide experimental results
that can be used to build models permitting the forecasting of
ecosystem services under different climate change scenarios. In
addition to studying services delivered locally, the experiment takes
specific aim on ecosystem services that affect people at some distance.
For example, the Panama Canal shortens shipping routes and reduces
carbon emissions associated with transportation, thus extending the
benefits of water management in the Panama Canal watershed from local
to global.
The list of ecosystem services that the Panama Canal watershed
provides and different opportunities for science and engineering
education is impressive: 1) regulation of water supply to the canal--
ensuring sufficient water to run the locks and reduction of the risk of
floods; 2) regulation of drinking water quality for more that 50% of
the population of Panama; 3) hydropower; 4) regulation of soil erosion
and siltation in the Panama Canal; 5) avoided deforestation,
reforestation and carbon sequestration, which couple to represent a
low-risk opportunity for the United Nations Framework Convention on
Climate Change Reduced Emissions from Deforestation and Degradation
approaches; 6) timber and food production; 7) provision of ecosystem
processes and habitat for endangered species; 8) regulation of disease
vectors; and 9) ecotourism.
We also continue to build on our record of research and training
excellence through increased partnerships with U.S. universities.
Recently, the Smithsonian has established research and training
partnerships with the University of Maryland, George Mason University
and Arizona State University (ASU). The ASU partnership, in particular,
seeks to connect undergraduate and graduate students interested in
global environmental change to the tropical ecosystems where
environmental transformation is the most pronounced. Student
researchers are also using information about past tropical environments
to inform our interpretation of earth's response to climate change. The
University of Florida and STRI, led by paleontologist Carlos Jaramillo,
have recently been awarded $3.8 million dollar NSF International
Partnership in Research and Education (PIRE) grant to study new fossils
and geology exposed by the excavations of the multi-billion dollar
expansion of the Panama Canal. This massive excavation provides PIRE
undergraduate and graduate students with an unparalleled opportunity to
strengthen our understanding of the role the Isthmus of Panama has
played with regard to climate and biodiversity change through time, and
a unique perspective on how increasing CO2 levels may shape
the forests of the future.
Lastly, STRI is in the process of developing new relationships
aimed at utilizing STRI's scientific legacy and position in the tropics
to increase STEM education for an increasingly diverse student
community. As a concrete step in this direction, STRI established the
new position of Academic Dean in late 2009--a first for the
Institution. The role of the Dean is to further align STRI science with
education and training opportunities, and immediate results are new
relationships with: 1) NSF Tree of Life, Encyclopedia of Life and
taxonomy workshops focused on the marine biology of Bocas del Toro; 2)
Louisiana State University to create a NSF/Louis Stokes Alliance for
Minority Participation Center for International Research (funding
pending); 3) University of Texas at Austin to establish a NSF Research
Experiences for Undergraduates collaboration (application in
development); and 4) University of Illinois Urbana-Champaign to develop
a NSF Integrative Graduate Education and Research Traineeship (IGERT)
program (application for full proposal to NSF approved June 2010).
Reviewers of the IGERT pre-proposal favorably recognized the strengths
that STRI brings to the collaboration, and to a science education model
that aligns emerging genomic technologies with intimate knowledge of
the organisms themselves.
Conclusions:
(1) The unique combination of top-notch resident research
scientists, excellent laboratories and field stations, and
geographical position adjacent to tropical lowland rainforests
and coral reefs has led to an extraordinary long-term knowledge
base at the Smithsonian Tropical Research Institute, and has
established an exceptional resource for 21st century innovation
and education.
(2) The STRI knowledge base and resident scientific staff has
served as a magnet for educating scientists at the
undergraduate, graduate and postdoctoral levels, financed in
order of amount by U.S. federal funds awarded through
Smithsonian fellowships and grants, NSF PI-led grants, NIH-NSF
ICBG grants, NSF PIRE grant, NSF predoctoral fellowships, NSF
Dissertation Improvement grants, NSF International Fellowships,
NSF workshop grants, and NSF Research Experiences for
Undergraduates grants. The U.S. federal investment in science
education at STRI is nearly matched by non-government grants
and contracts, EU fellowships and private fellowship donations.
(3) STRI serves as one example of post-secondary STEM
education at the Smithsonian, but the Smithsonian formula of
long-term investment in top-flight resident scientists and
science facilities has led to similar excellence and
educational success at all the science units at the
Smithsonian.
I cannot emphasize enough the importance of the Smithsonian's
commitment to long-term research and education. With our research
perspective, sustained effort and long-term data sets, we are uniquely
positioned to assess, identify, understand and predict environmental
threats to biodiversity and incorporate rigorous science into resource
management and stewardship decisions. We will continue to work with
academic institutions, government agencies, and the public to educate
and cultivate the science leaders of tomorrow.
Thank you for the opportunity to testify today and I look forward
to answering any questions you may have.
Biography for Eldredge Bermingham
Eldredge Bermingham is the director of the Smithsonian Tropical
Research Institute a unit of the Smithsonian Institution headquartered
in Panama City, Panama, since September 2008. He joined the institute's
scientific staff in 1989 and has served as director since 2007.
As STRI's director, Bermingham oversees one of the world's premier
biological research institutes, dedicated to increasing the
understanding of the past, present and future of tropical biodiversity
and its relevance to human welfare. STRI promotes research conducted
primarily in tropical forest and coral reef ecosystems. STRI scientists
discover new species, test scientific explanations for ecological
adaptation and evolutionary innovation, develop methods to restore
degraded ecosystems, promote the conservation of tropical ecosystems,
and train the next generation of tropical scientists. One of STRI's
programs, the Smithsonian Institution Global Earth Observatories
[SIGEO], which evolved from STRI's Center for Tropical Forest Science,
encompasses 40 forest plots in 20 countries around the globe, and
represents the best observational platform in the world for evaluating
the impact of global change, including climate, on the ecosystem
function of forests. Bermingham has been a strong proponent of cross-
unit and intergovernmental collaborations at the Smithsonian,
encouraging the development of projects through the Smithsonian Marine
Science Network, the Smithsonian Barcode of Life Initiative, and the
Smithsonian Global Earth Observatories.
Bermingham's laboratory has advanced knowledge of range expansion
of organisms across the land bridge formed as the Isthmus of Panama
rose to connect North and South America 3 million years ago, and has
informed understanding of contemporary biological invasions. His
analyses of bird populations on the islands of the Lesser Antilles
contribute to the understanding of extinction, and his studies of
marine organisms separated by the Isthmus of Panama has refined
understanding of molecular clocks and their use in the study of
evolution.
Bermingham has published over 140 peer-reviewed articles; edited
the book Tropical Rainforests: Past, Present and Future published by
the University of Chicago Press in 2005; has sponsored more than 20
postdoctoral students; advised over 30 predoctoral students, and served
on the committee of 17 of the latter. Bermingham earned a bachelor's
degree in biology from Cornell University in 1977 and a doctorate
degree in genetics from the University of Georgia in 1986.
Chairman Lipinski. Thank you, Dr. Bermingham.
I now recognize Ms. Werb.
STATEMENT OF SHARI WERB, ASSISTANT DIRECTOR OF EDUCATION,
NATIONAL MUSEUM OF NATURAL HISTORY, SMITHSONIAN INSTITUTION
Ms. Werb. Chairman Lipinski and other distinguished Members
of the Subcommittee, thank you for the opportunity to testify
before you on the science education activities of the
Smithsonian. I have been the Director of Education and Outreach
at the National Museum of Natural History for about two years.
Before I arrived, my knowledge and experience of the museum was
that of a DC resident, a mother of two boys, and 18 years as a
museum professional. I now fully appreciate that the scientific
resources at the museum are an incredible treasure trove.
The museum has more than 200 active scientists and hundreds
of experts, including conservators, collection specialists, and
educators, who bring to their work research, deep knowledge,
passion, and great stories. There are more than 126 million
objects that represent a unique collection of evidence about
the universe, the Earth, life on this planet, and human
culture. With more than seven million visitors on-site and tens
of millions more online, and as a national science museum, we
have both a unique responsibility and an opportunity to further
science, literacy, and public engagement around science.
This especially resonated when President Obama launched the
``Educate to Innovate'' campaign for excellence in STEM
education, challenging the Nation to strengthen America's role
as the world's engine of scientific discovery in the 21st
century.
The National Museum of Natural History is itself an engine
of scientific discovery. Its mission is to inspire curiosity,
discovery, and learning about nature and culture through
research, collections, exhibitions, and education. The museum
plays an important role in the Smithsonian Institution's new
strategic plan, helping to meet the plan's ``Grand Challenges''
as referenced in the Secretary's testimony.
Visitors to the Museum, both on-site and online, are
exposed to ongoing research which enhances their critical
thinking skills. Students of all ages are being invited to
actively participate in science. For example, a family may
visit the Sant Ocean Hall with an invertebrate zoologist
examining a newly-identified jellyfish species at the
``Scientist Is In'' station.
I have included more detailed examples of these programs in
my submitted testimony, but will focus my remarks on one
creative program that illustrates how the museum is bringing
science to students. This program is the Youth Engagement
through Science, or Y.E.S.! program, which provides access to
educational and career development opportunities in science to
minority youth in the Washington, DC region. This summer we
have 15 rising tenth and eleventh grade students. During this
six-month program students explore natural history and pursue
meaningful research projects with the museum's best scientists
in the biological, geological, and anthropological disciplines.
Y.E.S.! provides a curriculum to enhance the students'
communications skills and support their college preparation
activities. This component is crucial, because tenth grade is
the year when students need to prepare for college. Y.E.S.!
ensures that as students experience scientific careers as
viable, they are also engaged in college preparation. That
planning includes improving critical reading, writing, and
mathematical skills, as well as understanding the college
entrance process. By the end of their Y.E.S.! experience the
participants will have been engaged in important research with
world-class scientists, started planning for college, and
produced a project based on what they have learned.
Here is an excerpt from a letter one of our participants
wrote to her grandparents. ``I started my internship at the
Museum of Natural History, and I absolutely love it. My
assigned project is fossilized charcoal where I am going to
work with 73-million-year-old objects. The Museum is not only a
tourist attraction. It is actually a major research facility
and education center. We are not only learning the facts of the
Museum, but we are going to be doing research alongside
scientists. These first days have been fun, and I am excited to
work with them for the next six months. I definitely want to
study science. I can't wait to see what we will be doing
tomorrow. Camille.''
The museum is having a major impact in minority communities
by using our tremendous science resources to train students in
research at the undergraduate and high school level, providing
valuable experiences that will prepare them to compete for
positions.
In addition to the 400 interns and fellows that the museum
hosts each year, we have also launched the Natural History
Research Experiences program. These summer internships pair
undergraduates with mentors on the Museum's research and
collection staff, providing a hands-on introduction to
research. The program provides participants with a stipend,
travel allotment, housing and funds for a research proposal.
This summer we are hosting 18 students, 40 percent of whom are
from under-represented groups.
These are just a few examples of how the Museum is
providing access to its scientific assets to engage and educate
the public.
Again, thank you for giving me the opportunity to testify.
I am happy to answer any questions you may have.
[The prepared statement of Ms. Werb follows:]
Prepared Statement of Shari Werb
Chairman Lipinski and other distinguished Members of the
Subcommittee, thank you for giving me the opportunity to testify before
you today on some of the science education activities of the
Smithsonian. I have been the Director of Education and Outreach at the
National Museum of Natural History for a little more than two years.
Before I arrived, my knowledge and experience of the Museum was that of
a District of Columbia resident, a mother of two boys, and a Museum
professional (I had been working at the Holocaust Museum for 18 years
prior to coming). However, I had no idea of the incredible treasure
trove of scientific resources hidden behind the scenes at the Museum.
Out of reach of most visitors are more than 200 active scientists,
hundreds of other experts including conservators, preparators,
collections specialists and educators, and their research, their deep
knowledge, their passion and their great stories. Behind the scenes and
out of reach of most visitors are the more than 126 million objects and
specimens that represent a unique collection of evidence about the
universe, the Earth, life on this planet and human culture. With these
assets, with more than 7 million visitors onsite and tens of millions
more to its website, and as a National science museum the Natural
History Museum has both a unique responsibility and an opportunity to
further scientific literacy and public engagement and dialogue around
science. This especially resonated when President Obama launched the
Educate to Innovate Campaign for Excellence in Science, Technology,
Engineering and Math (STEM) Education, challenging the Nation to
strengthen America's role as the world's engine of scientific discovery
in the 21st Century.
The National Museum of Natural History is itself an engine of
scientific discovery. Its mission is to inspire curiosity, discovery
and learning about nature and culture through outstanding research,
collections, exhibitions and education. The Museum plays an important
role in the Smithsonian Institution's new Strategic Plan, helping to
meet the Plan's Grand Challenges of Understanding and Sustaining a
Biodiverse Planet, Valuing World Cultures and Unlocking the Mysteries
of the Universe. Specifically, our education programs are designed to
further the Plan's priorities of Broadening Access and Revitalizing
Education, with exciting offerings for learners of all ages everywhere.
Through education and outreach programs, visitors to the Museum
(both onsite and online) are becoming exposed to ongoing research and
discovery and are enhancing their critical thinking skills. Regardless
of how much time they have, students of all ages are being invited to
actively participate in authentic science. For example, a family on a
short visit may spend time in the Sant Ocean Hall with an invertebrate
zoologist closely examining a newly identified jellyfish species at the
``Scientist Is In'' station. Teenagers doing an assignment on human
evolution may spend hours on the new Human Origins website manipulating
and comparing 3-dimensional early human skulls--one of our new
collections- and evidence-based websites for the public. Latino and
other minority students may spend six months with Youth Engagement
through Science (Y.E.S.!), an in-depth program at the Museum that
provides access and opportunities for underrepresented minorities.
The following are three examples of education and outreach programs
that have connected the public with the Museum's authentic science and
collections. Eighteen months ago, in partnership with the Museum's
forensic anthropologists, the Education and Outreach Office opened its
very popular Forensic Anthropology Lab, an experimental hands-on,
interactive, educational space embedded in the Museum's exhibition
Written in Bone: Forensic Files of the 17th Century. The Lab provides
students and the public with a unique opportunity to explore the past
first-hand by examining bones and artifacts ``found'' at realistic
research sites based on actual Smithsonian Forensic Anthropology cases.
Through these activities, students learn to use the tools, technology,
techniques and problem solving skills of forensic anthropologists.
During the investigation, students collect evidence at six stations,
examining real human bones and artifacts as well as reference
materials, such as charts, graphs and databases. When the students
finish collecting data, they analyze and synthesize it to form a
conclusion about the person whose bones are part of the case. There are
also other activities at which visitors can learn about anatomy, for
example by using x-rays to examine bones and teeth. Already
approximately 125,000 people have participated in these authentic
science programs.
While the Forensic Anthropology lab is a temporary educational
space connected with a temporary exhibition, the Museum is planning to
open a much larger permanent laboratory experience in late 2012. The
Museum's vast scientific assets and its educational resources will be
brought out from behind closed doors so that hundreds of visitors each
day will be able to engage actively and enter into dialogue with the
Museum's world-class team of scientists and experts and the largest
natural history collection in the Western Hemisphere. It will function
as a physical learning center at NMNH, as a virtual learning space on
the Museum's website, and as an open collaborative laboratory for the
study and investigation of learning natural history science.
With the Museum's Sant Ocean Hall welcoming more than 5 million
visitors each year and with the assets of the Smithsonian's active and
extensive marine science research and collections program, the Museum
fulfilled its commitment to Ocean Education by recently launching the
Smithsonian Ocean Portal (www.ocean.si.edu) designed to inspire
awareness, understanding and stewardship of the world's ocean through
exploration of the Smithsonian's collections, science and variety of
online ocean adventures, educational quests and teacher lesson plans.
This project was led by the Natural History Museum in collaboration
with other Smithsonian units as well as with more than 20 organizations
including the National Oceanic and Atmospheric Administration (NOAA),
Encyclopedia of Life (EOL), National Geographic, and the Ocean
Conservancy. The Ocean Portal is already providing access to the
Museum's collections that serve as a record of life in the Gulf of
Mexico before the recent Gulf of Mexico oil spill. In the ``For
Educators'' section of the Ocean Portal, there are a number of lesson
plans to support teachers' efforts to communicate the impact of the
spill on the ocean.
The Museum's commitment to bringing its scientific assets to
students is being realized through the new Youth Engagement through
Science (Y.E.S!) program. This program provides access to educational
and career development opportunities in science to Latino and other
minority youth in the Washington DC. region with the first year
generously funded by the Smithsonian Latino Center and the Marpat
Foundation. This summer from approximately 50 applications, we have
selected 15 rising 10th and 11th grade students who have already had
one year of science instruction laying the foundation for their
research activities in Y.E.S!
During this six-month program students will explore natural history
science and pursue meaningful authentic research projects with the
Museum's best research scientists in the biological, geological and
anthropological disciplines. It will also provide a curriculum to
enhance the students' communication skills and support their college
preparation activities through a partnership with the Center for
Minority Achievement in Science and Technology (CMAST). This component
is crucial because 10th grade is the year during which students begin
to prepare in earnest for postsecondary education (e.g. PSATs, college
visits). Y.E.S! will ensure that as students experience scientific
careers as viable options for their future, they are also preparing for
that future through college preparation planning. That planning will
include improving critical reading, writing and mathematical skills, as
well as understanding the college entrance process. By the end of their
Y.E.S.! experience the youth involved in the program will have
participated in important research with world-class scientists; started
planning for college; and produced a project based on what they have
learned. Students will share these projects, and NMNH will promote what
the students have accomplished.
The Museum can have a great impact in Latino and other minority
communities by using its tremendous science resources to train students
in scientific research activities, at both the undergraduate and high
school level, providing valuable experiences that will prepare these
students to compete for positions outside the Smithsonian.
In closing, let me briefly mention one more program at the Museum
that illustrates our strong commitment to training the next generation
of scientists at the undergraduate level. In addition to the 400
interns and fellows that the Museum hosts each year, this year we have
launched the Natural History Research Experiences (NHRE) program. NHRE
summer internships pair undergraduates with members of the Museum
research and collections staff, providing a hands-on introduction to
scientific research and a scientific mentor from one of the Museum's
research departments. NHRE provides successful candidates with a
stipend, travel allotment, housing and funds for a research proposal.
Students are being provided with behind-the-scenes events and tours of
the Museum and all research departments. This summer we are hosting 18
students, and 40% of them are from under-represented groups. We are
currently in discussions with the National Science Foundation to
jointly host this effort in the future.
These are just a few examples of how the Museum is providing access
to its scientific assets to engage and educate the public in
furtherance of the Smithsonian's Strategic Plan, develop programs to
train the next generation of scientists, and answer President Obama's
call to action to join with him in a national campaign to engage young
people in the STEM fields.
Again, thank you for giving me the opportunity to testify. I am
happy to answer any questions you might have.
Biography for Shari Werb
Shari Rosenstein Werb joined the Smithsonian's National Museum of
Natural History in April 2008 as the Assistant Director for Education
and Outreach. During her tenure she has brought the Museum's rich
``behind-the-scenes'' resources to the fore by encouraging the personal
involvement of scientists and increasing the presence of scientific
research in all educational offerings (programs and websites). She has
also fostered innovation and leadership in programs, technology and
social media; expanded and professionalized the Museum's volunteer
corps; and elevated the role of research and reflective practice in all
education and outreach projects. Under Ms Werb's leadership, the
Education and Outreach Staff have won several awards for original web
projects and have been awarded grants for innovative programs. In
January 2010, Ms Werb was selected to participate in the Federal
Executive Institute's month long Leadership for a Democratic Society
program.
Prior to her current position, Ms Werb worked for 18 years at the
United States Holocaust Memorial Museum. She held a number of different
positions there including Director of Institutional Outreach, where she
developed strategic partnerships to engage new audiences and produced
programs that helped inspire the public to make connections between the
Holocaust and today's world. She also served as Director of Educational
and Public Programs and proudly identifies as one of the Museum's
founding staff members. She co-authored a chapter, ``Transforming
Practice: Disability Perspectives and the Museum,'' published in Re-
Presenting Disability: Activism and Agency in the Museum in 2010, and
also contributed the chapter ``Using Art to Teach about the
Holocaust,'' to the publication Teaching and Studying the Holocaust. Ms
Werb participated in an International Partnerships among Museums (IPAM)
exchange program in Croatia in 2005, assisting in the development of a
new education center on the grounds of Jasenovac, a former
concentration camp site. She has also served as an educational advisor
to several museums.
Shari Werb has a Masters of Science degree focusing on Leadership
in Museum Education from Bank Street College of Education and a
Bachelor of Arts in Anthropology and Art History from Boston
University. She is married and is the mother of two boys ages 14 and 9.
She is an enthusiastic kayaker and loves to travel.
Mr. Baird. [Presiding] I thank the witnesses. Our Chairman
will return shortly. I will recognize myself for five minutes,
and then we will proceed to Dr. Ehlers. With the last name of
Baird it was mandatory that I attend the hearing on the
Smithsonian, but it is also a delight.
A couple of issues I hope you will just expand on a little
bit. First of all, I was thrilled to see the opening of the
oceans exhibit. Many of us on this committee have worked very
hard to raise awareness, and it is a spectacular exhibit. It
really does a good job.
I am also very interested in the issue of science
diplomacy, and the international presence of the Smithsonian
elsewhere I think speaks well to that, but I wonder if you
could talk about how the Smithsonian fits into international
efforts to educate the public about science and to fit into our
mission, or opportunity, rather, to build relationships. I have
been to the Library of Alexandria, for example, and I
understand the origin of the meaning of the word `museum'
actually traces back to that.
So, anyway, talk to us a little bit about what the
Smithsonian is doing internationally that can help build
relationships internationally.
Dr. Clough.
Dr. Clough. I will go first and then maybe others want to
comment. We are in about 90 different countries in terms of the
things and activities that we do. I mentioned some of the
countries that I have visited. I haven't been to 90 countries,
but it is fascinating to be there, and I think science is
really a language that is a global language and helps people
understand. The problem of the environment is something that
affects every nation, not just one nation.
So I think that our science work is global to begin with.
Our scientists are very much known globally. I think the
Smithsonian is pretty unique in that activity. For example, the
Smithsonian Tropical Research Institute would be open to
scientists from other countries coming to work there and learn
from us. They certainly can visit us, and many do visit the
Natural History Museum to use the collections that are quite
unique. And we do see technology as a way of improving that,
because rather than coming over at a particular time to see a
particular object, they might be able to see--if it is
digitized, they can see it digitally. They can do their work at
home and then spend much more effective time when they come see
us.
We are visited continuously by people who want help from
us, and we do the best job we can. We have just created a
program called an International Museum Studies program to help
countries in other places, and we had a visitor from Egypt not
long ago because they want to build a new science museum, and
they would love to get advice from us in terms of those kinds
of activities. So I think we generously give advice, we offer
access to our collections, we invite their scholars to come
here, and then through a multiple range of activities, then, we
are active in that regard.
Mr. Baird. Anyone else wish to comment on that?
Dr. Bermingham. I would be happy to say something very
quickly. At STRI we host about 1,000 visiting scientists a
year, of which about four out of every ten--six out of every
ten are from the U.S., four out of ten are international. So we
play a remarkable role in providing science opportunity for
both researchers and students from around the world.
In addition, I mentioned SIGEO, which is this global
network in 21 countries, and with support from National Science
Foundation and others we provide analytical workshops. And I
think it is always important to remember that all of the
world's great universities are in the developed world, and I
think what we do is we provide up and coming young scientists
in the developing or emerging economies the opportunity to
learn from some of the best. So we are very proud of what we
have done in that way. Phenomenal.
Mr. Baird. Please, Dr.
Dr. Clough. To add one other different note on that, I just
got back from Haiti last week, and we are working with the
State Department and with the White House on helping with
recovery efforts down there. Now, our efforts there are related
to art and historical documents, which are today lying in the
ruins of their museums and their great buildings and their
universities. And so we have a team down there who are working
with the Haitians to help train them on how you recover this
art and save these precious documents before they get lost.
The reason it comes back to science is a lot of it has to
do with materials science. We are working on saving murals.
You've got to have the materials scientists there who
understand how these things adhere to the surface. If you are
going to maintain the integrity of some of the frames and some
of the documents, again, it is a scientific matter. And so the
Smithsonian brings that to the table. So that is another
example of cultural diplomacy through science.
Mr. Baird. Those are all great examples.
Very last, and briefly, talk to us very briefly about the
funding for the research aspect of Smithsonian and then briefly
if you care to allude to it, Dr., the--my understanding--
Smithsonian had a fairly significant infrastructure backlog. I
don't know if that--the status of that. Maybe briefly address
both of those.
Dr. Clough. Sure. Well, the Smithsonian is a trust, as was
alluded to I think earlier, and about 65 percent of our funding
comes from federal appropriations. The rest of it we ``earn''
ourselves, some of which we actually compete for, grants from
federal agencies, where that is allowed. We do a lot of work
with NASA. We operate the Chandra X-ray satellite telescope,
and so we are reimbursed from NASA for that service. We also
build telescopes for NASA and others, and so we are in that
business as well.
So there are the competitive grants. Then we also compete
on--we get philanthropic grants for a lot of the science that
we do. Dr. Bermingham just came back from England, where the
HSBC, the banking corporation, has provided almost $10 million
to do documentation with the SIGEO effort.
So we try to be on top and get the funding where it makes
sense to get the funding to do the work that we do, and so you
will find that to be--but there is always a challenge. As
Congressman Ehlers alluded, there is really not enough money to
do the work we need to do, given the opportunities that we
have. And so there is a constant struggle.
In addition, it is very important, and I think Congress has
been--particularly lately--more aware of the importance of
maintaining collections. That is not--if you want to use the
word, `sexy' research, but it is very necessary and very
important, and so that is the sustaining kind of support we
need to get from Congress. We really can't get a donor to
support those kinds of activities.
Now, you mentioned the business of the infrastructure
issues that we face. Like any great institution with lots of
buildings--we have 770 all total around in our different
operations--we do have some challenges in terms of maintenance,
and I do like to make the point that the Smithsonian museums
are open every day of the year but Christmas. We have upwards
of 30 million people going through our buildings, so that is a
tremendous load on those buildings, a tremendous wear and tear
on those buildings, and that is where Congress, I think, really
has to help us in that public service effort that we have.
Now, we roughly need, our calculation suggests, and you
could use industrial standards and things of that sort,
guidelines, about $150 million a year based on our cost of our
infrastructure to revitalize the museums and then secondarily
about $100 million a year to upkeep and do maintenance. So that
is about 250 million a year annually. We are running probably
around 180 in that total. Congress has been generous again. One
hundred and eighty is not 250, and so there is always a little
fall back, but we are working very hard to try to stay on top
of the most critical maintenance and revitalization issues that
we have, and we try to use your funds as leverage, so we work
with donors in many cases to raise funds over and above what
the Federal Government would give us to supplement those
activities so we can make major renovation.
Mr. Baird. Thank you very much.
I recognize Dr. Ehlers.
Mr. Ehlers. Thank you, Mr. Chairman, and the buzzing I
assume means we have a vote coming up very soon, so I will try
to be fairly brief.
The Smithsonian is an absolutely wonderful institution.
There is just no question about it. Nothing like it in the
world, especially given its history, its origin. Out of anger
against another nation, and its success and everything it has
done.
At the same time I probably worry more about the
Smithsonian than I do most federal institutions because you are
quite different and your funding pattern is quite different,
and it seems to me that one of your big problems is, of course,
fundraising. You are one of the few federal institutions that
has to go out and raise a very substantial part of its budget.
That is an opportunity, but it is also a burden on you,
especially Dr. Clough, but also on the whole staff. They are
all aware of it.
I think another problem is that you are first and foremost
an education and research organization, and yet I don't believe
you are treated that way very well in the budgetary process. It
is, you know, you are looked at more as a museum for the
public, I think, and rightfully so because you do that very
well, and you have huge attendance figures. But even so, NASA
has set an example, I think, for government agencies, in how to
reach out to the schools. They, of course, have more money to
do that than you do, but I think that sets a good pattern that
you should try to emulate if you can only extract the same
amount of money from the Congress and perhaps from donors that
NASA does.
So--and I am rambling here a bit, but maybe it is because I
feel so strongly about the Smithsonian, and I have been
involved with you not recently but prior to that to a great
extent, and I really think we--it is not just your problem to
solve. I think the Congress has to address this in a more
direct fashion, and I would like to see you in the elementary
and secondary schools as much as NASA is, but you can't
possibly do it without appropriate funding.
And so there is so much to be done and so little money to
do it at this point. I think there really has to be a strong
awakening, perhaps even a reawakening, among both the public
and the Congress about the Smithsonian, what it does, what it
can do, what it could do with more money, and so forth.
I suspect you don't disagree with me on that, but I guess
what I am really trying to do is lead up to the fact that I
think you need a workforce of some sort, a task force to
examine those issues, but there has to be something happening
at the Congressional level as well and working with you, and I
don't see a framework for that. That is what frustrated me with
the House Administration Committee, which really had very
little to do with the Smithsonian, but yet we got called in
constantly to solve problems which we didn't create and which
we in many cases were not suitably able to solve given the
resources and the assignment we have.
So I would think it would be beneficial to try to really
reexamine the role the Smithsonian plays in science in this
Nation, and also in terms of education and helping all the
museums across the country, many of which are also in dire
fiscal straits.
So I have rambled on a bit, but I would appreciate your
reaction to that.
Dr. Clough. Sure, and my colleagues, again, may want to
join in. I think you hit the nail right on the head, and one of
the problems that I do get frustrated about is when people
think of us as a museum. Now, it is lovely that we have these
fabulous museums, but people don't understand what it takes to
make them work, make them tick, and that they are educational
institutions, they are research institutions, and they have 100
new exhibits every year. You don't do that without a tremendous
amount of effort and work for--directed towards education.
To me, I think the breakthrough for us, really, is the
digital revolution and the fact that we can now take
collections that are largely unseen, we can take researchers
who are fabulous people that, I mean, this probably represents
that type of person on this panel more than anyone else, but I
love to be with Terry Erwin, who knows more about beetles than
anybody in the world. He is a fascinating person, and we have
dozens of people who just are really remarkable scientists, and
with web technology we can get these folks out, and as we get--
penetrate into the schools, there will be a lot more visibility
of the Smithsonian and what we actually do and what we actually
stand for.
We had a conference with Secretary Duncan this morning on
rural education, and our online programs that Claudine has
referred to have penetrated into the rural sector. I grew up in
a rural community, and I have made sure that our educational
programs get to Douglas, Georgia, whenever we do that. And the
fact of the matter is, they are more--they are so profoundly
meaningful there because those communities don't have the great
cultural assets of the big cities, and they value what we bring
to them, and right now they don't know we exist. And the more
we can get out there, we can reach people where they live,
work, and play, and have a more profound impact on young
people, the better off we will be.
But we are working very much on this line to get
Smithsonian science and education known out there by folks so
they will understand us better. Clearly additional funding
would be a tremendous help to us to take advantage of the
opportunities we have to serve the American people in a much
more profound way.
Mr. Ehlers. If I may just add one note to that, and perhaps
I should have been more diligent in educating my colleagues
about doing this, but we speak in schools a lot, and whenever I
speak in a school, particularly elementary school, I tell the
children, now, when you go home tonight, you talk to your dad
and mom and tell them that you want to go to Washington, DC,
and you don't just want to see flags and monuments and parades
but that you want to go to the Smithsonian museums, and you
tell them that they will never find a better deal for vacation
because everything is free. That is a lot cheaper than
Disneyland, even when you take into account the excess of
lodging cost here.
But I really give them the sale pitch nice, and now, you go
home and tell your parents you want to go to Washington, you
know, the whole family go, you want to visit the Smithsonian,
and it is not going to cost them a cent except for a place to
stay, and you are willing to camp.
So at any rate, I think you really need a sales pitch like
that to get more of the young people interested.
Thank you.
Chairman Lipinski. Thank you, Dr. Ehlers.
I just want to ask Mr. Bilbray, are you going to have
questions? Okay. Let me go----
Mr. Bilbray. Let me just make just a short statement
because I am going to be coming back in touch base.
Chairman Lipinski. Okay, because I want to wrap this up,
and there is six minutes left in the vote.
Mr. Bilbray. Okay. Just very short.
Chairman Lipinski. I will recognize Mr. Bilbray.
Mr. Bilbray. I appreciate that. I just have to say to Dr.
Biff, sorry I missed you in Panama, and let me just say, Mr.
Chairman, I think that, no offense to the other Members, but
one of the things that--the opportunities that the Smithsonian
provides is very diverse. The research facility in Panama shows
you just exactly how diverse. I really would love to get Vernon
and Dana Rohrabacher over to the Smithsonian in Panama because
I think that is the way that research facility's working out
some ideas, there is something for everybody and enough to
raise everyone to be not so sure of their conclusions today.
I think that is one of the fresh things about research is
that you got to be brave enough to really do proper, I mean, to
be brave enough to do it right, you got to be brave enough to
question assumptions and be willing to chance being proven
wrong, and that is one thing this town doesn't ever like to do.
So hopefully we will be able to talk about tapping into
that, and Biff, just tell--I hope that I can take Mr. Herzog
out and teach him surfing because he obviously does not
understand inter-coastal tides appropriately yet, and a little
more time in the salt water might be better than him sitting in
those lakes over there. Okay?
Dr. Bermingham. I would be delighted to. It will be a true
honor, and I agree with what you say. I think what is really
setting STRI and all the Smithsonian science apart from others
right now is the long-term attitude we take and we serve as
honest brokers for data. I mean, we are there to collect high-
quality data over the long term and not to politicize it.
I would just like to also say that I think that in terms of
funding, and we need the funding, there is no question about
it, but Dr. Clough referenced the HSBC association we have, but
I think what we are going to find--and I think one of the
reasons that we were successful in getting additional funding
from HSBC was the strong support that we get from the Federal
Government, recognizing that what they give us in addition to
that will be carried on because of the federal investment.
But at the same time I think you are going to find
corporate America--but also beyond our borders more and more--
interested in investing in the type of science that the
Smithsonian does, because they recognize that to predict the
future, they need that type of science.
But I am looking forward to getting you back to Panama.
Mr. Bilbray. Well, Dr., if it is possible, before you leave
I would like to be able to discuss something with you in a
secure environment that is time sensitive that specifically
affects your opportunities of expansion in the Panama region.
So we need to talk about that whenever you get a chance. My
office is on this floor. I have got to go vote, but I will be
available as soon as possible if possible. Okay?
Dr. Bermingham. I will be there.
Mr. Bilbray. Okay.
Chairman Lipinski. Thank you, Mr. Bilbray, and the Chair
recognizes himself for five minutes, although I don't think we
will have five minutes.
I just wanted to echo Dr. Ehlers' comments about education
and thank him for--we agree about Members going out and
promoting the Smithsonian.
What I want to ask is, Dr. Clough, you were a President of
a university, Georgia Tech. How does--as a former assistant
professor, I wanted to ask you how do the--what is the
comparison between researchers at the Smithsonian and those at
a, you know, in academe? How are--how do people get their
positions? How do things work differently? We have, you know,
tenure in academe. So can you just give me a comparison?
Dr. Clough. There are many similarities, of course, because
both types of individuals love research, they are passionate
about what they do. Both are interested in translating their
research into education. So that is the similarity.
The differences comes back to this long-term issue. The
Smithsonian tends to be in things for the long haul.
Universities tend to be driven by grant cycles. They will work
on a series of issues for a while while there is grant money,
and if the grant money moves over here, they move over here.
And so universities tend not to be as long-term focused as the
Smithsonian would be.
STRI has been in the business for 100 years. We are
fortunate, for example, in some of the climate change work we
have done with fossils that we have done for probably 30 years,
and you wouldn't see that at a university. We also do
collections-based research. Universities can't afford to have
collections anymore, and so the Smithsonian has this marvelous
set of collections which even today are being used with new
techniques of DNA studies to discover new species without
leaving Washington, DC, but simply going to our collections
center and finding new species by virtue of DNA research.
I think there is a strong component of service-based
research at the Smithsonian When the Hudson River incident
occurred and the plane went down and the remains of the birds
were brought down here, we were the ones who identified what
those birds were, what the sex of the birds were, and where
they came from, and we were able to point out they were Canada
geese, of course. They were from Canada because we knew where
they had been feeding based on the analysis of the feathers and
the remains. And so that gave the folks in New York a good
handle on how to begin to deal with the bird issues around
airports.
There is a lot of service-based focus at the Smithsonian.
You don't see quite as much of that at a university.
Universities, of course, teach, and therefore, they have direct
impact on large numbers of students. The Smithsonian has a
large number of interns, but ours are more short-term
internships and connections there.
And I do think in the future we will find the Smithsonian
particularly able to deliver its research to the K-12 community
in a more effective way than universities can.
Chairman Lipinski. And what do you do in terms of
fellowships?
Dr. Clough. We have our own fellowship sources, so we have
funding from--even though James Smithson's money is long gone,
we do have an endowment of almost $1 billion, and much of that
has been given, like at the universities, for specific
purposes. And so, for example, recently Mr. Peter Buck, who is
on the Natural History Museum Board, who is himself a
physicist, gave $20 million to the Smithsonian for fellowships,
and it is a wonderful gift. So it allows young people from
universities and other entities go come to the Smithsonian and
study with us in the sense of a graduate student, if you will,
or a post-doc, here at the Smithsonian.
Now, in addition, we have another pool of funds we use for
interns, and that would be for young undergraduates who come to
the Smithsonian and study here. Some universities--Smith, being
one, has its own endowment from an alumnus for 13 of their
students to come here and spend a year at the Smithsonian each
year. And so we are trying to build those relationships, we are
signing MOUs [Memorandums of Understanding] with universities,
we are working with universities so we have more direct
connections with them in terms of our research, and that is
something I have been able to use my former experience to good
effect with.
For example, with George Mason, we offer a joint degree in
conservation biology, which has been--now, they will have the--
they have the admissions department and all the degree granting
ability, but we share responsibility for the degree. The
students study at the Zoo and in Front Royal there. So we have
facilities they don't have. We can use that to help educate
students in a different way than they can.
Chairman Lipinski. I have a bill to try to increase the
collaboration between museums and national labs. Is there any
collaboration with the Smithsonian and national labs, if you
can answer that in 30 seconds or less?
Dr. Clough. Uh-huh. We do have connections with national
labs, particularly, you know, with the different agencies,
typically though the agencies more than the national labs. A
lot of the national labs are energy related, and we don't do
energy research per se. Now, we do research that informs energy
through, for example, climate change. We have had discussions
with Dr. Chu and with a number of the people--Biff, I know you
met recently with the Department of Energy, because they are
looking for ways to begin to quantify the beneficial effects of
carbon sequestration. We can do that when we work with them,
and we are working with the Department of Energy and with the
Arizona State University because we don't have an economics
department, and they do have one that focuses on that activity.
So we are looking to partner with groups where we have
something in common and we can have good--we are working with
Battelle on education, and I know Claudine has been talking to
them as well. They are very interested in inter-city education,
as we are, and so we are going to be working with Battelle on
delivery, particularly in the DC school systems, I think,
fairly soon about that.
I don't know if you would want to speak to that, Claudine.
Chairman Lipinski. I am sorry. I would love to hear about
it, but unfortunately, we are out of time. There is a vote on
the floor. We still have some--a good number of Members out. We
will be able to make it there, but I am going to need to bring
this hearing to a close.
I want to--before that, I want to thank all of our
witnesses for testifying. The record is going to remain open
for two weeks for additional statements from the Members and
for answers to any follow-up questions the Committee may ask of
the witnesses.
And, again, I want to thank the witnesses for their
testimony today and their work with the Smithsonian, and with
that the witnesses are excused, and the hearing is now
adjourned.
[Whereupon, at 3:57 p.m., the Subcommittee was adjourned.]