History of the Botanical Teaching Laboratory in the United States

Rudolph, Emanuel D.

doi:10.2307/2445926

Cited by 9 publications

(2 citation statements)

References 60 publications

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“…45 As Jenna Tonn points out, women were rarely if ever among the leadership and their research results and aspirations could be made invisible by this pairing or sometimes overtaken by other life choices (Tonn 2019). Johns Hopkins laboratory in Beauford, North Carolina and most other stations affiliated with all-male universities proved reluctant (Wilder 1898;Allard 2000;Rudolph 1996). At Stanford University, which was a newcomer in higher education, coeducational, and engaged in preparing teachers of nature study, David Starr Jordan and other administrators welcomed women to its Hopkins Seaside Laboratory on Monterey Bay, established in 1892.…”

Section: Building Seaside Stationsmentioning

confidence: 99%

Collaboration, Gender, and Leadership at the Minnesota Seaside Station, 1901–1907

Kohlstedt

2022

J Hist Biol

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Mentorship and collaboration necessarily shaped opportunities for women in science, especially in the late nineteenth century at rapidly expanding public co-educational universities. A few male faculty made space for women to establish their own research programs and professional identities. At the University of Minnesota, botanist Conway MacMillan, an ambitious young department chair, provided a qualified mentorship to Josephine Tilden. He encouraged her research on algae and relied on her to do departmental support tasks even as he persuaded the administration to move her from instructor to assistant professor in 1903. Resulting publications on Minnesota algae led her to look further west, first at Yellowstone National Park and then along the Pacific Northwest coast. After visiting a particularly productive littoral site on Vancouver Island, she suggested that they establish a Minnesota Seaside Station there. Over its seven years in operation under the Midwestern leaders, that location proved remarkably productive. At the remote site, the two operated within their typical but not inevitable gendered roles and deliberately defined their seaside station as unconventional. They expected participants to study productively and, at the same time, find imaginative ways to enjoy nature at a place far from urban amenities. Gendered expectations remained casual as participants moved both within and against them. This study investigates how, in the early twentieth century, the role and expectations of mentorship shifted as Tilden established her own independent research agenda. The Minnesota Seaside Station, in particular, proved significant in developing the leadership skills essential for her to pursue research in the Pacific region at a time when American expansionism and indigenous cooperation made sites accessible to academic researchers.

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Section: Building Seaside Stationsmentioning

confidence: 99%

Collaboration, Gender, and Leadership at the Minnesota Seaside Station, 1901–1907

Kohlstedt

2022

J Hist Biol

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“…Other botanists at OSU included renown lichenologist Emanual "Rudy" D. Rudolph, whose research contributions included some of the first descriptions of Antarctic lichens. Rudolph also contributed studies of the history of botany, particularly women in botany (Rudolph 1990(Rudolph , 1996, and served many years as department chair (Stuckey 1994). Rudy and his wife Ann were intrepid collectors of scientific books and botanical prints, donating a collection of 53,000 to OSU libraries (Stuessy et al 1997a).…”

Section: The Fisher Yearsmentioning

confidence: 99%

Donald Pinkava's journey from Asteraceae to Cactaceae: from the Ohio State University to Arizona State University

DeVore

Pigg

2022

J. Bot. Res. Inst. Texas

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Donald J. Pinkava is best known for his application of cytogenetics in unraveling the complex interspecific hybridization in the prickly pear genus Opuntia Mill. in the southwestern United States extending down into northern and central Mexico. Using cytogenetics, Pinkava delimited species boundaries within Opuntia for taxonomic treatments. His work on Opuntia in the Chihuahuan Desert led to later comprehensive contributions in the Flora of North America and the Flora of Arizona that include opuntias not only in the Southwest but in every US state. Pinkava's systematic knowledge, as reflected in his taxonomic treatments provided the basic scientific framework needed for ongoing conservation of Cactaceae in the Southwest to the present day. Interestingly, the starting point for all of Pinkava's contributions in Cactaceae began with his initial studies of Asteraceae as a student of T. Richard Fisher at The Ohio State University (OSU), an institution with longstanding research interests in the Asteraceae. It is there that he selected a genus, Berlandiera DC as his dissertation topic. Ironically, this genus has a range from the drier sites of the Eastern Coastal Plains, into the Ozark and Ouachita Mountains, with a disjunct distribution in the mountain floras of southeastern Arizona and Northern Mexico. Like Berlandiera, Pinkava’s own work reflects techniques and training in the eastern US, that migrated and was used as the basis for his groundbreaking studies of Cactaceae in the Southwest.

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Almira Hart Lincoln Phelps (1793–1884): Textbooks and the Female Seminary

Larsen

2017

The Women Who Popularized Geology in the 19th Century

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History of the Botanical Teaching Laboratory in the United States

Cited by 9 publications

References 60 publications

Collaboration, Gender, and Leadership at the Minnesota Seaside Station, 1901–1907

Collaboration, Gender, and Leadership at the Minnesota Seaside Station, 1901–1907

Donald Pinkava's journey from Asteraceae to Cactaceae: from the Ohio State University to Arizona State University

Almira Hart Lincoln Phelps (1793–1884): Textbooks and the Female Seminary

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