Dr. Steve Goodman is a renowned field biologist affiliated with the Field Museum. Since the age of 19, he has dedicated his life to studying the diverse flora and fauna across the globe. His extensive research has taken him to various countries, including Egypt, Northern Sudan, Tanzania, Gabon, Central African Republic, South Africa, Pakistan, India, the Philippines, and Madagascar, particularly since the early 1990s.
Dr. Goodman has an impressive academic portfolio, having published 600 papers, 24 books, and nearly 10,000 pages of monographs. Although the exact number of new species he has discovered is unknown, he is often referred to as the “Michael Jordan of Field Biology,” with several species named in his honor. In 2005, he was awarded a MacArthur Foundation grant, commonly known as a “genius” grant. Remarkably, he can identify various genera of rodents in Madagascar by their scent.
Dr. Goodman describes his role as a field biologist as both remarkable and fortunate. His work primarily involves fieldwork, with minimal responsibilities within the museum building itself. He spends about two months each year at the Field Museum, dedicating the rest of his time to field research, mainly in Madagascar.
When Dr. Goodman first arrived in Madagascar, the island was known for its unique biodiversity and high levels of endemism, yet surprisingly little was understood about its ecosystems. To advance evolutionary biology and conservation efforts, it was essential to explore uncharted areas, document the species present, and use this data to inform conservation strategies.
At that time, many Malagasy scientists lacked independent research programs and were heavily influenced by foreign researchers, primarily from France. To foster scientific progress and conservation in Madagascar, it was crucial to educate and support Malagasy biologists. Dr. Goodman initiated large-scale biological inventories with Malagasy graduate students, allowing them to use the data for their research while addressing various scientific questions.
About ten years ago, the program transitioned from the World Wildlife Fund (WWF) to become an independent NGO called Association Vahatra in Madagascar. This shift has led to exponential growth in the number of trained students, establishing a robust program for advancing science in Madagascar through local scientists.
Over the past 30 years, significant progress has been made in understanding Madagascar’s biodiversity. For instance, in 1995, a monograph on Madagascar’s bats identified 24 species. Today, there are 45 known species, with the rate of endemism increasing from about 60% to nearly 90%. New species are still being discovered, with one currently awaiting description.
Conducting biological surveys in Madagascar presents numerous challenges. The island is vast, larger than California, with limited road infrastructure. Reaching survey sites can take days of travel by car, canoe, oxen cart, and on foot. Despite these challenges, the team has persevered, dealing with obstacles such as injuries and illnesses without any fatalities.
The biological crisis in Madagascar is closely tied to socio-economic issues. Many Malagasy people rely on subsistence farming, which impacts the diverse ecosystems. Conservation strategies must focus on understanding the existing biodiversity and protecting key species. For example, mouse lemurs, small primates weighing less than 60 grams, have seen an increase in recognized species from two to 25 since 2000.
Dr. Goodman envisions a future where socio-political and economic challenges are addressed, allowing Malagasy biologists to effectively guide conservation efforts. His work continues to empower local scientists with the knowledge and capacity to lead their country’s conservation initiatives.
Dr. Goodman starts his workday early, around 3:00 or 3:30 in the morning, finding this time ideal for focusing on his research. He advises those who have yet to discover their passion to seek out what truly excites them and fully immerse themselves in it. When you find your passion, you can thrive in your pursuits, even if it means working unconventional hours.
Engage in a simulated fieldwork exercise where you will document and analyze a local ecosystem. Choose a nearby park or natural area, and spend a day observing and recording the flora and fauna. Create a detailed report on your findings, including species identification, habitat description, and any conservation concerns. This hands-on activity will help you understand the challenges and rewards of field biology.
Participate in a workshop focused on the process of discovering and classifying new species. Work in groups to analyze hypothetical data sets and images of unknown species. Use taxonomic keys and scientific literature to determine the potential classification of these species. This activity will enhance your understanding of the complexities involved in species discovery and taxonomy.
Join a debate on conservation strategies for Madagascar’s biodiversity. Split into teams representing different stakeholders, such as local communities, conservationists, and government officials. Discuss and defend your proposed strategies for balancing ecological preservation with socio-economic needs. This debate will develop your critical thinking and communication skills while deepening your understanding of conservation challenges.
Analyze one of Dr. Steve Goodman’s research papers. Summarize the main findings, methodologies, and implications for conservation. Present your analysis to the class, highlighting how the research contributes to our understanding of biodiversity and conservation efforts. This activity will improve your ability to critically evaluate scientific literature.
Organize a virtual networking session with field biologists, including Malagasy scientists if possible. Prepare questions about their research, challenges, and career paths. This interaction will provide insights into the field of biology and offer guidance for your own academic and professional journey.
Here’s a sanitized version of the transcript:
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This is Dr. Steve Goodman, a field biologist at the Field Museum. He has studied animals and plants globally since he was 19, spending significant time in Egypt, Northern Sudan, Tanzania, Gabon, Central African Republic, South Africa, Pakistan, India, the Philippines, and Madagascar since the early 90s. He has published 600 papers, 24 books, and nearly 10,000 pages of monographs. While I don’t have the exact number of new species he has discovered, a 2007 article referred to him as the “Michael Jordan of Field Biology,” noting that about a dozen species are named in his honor—sometimes as a tribute from colleagues and sometimes because the new species were found on him. He received a MacArthur Foundation grant in 2005, often referred to as a “genius” grant, and he can identify various genera of rodents in Madagascar by their smell. Steve Goodman is a fascinating and incredibly productive individual, and we were fortunate to speak with him about his passion for biology and his role in creating an ecological training program that empowers the Malagasy people to lead their country’s conservation efforts.
What is your position exactly? What does it mean to be a field biologist?
I have a remarkable job, and I’m very fortunate to have it. My responsibilities within the building are minimal; I primarily focus on fieldwork, mostly in Madagascar.
So you’re not in the building very often?
I spend about two months a year, maybe a little more, at the Field Museum.
When you arrived in Madagascar, what was known about the island’s biodiversity?
Two important points stand out: Madagascar is famous for its level of endemism and biodiversity, yet remarkably little was known. To advance questions in evolutionary biology and prioritize protected areas and conservation, it was crucial to explore unknown areas, document what lives there, and use that data to inform conservation actions. Additionally, many Malagasy scientists lacked independent research programs and operated under the influence of foreign counterparts, primarily French scientists. For Madagascar to progress scientifically and in conservation, it was vital to educate generations of Malagasy biologists and support their career development. We initiated large-scale biological inventories with Malagasy graduate students, allowing them to use the data for their theses while addressing various research questions. Ten years ago, we transitioned the program from WWF to Association Vahatra, making it an independent NGO in Madagascar. The number of students trained continues to grow exponentially, establishing a solid program for advancing science in Madagascar through Malagasy scientists.
Can you provide numbers on known or described species from 30 years ago compared to today?
For example, in 1995, a monograph on Madagascar’s bats identified 24 species. As of a few weeks ago, there are now 45 known bat species, effectively doubling the number in about 20 years. More importantly, the rate of endemism increased from about 60% to nearly 90%, and we are still discovering new species. There is an undescribed species on the table beside us, and we are finalizing the manuscript, so soon that number will reach 50.
What challenges do you face in conducting these biological surveys?
Madagascar is quite large, even bigger than California, and has very few roads. It can take days of driving, followed by canoe rides, oxen carts, and several days of walking to reach some survey sites. There have been instances where we left our homes in Antananarivo and took ten days to reach the first camp.
Are there any particularly challenging experiences you recall?
We’ve encountered situations like broken bones and illnesses, but fortunately, there have been no fatalities. While it may sound complicated from Chicago, in the field, you naturally react to situations to help colleagues, friends, and students. Many things have happened, but there’s no need to delve into specifics.
Can you discuss some of the new species you’ve discovered and the potential risks they face if their habitats are not protected?
The biological crisis in Madagascar is primarily linked to socio-economic issues. A significant portion of the Malagasy population relies on subsistence farming to support their families. Madagascar’s diverse ecosystems mean that frog species can change significantly across different habitats, making it challenging to implement conservation strategies focused on large areas. To effectively protect biodiversity, we must understand what exists in these ecosystems and focus on those organisms. For instance, mouse lemurs are small primates weighing less than 60 grams, and until 2000, only two species were described. We now recognize 25 species, and having detailed data allows us to develop protection and management programs for these key species.
What do you envision for the future of conservation in Madagascar?
Until socio-political and economic issues are addressed, efforts may only provide temporary solutions. However, we continue our work to ensure that many Malagasy biologists gain the knowledge and capacity to guide their country effectively when given the opportunity.
You’ve had a significant impact on understanding Madagascar’s biodiversity. Your work hours are unconventional; you start your day very early.
Yes, I typically arrive around 3:00 or 3:30 in the morning. That early morning time is perfect for enjoying a strong cup of coffee and focusing on my work.
What advice do you have for those who haven’t yet discovered their passion?
I often tell my son’s friends that my work is not just work; it’s something I’m completely absorbed in. My advice is to seek out what ignites your passion and fully engage with it. When you find that, you can thrive in your pursuits, even if it means getting by on just a few hours of sleep.
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This version maintains the essence of the original transcript while removing informal language and personal anecdotes that may not be suitable for all audiences.
Field Biology – The study of organisms in their natural environment, focusing on observation and data collection in the field rather than in a laboratory setting. – During the summer semester, the students participated in a field biology course that involved studying the behavior of birds in their natural habitats.
Biodiversity – The variety and variability of life forms within a given ecosystem, biome, or the entire Earth, often used as a measure of the health of biological systems. – The Amazon rainforest is renowned for its incredible biodiversity, hosting thousands of species of plants and animals.
Conservation – The protection, preservation, management, or restoration of natural environments and the ecological communities that inhabit them. – Conservation efforts are crucial in protecting endangered species from extinction due to habitat loss and climate change.
Ecosystems – Communities of living organisms interacting with their physical environment, functioning as a unit. – Coral reefs are complex ecosystems that support a diverse range of marine life.
Research – The systematic investigation and study of materials and sources to establish facts and reach new conclusions, often applied in scientific contexts. – The research conducted by the university team provided new insights into the migratory patterns of monarch butterflies.
Species – A group of living organisms consisting of similar individuals capable of exchanging genes or interbreeding, classified as the basic unit of biological classification. – The discovery of a new frog species in the Amazon highlights the region’s rich biodiversity.
Endemism – The ecological state of a species being unique to a defined geographic location, such as an island, nation, or other defined zone. – The high level of endemism in Madagascar makes it a critical area for conservation efforts.
Madagascar – An island country in the Indian Ocean known for its unique flora and fauna, many of which are endemic to the island. – Madagascar’s lemurs are a prime example of the island’s unique biodiversity and endemism.
Rodents – A diverse order of mammals characterized by a single pair of continuously growing incisors in each of the upper and lower jaws. – Rodents play a significant role in many ecosystems, serving as prey for predators and as seed dispersers.
Education – The process of facilitating learning, or the acquisition of knowledge, skills, values, beliefs, and habits, often within a formal setting like schools or universities. – Environmental education is essential for raising awareness about the importance of biodiversity and conservation among students.
