At Biosphere 2, our science is essentially done in public. Every time I’m in the water checking on our clams and the sensors around them, I’m in view of the public and essentially an attraction for the public to watch. This is a really unique way to do science unlike any of my past experience, when I’ve been out in the field with a collaborator, or in the lab with a laboratory technician. I was initially intimidated by the idea of doing my science with an audience, but I’ve decided to lean into it as a huge opportunity. It is rare that the public gets to see all the steps going into our science; they usually only see the end of the story and not the whole journey leading up to that point. So recently I participated in two new ways of sharing my work while it’s in progress with the public.
The first was a collaboration with Mari Clevin, a videographer with the University of Arizona who made a really nice profile of my crazy clam journey. It was a lot of fun showing her around B2, trying to capture what it’s like to work here. It was fascinating seeing how all her footage and interviews came together into a video, and how she captured the key points of our conversation into a narrative!
The other scicomm event I participated in was a “Research Show and Tell” event run by the PAGES Early Career Network. Early Career Researchers include PhD students, postdoctoral researchers like me, and early career faculty. The ECN is intended to help us band together to share opportunities and plan events relevant to our interests. Among the North American regional representatives for the ECN, we saw a real need for more informal ways to share our research to an advanced audience of our peers. We’re all burned out from Zoom webinars, and on the other side Zoom coffee hours don’t typically provide much opportunity to share scientific content, so there’s a real need for events in the middle. So I was excited to share my research with a group of my peers, touring them around the Biosphere, showing them my clams via pre-recorded video and then having a Q and A to describe the work. It was a lot of fun and you can watch the whole hour-long event below!
I am now several months into my postdoctoral fellowship at Biosphere 2 in Oracle, Arizona! I am working with Professor Diane Thompson on a project measuring the shell and body chemistry of giant clams in Biosphere 2’s huge reef tank. Our goal is to find better proxies (indirect ways of measuring) the symbiosis of these clams with the algae they farm within their bodies. The controlled, closely monitored conditions of the Biosphere 2 ocean tank represent the perfect balance between the real ocean and the more controlled environment of a lab. Using trace metals and isotopes in their shells and tissue, we can trace back the ways that clams record their own internal biology. Wild giant clams make chemical records via the growth lines in their shells, similar to tree rings. These have been the subject of many cool past studies, but there are aspects of the “language” they use to write their shell “diaries” that are poorly understood. Much like researchers used the Rosetta Stone to decode heiroglyphics, we are observing clams as they grow in order to better translate the shell diaries of their prehistoric ancestors. Doing so, we can better understand how their ancestors reacted during past periods of climate change, and identify similar bivalves in the fossil record which may have harbored symbionts.
I started my postdoc remotely in May. The following months were spent sheltering at home in Southern California with my mom, supervising the installation of a cohort of giant clams into the 700,000 gallon ocean tank over Zoom. It felt like a science fiction movie, watching technicians Katie Morgan and Franklin Lane from hundreds of miles away on my computer screen as they nurtured and installed the little clams in their new home. I felt like Mission Control back on earth, watching a group of space colonists work with strange alien creatures.
But in August I was able to finally move to Tucson to meet these clams in person! We had three species in the first batch: Tridacna derasa, T. squamosa and T. maxima. Of the three, T. derasa (the smooth giant clam) has proven to be the most successful in the Biosphere 2 ocean tank. All of the derasa clams from May have survived and thrived, attaching themselves to the bottom with byssal threads and growing their shells, both very positive signs of clam health!
So we have doubled down on T. derasa and installed 11 more individuals last week, sourced from Palauan clam farms via a reef supply company in Florida called ORA. They are currently in a shallow quarantine tank where we will monitor them for disease and unwanted hitchhikers before introducing them to the broader Biosphere tank.
The workers at Biosphere 2 are very creative problem solvers. Giant clams need intense amounts of light to sustain their symbiotic algae and create food for themselves, a quantity of light higher than is available in the current Biosphere tank. To provide a light supplement, the engineering team at Biosphere 2 constructed a floating lighting rig with hanging LED lighting, right over the lagoon where we have the clams!
To make sure the clams have enough light, we installed a Li-Cor light sensor to measure the exact amount of photons (light particles) hitting the clams over the course of a day. The light is measured in units of micromoles of photons per meters squared per second. A mole is 6.02 * 1023 particles, and other clam experts like James Fatheree have suggested that the clams need light levels of at least 200 micromoles/m2s to make enough food for themselves. That’s 120,400,000,000,000,000,000,000 light particles we need to hit every square meter of their habitat every second. The clam channels as many of those photons as it can to its algae residing within tubes in its tissue. The symbionts use it in photosynthesis to make sugars, which they share with their host. A well lit giant clam is a happy, well-fed giant clam! But because the glass dome of Biosphere eats up some of the light, and plankton and floating particles in the seawater eat up another portion, we use the lights to make sure the clams have the boost they need to maintain their symbiosis like they would in the clear, shallow waters of a tropical coral reef.
Much like a new dad might read parenting books to get ideas for baby care, I am always poring through the literature trying to figure out how to maximize the growth of these clams. Dr. Fatheree is kind of like Dr. Lipschitz from Rugrats, except unlike the suspect childcare advice in the show, this real-life giant clam advice is very valuable. Like human babies, these clams can be a challenge! The clams sometimes decide to move around and get themselves into trouble, requiring us to rescue them if they get trapped behind a rock or under a pile of sand. So I have had to do a fair amount of clam-herding during my time here.
We are growing the clams for science, and there will be data to collect. We will be monitoring data like the trace metal chemistry of the clams’ tissue and shells, the color of their mantles, and the pH, temperature and oxygen levels of their environment, all to relate together to make the best clam record of their environment possible. So far, I have been snorkeling in the tank every couple days maintaining their setup. Next week, I will dive in the Biosphere tank for the first time to collect data on their shell chemistry! I have other projects in the works to measure their valves opening and closing using magnetic sensors, and to measure their color changes through time through computational photography.
That brings me to what I’ve found to be the coolest part about Biosphere 2: the people. Something about this place attracts creative, brilliant, can-do people who solve problems on the fly and are always jumping into the next project. It has been a privilege to learn and pick up technical skills from them in the brief time I’ve been here. This place is really like a space colony out of The Expanse or Silent Running. There are endless valves, pipes, tanks, exchangers and other hardware needed to keep Biosphere 2 running. Getting to witness the technical competence behind the whimsical solutions the staff comes up with, like the floating light rig, has been the most exciting part of this job for me. Everyone has a deeply ingrained curiosity and passion for science that is inspiring to see; they are as interested in my clams as I am in their corals, tropical plants, and geochemical experiments. I would argue that the human team behind Biosphere 2 is a bigger treasure than the unique metal-and-glass structure they work under, and I look forward to seeing the results all of the collaborations we have in the works!
UC Santa Cruz, like all UC schools, is in the midst of a massive regent-mandated effort to increase enrollment. In the face of a governor hostile to the idea of investing in education (despite his prior promises), the regents have decided that we are going to grow our way out of the budget shortfall. Much has been said about the foolishness of this plan from the standpoint of housing, student tuition and access to resources, but I thought I’d talk about the cost it has had on me personally as a Teaching Assistant (TA).
TAs are usually graduate students working on a doctorate or master’s degree. We are paid 50% wages on the assumption we spend 20 hours a week working on TA stuff to support our other 20 hours (ha!) of work a week on our thesis and classes. Our tuition is waived and we receive health benefits.
In the last two years, my department’s academic division has been cutting TAships while pressuring the department to enroll more students. For four years, I’ve been teaching the lab section for Environmental Geology (EART 20), which has given me a natural laboratory to note the impact that increased class size has had on my instruction. I’d also note that my experience has been less extreme than other TA’s because EART 20’s enrollment has been flat overall during the time I’ve taught. But the lab section has doubled in size from 22 to 45 students, possibly because we have more majors declaring and they need the lab credit for their degree.
Here are some ways my instruction has been impacted by doubling of students:
As a TA, I am supposed to only spend 20 hours a week on instruction. I’m literally not allowed by my union to spend more time than that. And fortunately, because I have been able to slowly tweak my lesson plans over many years, I now have a lot less prep time than I did when I started teaching this class. The lesson plans are already put together, and I can just focus on polishing and perfecting the lessons. However, the time I need to grade has ballooned to at least double what it used to be. I say at least double, because I usually get tired after the 30th lab and start to slow down.
My detail in grading is also impacted because I cannot spend as much time looking and commenting on each student’s assignment. So while they’re paying higher tuition than their compatriots from four years ago, they are getting less instructor time dedicated to feedback on their work. Note that our department has tried to make up for this by hiring graders to assist TAs, but I insist on grading my own labs because I need to understand how students are learning and responding to my assigned material.
Less physical space for students
Our building used to have large, luxurious desks perfect for specimen-rich lab sections. But they unfortunately couldn’t fit more than 20 students in a room with those so they have put in smaller, flimsy desks to stuff more students in. These desks are narrow and crammed together to allow up to 30 students in the room. As a lab instructor, I prefer to walk around and answer student questions looking at the specimen we’re talking about until they understand and have that light-bulb moment. But I can’t do that anymore because the desks are so close together. So instead I now sit at the front of the room and they come up to me. I hate this and I know I get less questions than I would if I could walk around. It is another way that they aren’t getting their money’s worth.
The UC claims to be a big cheerleader for the active learning style of teaching. Active learning is different than the classic lecture-based format in that exercises are designed to maximize student participation and interactivity between the student and instructor, hopefully leading to learning by experience rather than example. But active learning requires more grading time and a different classroom layout than the classic lecture format. And I have had to revise my labs over the years to reduce interactivity out of necessity. In the past, I’ve made a landscape out of play-dough for students to map out topographic profiles. This year, there were just too many students for it to work. They scrunched together around the model, with some deciding to wait until my office hours to get time doing it. It was sad to watch this. Next time, I’ll make two models to space through the room so it isn’t so claustrophobic.
These problems are only going to get worse, as our department is currently under pressure to increase enrollment and has less TAships to offer every year. We are often criticized for our low student to instructor ratio! Yet tuition is increasing. Students are getting less value for the same course offered four years ago. I’ve observed it with my own eyes. I feel a pang of sadness each lab section seeing the ways it reduces the quality of instruction. I spend more time to try to lessen the impact of these creeping changes, but something’s got to give. I hope Californians realize that the value of our legendary UC schools is under attack. I hope we invest more into education and don’t forget that the UCs helped make our state great. I hope Jerry Brown cements his legacy by increasing UC funding.