Ever since I became interested in marine biology, I wanted other people to recognize the importance of conservation and be just as fascinated by ocean life as I was. Upon being awarded a UGA Marine Extension and Georgia Sea Grant Research Traineeship, scientific communication was a skill I wanted to develop by participating in the program. Before pursuing a Master of Science in biology at Georgia Southern University, I led guided kayak tours on the Hudson River in New York during the preceding eight summers. Although I had no script or requirement to teach clients about the ecology of the river, our conversations were directed by their curiosity and the joy I found in sharing facts I learned from others over the years about a natural place I cared for so deeply. Likewise, while monitoring restored salt marshes in Connecticut after graduating with my Bachelor of Science from Fairfield University, people living near our sites often inquired about what we were doing. When I explained that we were surveying animals and plants to gauge recovery where marsh grasses had been re-planted, I was happy to find that locals were appreciative of our work and willing to help protect the marsh however they could. Having spoken with people about the environment in these contexts, I was excited to practice scientific outreach in formal settings as a graduate student and research trainee.
As I began my thesis research under the advisement of Risa A. Cohen investigating the effects of microplastic fibers on uptake of synthetic estrogen in eastern oysters, I brainstormed how to effectively deliver information about these contaminants and results to various audiences. It was challenging to prepare for the Glynn County Schools STEAMfest and Literacy Fair because I am not accustomed to engaging K-12 students with hands-on scientific activities, but I was successful with guidance and encouragement from my professional mentor, Katy Smith, Marine Extension and Georgia Sea Grant’s Water Resources Specialist. Additionally, I learned how to capture the attention of younger children by observing that other organizations’ tables incorporated more color, props, and appealing visuals than I did. Nonetheless, those who visited my table had fun dissecting slimy oysters, were fascinated to examine microplastic fibers under a microscope, and were stunned to learn how long plastic pollution persists in the environment.
In contrast to STEAMfest, I felt more comfortable preparing for scientific conferences such as the Southeastern Estuarine Research Society (SEERS) meeting. Sea Grant’s professional development workshop titled “Networking 101: How to get the most out of a conference” equipped me with tips to connect with new people. I previously refined my ideas in written formats and attended prior conferences which facilitated presenting my research orally for the first time. I am continuing to polish my presentation and analyze further data for the upcoming Benthic Ecology Meeting (BEM).
Comparing STEAMfest with SEERS, I notice that it is easy for researchers to isolate ourselves in the scientific world. We often use complex terms specific to our own disciplines that only other scientists might understand. My experience as a research trainee emphasizes the importance of educating the public about current environmental issues because they affect everyone, and only then can substantial improvements to management and conservation be accomplished. It was daunting to convey my research at first, but I realized that I was doing the most important thing all along – reaching people through conversations. Whether answering questions from enthusiastic children at STEAMfest or casually discussing research during a break at SEERS, personal connection made the greatest impression. Intriguing people about science by intentionally talking with them is something that I will implement throughout my career.