Some of the most valuable scientific discoveries begin by taking a closer look at the past. At Ball State University, biology students Jenna Whaley and Maddie Grove are doing just that by helping document the preservation history of the University’s natural history collection.<\/p>\n\n\n\n
Through an immersive learning project, the students are testing historic bird specimens for arsenic, a substance commonly used in taxidermy during earlier decades. Their work is helping the Department of Biology expand its knowledge of the collection, strengthen specimen records, and support responsible collection management for future generations of students and researchers.<\/p>\n\n\n\n
Housed in the Department of Biology, Ball State’s natural history collection contains thousands of bird, mammal, amphibian, reptile, fish, insect, and other invertebrate specimens collected over approximately 100 to 150 years.<\/p>\n\n\n\n
These specimens provide a valuable window into the past, allowing researchers to study biodiversity, examine how populations have changed over time, and give students opportunities to observe animal adaptations up close. Some specimens can even be compared with living animals to help researchers better understand changes in populations and ecosystems.<\/p>\n\n\n\n
According to Dr. Kelly Miller, Assistant Professor in the Department of Biology, the collection also plays an important role in student learning. In addition to examining specimens in the classroom, students have opportunities to participate in immersive learning projects that involve collecting data, conducting tests, and contributing to ongoing research.<\/p>\n\n\n\n
One such project focuses on identifying historic bird specimens that may have been preserved using arsenic.<\/p>\n\n\n\n
Arsenic was widely used in taxidermy from approximately the mid-1700s through the mid-1900s because of its effectiveness in preventing deterioration. The chemical helped protect specimens from insects, fungi, and other organisms that could damage preserved animals.<\/p>\n\n\n\n
Taxidermists used arsenic in several ways, including applying solutions to animal skins and using powder on feathers and fur. Although not every taxidermist used the chemical, specimens prepared before the 1980s or those with unknown preparation dates may contain arsenic.<\/p>\n\n\n\n
Ball State’s testing efforts began when the University arranged to have a historic Passenger<\/p>\n\n\n\n
Pigeon specimen restored. Before beginning the restoration, Dave Might, Exhibits Artist at the Cincinnati Museum Center, requested an arsenic test because the work required close contact with the specimen.<\/p>\n\n\n\n
Sarah Williams, Academic Advisor to Ball State biology students and an ornithologist, led the effort to identify an appropriate testing method with assistance from Dr. Zahran Elsayed, an Associate Professor in the Department of Chemistry. Together, they adapted a method originally designed to test arsenic in water, creating a relatively quick and inexpensive way to screen the specimen.<\/p>\n\n\n\n
The initial test prompted the department to expand its efforts, particularly among specimens regularly used in teaching.<\/p>\n\n\n\n
Whaley learned about the opportunity through Williams, who reached out to students interested in helping with the project over the summer.<\/p>\n\n\n\n
Having studied many of the specimens in her ornithology course, Whaley was excited to work with the birds in a new way. She also recognized the value of learning more about their preservation histories and understanding how to handle them appropriately.<\/p>\n\n\n\n
\u201cI was interested in the project because I love birds and had studied many of the specimens while taking ornithology,\u201d Whaley said. \u201cI also thought it was important to learn more about the potential hazards associated with older specimens so that students could feel more assured when handling them.\u201d<\/p>\n\n\n\n
Throughout the summer, Whaley and Grove conducted arsenic testing twice a week, spending a couple of hours every Monday and Wednesday screening 10 specimens at a time.<\/p>\n\n\n\n
Their work began by selecting birds from the University’s teaching collection that were either dated before the 1980s or lacked information about their preservation history. One student recorded identifying information from each specimen’s tag, while the other prepared the testing materials.<\/p>\n\n\n\n
The students used damp cotton swabs to collect samples from the specimens. They then transferred the samples into bottles containing water and other testing chemicals. After preparing the mixture, they waited approximately 15 minutes for a testing strip to indicate whether arsenic was present.<\/p>\n\n\n\n
Once the results were available, the students documented their findings. Specimens that tested positive were placed in a separate cabinet, while those that tested negative were returned to their original storage locations. The information was also recorded in a binder and transferred to an Excel spreadsheet to maintain organized digital records.<\/p>\n\n\n\n
Although the process required careful preparation and repetition, it gave the students practical experience with research procedures, data collection, and specimen documentation.<\/p>\n\n\n\n
For Whaley, the project offered an opportunity to apply classroom knowledge to a real-world research question.<\/p>\n\n\n\n
Rather than studying specimens only through textbooks or classroom demonstrations, she could examine them directly while learning about their histories, preservation methods, and potential hazards.<\/p>\n\n\n\n
\u201cThis project gave me hands-on experience working with museum specimens and showed me how research can be applied to real-world questions,\u201d Whaley said.<\/p>\n\n\n\n
She also gained experience documenting specimen information, maintaining organized research data, and following a consistent testing procedure.<\/p>\n\n\n\n
One of the most memorable parts of the experience was returning to specimens she had previously studied in ornithology. Seeing them as individual research specimens gave her a different perspective on the material she had learned in class.<\/p>\n\n\n\n
\u201cIt was different seeing them as actual research specimens rather than just something I was learning about in a textbook or classroom,\u201d Whaley said.<\/p>\n\n\n\n
She also appreciated the opportunity to contribute to work that would benefit future students and researchers.<\/p>\n\n\n\n
\u201cIt was rewarding to be able to contribute to work that could help make the collection safer for future students and researchers to use,\u201d she said.<\/p>\n\n\n\n
The project demonstrates how immersive learning at Ball State can connect academic coursework with practical research while giving students opportunities to contribute to ongoing work within their field.<\/p>\n\n\n\n
Testing historic specimens provides the Department of Biology with additional information to guide the long-term care of its collection.<\/p>\n\n\n\n
Miller emphasized that although arsenic is toxic, it does not pose an immediate threat to students when they handle specimens with appropriate personal protective equipment (PPE) and established safety procedures. Students receive guidance on proper specimen handling, and the department uses precautions designed to minimize potential exposure.<\/p>\n\n\n\n
As part of its ongoing collection management efforts, the department has labeled specimens that tested positive for arsenic and moved them from the teaching collection into designated storage, where access and handling can be managed appropriately.<\/p>\n\n\n\n
Importantly, specimens that test positive are not automatically discarded. They remain valuable scientific and educational resources, and some represent species that have no other examples in Ball State’s collection.<\/p>\n\n\n\n
Knowing which specimens contain arsenic allows faculty and researchers to take appropriate precautions when handling them while preserving their historical and scientific value.<\/p>\n\n\n\n
Looking ahead, Miller hopes to expand testing to specimens in the University’s research collection. The findings may also support an independent undergraduate research project examining the historical use of arsenic in museum specimens and its potential effects on their long-term preservation.<\/p>\n\n\n\n
Another possibility is displaying some arsenic-positive specimens in sealed cases, allowing students to examine these pieces of natural history while minimizing potential exposure.<\/p>\n\n\n\n
Ball State’s natural history collection offers students and researchers a unique opportunity to study biodiversity, investigate ecological change, and learn directly from specimens collected over generations.<\/p>\n\n\n\n
By testing historic birds and documenting their preservation histories, Whaley and Grove are contributing to the long-term care of this resource while gaining practical research experience outside the traditional classroom.<\/p>\n\n\n\n
Their work also creates opportunities for future undergraduate research and helps the department make informed decisions about specimen storage, handling, and use. Through this project, Ball State students are helping ensure the University’s natural history collection continues to support hands-on learning, scientific inquiry, and discovery for years to come.<\/p>\n","protected":false},"excerpt":{"rendered":"
Some of the most valuable scientific discoveries begin by taking a closer look at the past. At Ball State University, biology students Jenna Whaley and Maddie Grove are doing just that by helping document the preservation history of the University’s natural history collection. Through an immersive learning project, the students are testing historic bird specimens […]<\/p>\n","protected":false},"author":457,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_post_was_ever_published":false},"categories":[58,36,23,39],"tags":[15,32,103],"class_list":["post-3513","post","type-post","status-publish","format-standard","hentry","category-biology","category-faculty","category-immersive-learning","category-students","tag-biology","tag-faculty","tag-students"],"yoast_head":"\n