REU in Tropical Ecology
El Verde Field Station, Puerto Rico
STEP 1 - make sure that you are eligible, you must:
have US citizenship or permanent residency
be an undergraduate student pursuing a bachelor degree at a college or university during the summer
have an interest in pursuing graduate studies in ecology or evolution
if selected, work full-time in our program, participating in all activities, for 10 weeks during summer (including weekends)
be a sophomore or higher with a GPA over 3.0.
submit all information required by the deadline
STEP 2 - complete and submit the application form
Before filling the application form, please have the following information with you:
Name and e-mail of two people writing letters of recommendation
Select three research areas of your preference from the list provided below (scroll down)
An essay describing how your professional career would benefit from participating of our summer program. Include information about Academic Goals (300 words max), Past Research Experiences (300 words max), and How will our program help you advance your career goals? (300 words max). The text goes in the application form.
STEP 3 - submit your transcripts and two letters of recommendation
Submit a copy of your transcripts via e-mail (as pdf or jpeg). Please send unofficial transcripts downloaded from your university web site or a copy of a recent original will do. We will contact you if we have questions.
Your two letters of recommendation must be e-mailed to us by the person writing them. Use this address: email@example.com
Important - Incomplete applications will not be processed.
Projects and Mentors
Microbial Ecology and Climate Change
Dr. Sharon A. Cantrell, Univ. Ana G. Méndez, conducts research in 2 main areas where REU students can develop their projects: (1) Impact of natural disturbances (hurricanes and drought) on soil and leaf litter microbial communities; and (2) Microbial diversity along altitudinal, temperature, moisture, pH, and land cover gradients. Microbes are important components of all ecosystems, but little is known about how they are affected by natural and anthropogenic disturbances in the tropics. The first research area will focus on natural disturbances, such as hurricanes, as they alter forest structure by opening the canopy and depositing large amounts of debris (leaves and branches) on the forest floor. Our studies show that canopy opening is an important driving factor affecting soil microbial diversity. Leaf litter microbial diversity is largely affected by both canopy opening and the amount of debris. Landslides are another frequent natural disturbance in tropical regions. In temperate regions, mycorrhizal diversity is an important determinant in the successional process after landslides, but little is known for tropical regions. The second area involves the study of microbial diversity along environmental gradients of vegetation, moisture, pH, or land cover. Puerto Rico is an ideal setting to study how environmental gradients affect soil and leaf litter microbial diversity in tropical regions.
Ecological responses to disturbance
Dr. Jesus Gomez, UPR, studies how disturbance affects species and functional group assembly. His research focuses on: (1) community assembly rules, particularly how species diversity of arthropods and/or small vertebrates change in response to natural and anthropogenic disturbances; and (2) Predator-prey dynamics, with emphasis on the role of introduced species on food web structure and species distribution / habitat use. To address these questions he uses analytical tools like multivariate analysis, structural equation modeling, the Akaike information criterion (AIC), ANOVA, and Linear Mixed models. REU students can develop their independent projects developing hypotheses related to how disturbance affect communities in aquatic or terrestrial ecosystems. Disturbance is a major driver of ecosystem dynamics in the Luquillo Mountains, taking the form of small events (e.g., landslides, floods) or major catastrophic occurrences (e.g., droughts, hurricanes).
Bryophyte Diversity and Ecology
Dr. Amelia Merced, US Forest Service, works with bryophytes (e.g., mosses, liverworts and hornworts). REU students can develop research in two main areas: (1) Ecological factors that influence the presence and abundance of bryophytes in the rainforest, and at a larger scale, (2) Bryophyte distribution in Puerto Rico and the Caribbean. Research in the Luquillo Experimental Forest consists of documenting the diversity of bryophytes and investigating the ecological factors that affect their distribution, including habitat and historical land use. Some specific questions to address are how bryophyte species richness and abundance relate to elevation, microclimate, and distance from streams throughout the landscape. For epiphytic bryophytes, students can investigate how canopy cover and host tree characteristics affect bryophyte communities. Bryophytes have wide distributions, due to their ability to disperse by spores. Students interested in the second area or research can investigate distribution patters of bryophytes in Puerto Rico and nearby Caribbean islands and assess how vegetation, forests types, and phylogenetic diversity of the region influence those patterns. Students can develop other projects in ecology, floristics and reproductive biology of bryophytes, and are encouraged to design field experiments and use herbarium or historical data in their project.
Dr. Sara Prado, NCSU, works on pollination ecology in tropical ecosystems. REU students can develop their own independent projects assessing: (1) plant-pollinator interactions, and (2) habitat and environmental effects on bee communities. Nearly 90% of flowering plants rely on pollinators for reproduction; the bulk of these services are provided by bees. In Puerto Rico, there are close to 40 species of native bees, which have been vastly understudied in comparison to the honeybee, Apis mellifera. In order to gain insight into the pollination behavior and ecology of the native bees on the island, students can collect data on native pollinator and plant interactions, which can later be used to inform habitat restoration initiatives. Students can select between bee-centric projects (e.g. visual observations of bees-flower interactions) or plant-centric projects (e.g. floral trait variables). In addition to learning about the small-scale plant-pollinator interactions, students can explore larger landscape-scale effects of habitat on pollinators. For these types of projects, students will use a combination of field work and GIS work to explore which bee species are found where, what landscape scale factors may be influencing their composition.
Aquatic Insect Ecology
Dr. Alonso Ramírez, proposal PI, NCSU, works on the ecology of aquatic insects. His research program makes emphasis on the role that insects play within their ecosystems and how they respond to major disturbances (e.g., droughts and hurricanes). Students can develop their own independent research projects in areas such as: (1) Importance of insects on ecosystem processes (e.g., insects vs. decapods in processing organic matter); (2) Insect responses to hydrological disturbances (e.g., flooding); or (3) Insect and ecosystem recovery from hurricane impacts. Climate change predictions for the Caribbean indicate that droughts and hurricanes will become more frequent in the future. In this context, it is critical to understand how those events might affect the functioning of stream ecosystems. By focusing on insects, students can develop hypothesis-driven projects on the role of insects in their ecosystems and how they might be affected by disturbances created by drought (e.g., low oxygen, low flow) and hurricanes (e.g., open forest canopy, less detritus).
Roberto Reyes is a Ph.D. student in the Biology department at the University of Puerto Rico, Rio Piedras. He will be advising a student interested in working with aquatic insects of the family Chironomidae. Projects will focus on their ecology and response to urban stress.
Plant Population Ecology and Invasive Species Biology
Dr. James D. Ackerman, UPR, conducts research in 3 main areas in which REU students can develop their independent projects: (1) Natural history and the evolution of orchids; (2) Dispersion of plants and its relationship to land use history and recruitment; and (3) Invasive plant species biology. The first has its roots in evolutionary biology using Darwin's favorite model system, the orchids. As orchids are one of the most diverse groups of plants with a remarkable array of adaptations for survival and for specialized pollination, orchids are a good model system to gain insight in the diversification of flowering plants. The goal is to detect natural selection when reproductive success is rare and how these conditions affect the loss or gain of phenotypic variation. The second area involves the spatial aspects of reproductive success from seed germination to growth, development, flowering, fruiting, seed production and dispersal. This work links with studies of natural selection and evolution, but emphasizes ecological aspects at local and landscape scales combining field experiments with current and historical patterns of dispersion. For the third area, invasive species, tropical islands are prone to invasions and Puerto Rico is just beginning to see an explosion in the number of exotic species becoming naturalized and invasive. How such species affect ecosystems and what might be the pattern of spread is of great interest to the integrity natural areas. Data on distribution and reproductive ecology are often combined with species distribution models to address these problems.
Wetland and Riparian Ecology
Dr. Tamara Heartsill-Scalley, US Forest Service, studies ecological connections (e.g., energy and biomass flow) between terrestrial and aquatic ecosystems. REU students can develop their independent projects in topics related to: (1) Energy flows from riparian zones into headwater streams; (2) Patterns of understory vegetation in riparian zones under different environmental conditions; (3) Export of biomass and nutrients from headwater streams to downstream ecosystems; (4) Forested wetland or Sphagnum peat restoration, population and ecosystems dynamics; or (5) Botanical survey of habitats. The Luquillo Mountains and associated wetland systems provide an ideal setting for the study of connections among habitats and ecosystems. Along the longitudinal elevation and rainfall gradient in the mountains there are also lateral gradients related to topographical settings that link terrestrial and aquatic systems. REU student projects could use a combination of techniques to assess population structure dynamics, community composition, biomass pools in neighboring ecosystems and flows among these. Techniques include vegetation identification, organic matter input quantification using leaf fall traps, element ratio analysis, multivariate statistics, and assessment environmental conditions.