Recent Graduate Spotlight: Jessica Harris
As the academic wraps up, we’d like to highlight a recent master’s graduate from Montana State University. Meet Jess Harris, who recently finished her thesis comparing early seedling traits in whitebark pine and limber pine across climates and rust resistance levels. Jess Harris was also the 2023 recipient of the John Van Gundy student scholarship, read more about her award here.
Learn more about Jess’s work and experience as a graduate student in this Q&A!
Can you tell us a bit about your thesis?
Whitebark pine (Pinus albicaulis) and limber pine (Pinus flexilis) are keystone and foundational subalpine species in western North America. Both species are declining due to threats including climate change and white pine blister rust. Currently, the primary restoration strategy for whitebark pine is outplanting rust resistant seedlings. Seedling establishment is critical for successful restoration and helps to shape future forest composition. While outplanting remains the primary restoration strategy, the mechanisms underlying first-year-germinant seedling establishment are poorly understood. For my project we measured 10 phenological and survival, 56 growth, and 18 nonstructural carbohydrate traits in less than one-year-old greenhouse-grown seedlings in a common garden setup. Our goal for the project was to assess how traits varied in whitebark pine with climate, in whitebark pine among different seed zones, in whitebark pine among rust resistance levels, and between whitebark and limber pine.
We observed that whitebark pine seedlings originating from higher latitudes exhibited adaptations to colder and shorter days and growing seasons, including higher survival to each phenological stage, reaching each stage earlier, shorter height, higher biomass allocation belowground to roots than aboveground, and lower leaf and root sucrose concentrations than those originating from lower latitudes. We also found that more resistant whitebark pine seedlings had higher survival and reached each phenological stage earlier, higher biomass allocation aboveground to tough, large leaves, lower biomass allocation belowground, lower leaf starch, and higher leaf sugars than less resistant seedlings. Lastly, when we compared whitebark and limber pine we found that limber exhibited a mix of acquisitive and conservative resource use traits compared to whitebark pine including lower survival to emergence and needle burst, later needle burst timing, higher aboveground and lower belowground biomass allocation, higher leaf sugars, and lower leaf starch. Our results may improve restoration efforts to conserve these iconic and beloved species in the North American West.
Why is it so important to study high elevation pines?
High elevation (High-5) pines are important to study because they are tough and iconic trees! High-5 species are often the only trees capable of establishing in the harsh subalpine to alpine ecosystem, withstanding intense sun, extreme cold, high winds, drought, a short growing season, and establishment on nutrient-poor, rocky soils. They are slow-growing, stress-tolerant, and are long-lived with whitebark and limber pine living up to 1,300 and 1,500 years respectively. It’s amazing to think what these trees have survived through, with some of the oldest whitebark trees establishing in ~ 725 AD (as far back as the Middle Ages)! High-elevation pines are also keystone and foundational species, where they help retain snowpack, regulate snowmelt for soil moisture and streamflow, reduce soil erosion, and create microclimates that support shade-tolerant species by increasing soil moisture, providing shade and wind protection, and buffering temperature extremes. Their large, nutrient-rich seeds are key food sources for Clark’s nutcracker, red squirrels (Tamiasciurus hudsonicus), and the threatened grizzly bear (Ursus arctos horribilis). Whitebark and Limber pine also served as an episodic food for western Native American tribes and remains an iconic species among outdoor enthusiasts.
One of Jess’s many seedlings used for her research.
Photo credit: Jessica Harris
What got you interested in ecology/high elevation pines?
I have always loved trees, and I grew up in the forest in western Michigan. Almost every day growing up; my brother, my three dogs, and I would walk in the woods. I spent most of my time exploring, climbing trees, collecting rocks, and identifying plants and animals. The woods were not only a place of curiosity and freedom, but it was magical. The woods connected me to the beauty of life and inspired me to not only spend my life protecting nature, but also hopefully helping connect others with nature too. I obtained my bachelor’s in environmental science and minored in chemistry at DePaul University in Chicago, IL and then got lucky enough to work at my local state park in Michigan, at the Black Earth Institute in Wisconsin, at the Field Museum in Chicago, and at Oak Ridge National Laboratory in Tennessee! I feel like each step in my career was important in developing my skills and interests that got me to my master’s with Dr. Danielle Ulrich at Montana State University.
What did you learn about yourself during grad school?
I could write a whole essay for this question! Regarding science, I learned that while science is a noble pursuit, good science requires time, energy, funding, and people. I also learned that a day in the library is worth a month in the lab, meaning it’s important to plan ahead, have direction and goals, and obtain data that not only answers research questions but is also data I can statistically analyze. In addition, less is more. I think having one focused project with a few useful traits that were obtained accurately is better than having a lot of projects with semi-useful traits that were obtained in a rush. I also found that science is about being more well-rounded (“good enough”) and efficient instead of aiming for complete perfection. Additionally, science should be something you do for you (to learn, enjoy, and grow from) and not to obtain success or approval from others. Another lesson I learned was to be brave enough to ask the questions you’re embarrassed to ask. A lot of time and energy will be saved by communicating when you don’t truly understand something. Also, everyone needs help from time to time. It’s okay to ask for help and to need support, grad school and life can be challenging!
From a personal point of view, I learned a lot about valuing my health and my family and friends and learning how to obtain a work-life balance. Life is truly about living. I also learned I am more resilient and capable than I ever knew (as all grad students realize!). I have learned a lot about saying no, respecting my own boundaries, developing self-kindness, and working on internal validation during my time in grad school. I am thankful for all I have learned!
What’s next for you!
I’m not sure what’s next for me. This summer I am excited to work as a fisheries technician and do something very different (electro-fishing and tagging trout species in SW Montana). I also plan to continue developing my stats, coding, and writing skills and help with a manuscript for my MS research this summer. Long-term, I would love to work in research on whitebark pine (or High-5 trees or trees in general) and ideally expand my research to belowground systems, microbiology, and soil ecology. If I can’t work in research specifically, I think it’d be meaningful to work for a non-profit group or teach at a community college. Otherwise, I hope to enjoy trail running, hiking, and mountain biking this summer in Montana with my partner and friends while attending some weddings!