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The current network of temperature measurement sites are designed to represent spatial variability of air and soil temperature in rugged mountain topography, and serve as second-level stations to capture specific microclimate temperatures in conjunction with a network of Benchmark Meteorological Stations (MS001). The air and soil thermograph network has been reduced from the historical network of 37 sites originally established. Currently there are 10 measurement sites with two of these sites measuring relative humidity in addition to air and soil temperature. An original network of 19 sites (RS01-RS19) were established during the International Biome Program in the early 1970's. Emphasis on phenology, plant moisture stress, and leaf nutrient content led to extending this network of air and soil temperature measurement. A plant community classification system (Dyrness et al., 1971) was used as a primary means of stratification, and a set of permanent vegetation plots (Reference Stands) was installed to represent forest communities with distinct vegetation and hypothesized different environments (Dyrness et al., 1974). A thermograph network was installed within the reference stands in the early 1970's (Zobel et al., 1974), and vegetation standing crop, tree growth and mortality, and plant succession were also measured. The majority of these sites were established to monitor micro-meteorological data under the canopy. The purpose of this network was to provide air and soil temperature data for modeling photosynthesis, respiration, phenology, and decomposition, and to measure environmental gradients. 

The current network of temperature measurement sites are designed to represent spatial variability of air and soil temperature in rugged mountain topography, and serve as second-level stations to capture specific microclimate temperatures in conjunction with a network of Benchmark Meteorological Stations (MS001). The air and soil thermograph network has been reduced from the historical network of 37 sites originally established. Currently there are 10 measurement sites with two of these sites measuring relative humidity in addition to air and soil temperature. An original network of 19 sites (RS01-RS19) were established during the International Biome Program in the early 1970's. Emphasis on phenology, plant moisture stress, and leaf nutrient content led to extending this network of air and soil temperature measurement. A plant community classification system (Dyrness et al., 1971) was used as a primary means of stratification, and a set of permanent vegetation plots (Reference Stands) was installed to represent forest communities with distinct vegetation and hypothesized different environments (Dyrness et al., 1974). A thermograph network was installed within the reference stands in the early 1970's (Zobel et al., 1974), and vegetation standing crop, tree growth and mortality, and plant succession were also measured. The majority of these sites were established to monitor micro-meteorological data under the canopy. The purpose of this network was to provide air and soil temperature data for modeling photosynthesis, respiration, phenology, and decomposition, and to measure environmental gradients. 

The current network of temperature measurement sites are designed to represent spatial variability of air and soil temperature in rugged mountain topography, and serve as second-level stations to capture specific microclimate temperatures in conjunction with a network of Benchmark Meteorological Stations (MS001). The air and soil thermograph network has been reduced from the historical network of 37 sites originally established. Currently there are 10 measurement sites with two of these sites measuring relative humidity in addition to air and soil temperature. An original network of 19 sites (RS01-RS19) were established during the International Biome Program in the early 1970's. Emphasis on phenology, plant moisture stress, and leaf nutrient content led to extending this network of air and soil temperature measurement. A plant community classification system (Dyrness et al., 1971) was used as a primary means of stratification, and a set of permanent vegetation plots (Reference Stands) was installed to represent forest communities with distinct vegetation and hypothesized different environments (Dyrness et al., 1974). A thermograph network was installed within the reference stands in the early 1970's (Zobel et al., 1974), and vegetation standing crop, tree growth and mortality, and plant succession were also measured. The majority of these sites were established to monitor micro-meteorological data under the canopy. The purpose of this network was to provide air and soil temperature data for modeling photosynthesis, respiration, phenology, and decomposition, and to measure environmental gradients. 

Abstract Persistence across undergraduate science, technology, engineering, and mathematics (STEM) programs is exceptionally low. Recent studies have shown that social support and sense of belonging are particularly important for students who are historically underrepresented in STEM, yet few interventions have directly targeted or investigated these factors. This qualitative study investigates low‐income, high‐achieving undergraduate STEM students' perceptions of their belonging in the context of a 2‐year peer social support group intervention. Interview analysis of 11 participants demonstrates that these STEM students attribute their sense of belonging to feelings or displays of comfort, commonality, community, and concerted effort. The peer group facilitated increases in participants' social support and sense of belonging by allowing participants to build friendships, recognize shared experiences, connect to their campus, build confidence with peers, and feel supported in their non‐academic and academic struggles. Although the program's main objective was to build participants' sense of belonging, the social support provided through the peer group also acted as a mechanism for increasing information‐related social capital. We recommend the implementation of similar non‐academic, supportive social spaces to increase the sense of belonging and overall persistence of low‐income STEM students.