NSF Mid-Term PIE Review

Despite its relative young age in the LTER program, the PIE site is a model LTER in terms of scientific merit, organization, education, outreach and leadership among the ecosystem science community. As commented by one experienced reviewer, from the standpoint of both how to organize ecosystem science and prepare a review “lots of existing, presumably mature, LTER sites could certainly learn from this site.” The PIE LTER has expanded upon the leadership role in coastal ecosystem science that it began within LMER, especially with the outstanding work on comparative investigations within the Plum Island Sound estuary, across the region and among the LTER (aquatic) community. The direction at the level of program components is reflected in evident progress, and plans for future evolution are clear and appropriate. Leverage of extramural funding and collaborators from other institutions and agencies is also an impressive expansion from the PIE LMER, and has obviously enabled the PIs to bring even more concentrated (ecosystem) focus to their individual and collaborative investigations, as well as direct involvement of new program areas (i.e., marshes; J. Morris, USC). Considering that MBL is not a degree-granting institution, the strong emphasis and involvement on education at all levels is astounding, involving strong participation both at local K-12 levels (such as the Governor Dummer Academy) and by the principal partner undergraduate-graduate academic institutions of UNH, USC, and Clark University, as well as other REU and associated MBL educational programs. Outreach involvement of local jurisdictions and agencies is similarly impressive, involving diverse scales of participation in research to direct use of research results in resource and land use management. Site management is exemplary, springing from a solid base of mutual respect, open-mindedness, experience and continuity among the PIs, post-docs, students, staff and partners. PIE LTER data management is almost contrary to its youth within the LTER system in setting an example of unconditional open access and (on-line) availability to the scientific community, resource managers and public. It effectively conveys the PIE LTER leadership philosophy and reflects direct involvement with the site’s working scientists. After only three years, PIE is well on the road to being a cutting-edge LTER.