I went on my first camping trip when I was six months old. My parents encouraged me to spend as much time outdoors as possible, and growing up in the outskirts of the San Francisco Bay Area, my life was spent hopping back and forth from rural to urban areas, from the sun-drenched hills to the coast.
My love of nature sent me to Cal Poly Humboldt, where I studied marine biology - and witnessed the effects that climate change and other human impacts had on the places that I loved. This drove me to pursue a degree in environmental studies, in order to address climate change through science-backed policy and effective climate communication. A medical crisis forced me to leave Humboldt, but I worked hard to continue my education, and received my AA in environmental studies at Las Positas College before transferring to CSU Monterey Bay (CSUMB). There, I earned my B.A. in environmental studies with a minor in fine art. My concentration was in education and community outreach, which equipped me with the tools to effectively communicate complex scientific topics and coordinate agencies, stakeholders and communities to address our most pressing environmental challenges.
At CSUMB, I also explored the intersection between art and science, and developed a focus in scientific illustration. I believe that art is an invaluable tool for helping people understand and connect to science and the world around them. I’ve found that being an artist gives me a different perspective among scientists, and love of science gives me a different point of view among artists. My ability to balance the two helps me creatively tackle problem solving and challenges I face in my work.
My love of nature sent me to Cal Poly Humboldt, where I studied marine biology - and witnessed the effects that climate change and other human impacts had on the places that I loved. This drove me to pursue a degree in environmental studies, in order to address climate change through science-backed policy and effective climate communication. A medical crisis forced me to leave Humboldt, but I worked hard to continue my education, and received my AA in environmental studies at Las Positas College before transferring to CSU Monterey Bay (CSUMB). There, I earned my B.A. in environmental studies with a minor in fine art. My concentration was in education and community outreach, which equipped me with the tools to effectively communicate complex scientific topics and coordinate agencies, stakeholders and communities to address our most pressing environmental challenges.
At CSUMB, I also explored the intersection between art and science, and developed a focus in scientific illustration. I believe that art is an invaluable tool for helping people understand and connect to science and the world around them. I’ve found that being an artist gives me a different perspective among scientists, and love of science gives me a different point of view among artists. My ability to balance the two helps me creatively tackle problem solving and challenges I face in my work.
One of my first courses at CSUMB partnered students with local organizations in service learning projects. I worked with the Monterey Peninsula Regional Park District (MPRPD) to develop educational and outreach materials for their newest park, Palo Corona, and their associated student outreach program, Healthy Habitats. I researched the anticipated impacts of climate change on the park’s redwood forest habitat, and used this information to develop resources for teachers and engagement tools for park staff. I also created several social media posts across various platforms to educate the public on climate change and other issues relevant to the district.
I built on research by the National Network for Ocean and Climate Change Interpretation (NNOCCI) and the Framework Institute’s foundations for evidence-based climate communication to help ensure the materials I created were accessible and relevant to as wide a population as possible, knowing they would reach people with every level of scientific background. The work I completed taught me how to apply the skills and information I was learning in a practical setting. It also inspired me to continue environmental interpretation work and working with the public to create change.
Inspired by my service learning with MPRPD, I chose to work as an Interpretive Student Aide at Lake Del Valle, part of the East Bay Regional Park District in the San Francisco Bay Area. Here, I had the opportunity to work with Park Naturalist staff to deliver a range of public interpretive programs with people of all ages, including supporting school group educational programs. A great deal of my work was in conducting informal place-based interpretation, from giving snake talks and feedings to roving interpretation, wherein we would approach guests throughout the park to initiate conversations with the goal of educating them about some aspect of the park’s natural history. In many cases I was able to combine my love of art and science in programming, using art to help guests connect to the surrounding environment.
My work as an ISA taught me a lot about thinking on my feet. Our work environment was constantly changing: not only did each day bring new experiences and challenges, but approximately a year into my working there, the park flooded in severe storms, washing out roads and flooding several buildings, including our visitor center. We had to adapt by creating an informal visitor center stationed at picnic tables around the park, and developed new, portable exhibits and programs.
When I first began working there, cold approaching guests during interpretive roves was an intimidating prospect. Over time, I was able to get over my fears – after all, it’s hard to stay nervous about approaching people when you’re doing so a hundred times a day. Working and speaking with the public gave me the opportunity to hone the skills I had been taught in my classes and practice new ones. I continued to put climate communication strategies into action while learning how to thrive in a constantly-changing environment.
In addition to working in education and community outreach, my education also provided a foundation in data and policy analysis. My work with MPRPD researching projected local climate impacts helped prepare me for researching climate adaptation planning. One such project involved conducting a policy analysis on prescribed burns in California, including its scientific background, stakeholder perspectives, and current policies. This information was then used to develop several policy proposals and a final recommendation.
In my Research in Practice course, we used behavior mapping, interviews, and surveys to collect data on sustainability knowledge and practice among students, which allowed us to learn data analysis methods for both qualitative and quantitative data, and develop recommendations for conducting further research. Building on this knowledge, I was able to take on a leading role in the data analysis for my capstone project, analyzing how student opinions on sustainability and climate action had changed over time.
I entered the environmental field because of climate change, a major challenge which will require significant coordination between agencies and communities. My degree afforded a balance between community outreach and technical work, which allowed me to explore different ways in which I could best serve my community. My experiences in developing policy recommendations and conducting data analysis helped me realize that these are two areas I’m most interested in. I enjoy working on solving complex problems, and I plan to continue working in government in a forward-thinking and globally oriented capacity. I believe truly sustainable futures will not come from working alone, but with our allies. My goal is to contribute to science-backed policy to serve my community and provide a model for a more resilient future.