Undergraduate Student

Karla Rodriguez, Future Hydrogeologist

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Karla Rodriguez standing near the edge of a mountainside cliff in Pocatello, Idaho. She is pictured smiling proudly while wearing sunglasses and a hat. Green, circular wheat fields are in the background.
Karla Rodriguez standing near a cliff in Pocatello, Idaho.

Tell us a little bit about yourself. Hello everyone! My name is Karla Rodriguez, and I am a B.S. of Geology undergraduate at the University of South Florida. I am set to graduate in December 2023, so I have been busy cultivating my resume and interviewing for consultant positions in Florida. My family immigrated to the United States from Cuba in 1996, and I was the first child in my family born here in the U.S. Growing up as a native Floridian, my childhood was often spent with countless visits to beaches and parks. This began my love for natural systems and piqued my curiosity on the ongoing processes which shape the environment. I love exploring the secret corners of the world, where most people don’t explore. I’ve always enjoyed learning how natural systems of Earth work and questioning why certain phenomena occurs. Questions like why the sky is blue and why the ocean is salty are intriguing to me. I also love playing first-person shooter videogames like Valorant and watching anime. I aspire to become a good enough competitive player to take part in tournaments and travel across the globe!

What kind of scientist are you and what do you do? I am currently an intern at the Southwest Florida Water Management District, specifically in the Water Quality Monitoring Program section. We collect water samples of both surface water and groundwater from Levy County (North Florida) to western Charlotte County (South Florida). These water samples are analyzed in our chemistry laboratory, where parameters like chlorophyll concentrations and ionic compounds (ammonia, nitrates, etc.) are documented within the District’s Environmental Data Portal (EDP). Nutrients like nitrates often runoff into nearby water bodies, resulting in algal blooms which can contaminate important drinking water sources. This information is freely available to the public, and organizations often utilize our data to formulate their own decisions on water management. I assist project managers in quality assurance of monitoring data into software such as KISTERS and WISKI, by reviewing field notes, and coding with R script. It feels rewarding contributing to decades long research on Southwest Florida’s water. I take pride working in the public sector; it’s nice meeting with the public to discuss findings on their local communities. I love having a role in how water is managed in Florida– it makes me feel important! Water quality is critical to understand as tens of millions of people rely on Florida’s water reservoirs to survive. It is especially important to assess the state of water supply as climate change continues to change environments globally.

Karla Rodriguez standing in a trench on a beach, smiling at the camera while holding a machete. There are different colored strata seen along the sides of the trench.
Karla Rodriguez standing in a trench on a beach in Florida to examine recent lithology.

What advice do you have for up-and-coming scientists? I believe everyone should pursue their passions in life because if you lack the drive to do something, you’re likely to not reach your true potential. Everyone wants to be the best at something, and to be the best at it they must enjoy the processes (to an extent) that make it happen. Do something you like so life is more enjoyable! Another piece of advice I have would be to carefully envision their future with whatever endeavors they do/desire. It’s helpful to do things with a goal in mind, taking baby steps along the way. Everything will be ok and don’t be afraid to try new things!

Taylor Rand, Biology undergraduate student

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A young woman holding a green insect on her hand while smiling.
Me posing with a gorgeous green katydid!

Tell us a little bit about yourself. I am a second-year undergraduate student majoring in Ecological and Evolutionary Biology at the University of South Florida. I have a big love for insects and a fascination with the story of evolution and the way that it has shaped everything that we see around us today.

Outside of academics, I really enjoy reading fantasy novels, hiking, collecting insects, playing tennis, and drawing different animals!

What kind of scientist are you and what do you do? In the past year, I’ve had incredible opportunities to explore two fascinating areas of science: virology and paleontology. My first research experience was working on annotating the genomes of four newly discovered bacteria viruses, called bacteriophages. Annotating genomes is a matter of cross-referencing online gene databases and reference genomes of other viruses to determine the functions of individual genes in an organism’s entire genetic sequence. A group of peers and I were then able to analyze a specific set of reproductive genes in one of our phages, called the lysis cassette. These are the genes that break down the cell wall of the host bacteria cell for reproduction. The order and quantity of these genes is wildly varied across bacteriophage genomes. We were testing the hypothesis that our bacteriophage would possess a unique composition of its lysis cassette as compared to other bacteriophages. We found that the specific order, quantity, and length of the genes in our bacteriophage’s lysis cassette was entirely unique compared to its relative viruses. The end goal of this bacteriophage genome project is to better understand why these lysis cassette genes diversified in such a way.

A group of five people smiling for a photo together in front of a research poster about bacteriophages.
Me and my peers worked together to create this poster that we presented at our university’s undergraduate research conference.

I’ve also recently begun a project in a paleontology lab that will provide some insight into the regional diversity of marine animals during the Mississippian Period, around 359–323 million years ago. I’m currently working on the first step of the project, which is simply separating the grain sizes of the sediment collected from Mississippian-age rocks in southern Illinois, USA to begin to identify the fossils present.

What is your favorite part about being a scientist, and how did you get interested in science? I have always loved animals, and I always knew I wanted to go into an animal science field before I could comprehend what science was. When I got older and realized that people out there spent their whole careers studying animals and the ways they work and interact with the world, I knew that had to be me. I became interested in insects, in particular, when I read a book about them and realized just how underappreciated they are. We see so many insects every day, but most people tend not to regard them much. Even worse, we know so little about so many of them! I knew I wanted to go into the entomology field and contribute to knowing more about these animals. Every research experience I’ve had so far has broadened the way I now imagine one could study insects—from virology to paleontology, everything applies! My favorite part about science is the exciting feeling I get when I ask “why” and no one has an answer–it’s knowing that the story has yet to be finished, and all I want to do is figure out how it ends!

How does your work contribute to the betterment of society in general? I hope that the research I have contributed to thus far will better our understanding of the world around us and the evolutionary history that has led to it. Understanding the diversity in things as small as bacteriophage reproductive genes may help us to develop effective medical applications to treat bacterial infections and understanding the past diversity patterns of extinct fauna helps us better comprehend the changes that can impact our past and present climate and ecosystems.

What advice do you have for up-and-coming scientists? The best advice I can think of is to not let the fear of rejection or inadequacy hold you back. The absolute worst you can get back from asking about an opportunity is a ‘no’, which pales in comparison to the absolute best you could get back. You can’t let your own idea of how smart or capable a scientist should be hold you back from what you want to do. You are more than capable of pushing past those times that you mess up or feel unqualified.

What I Learned From 5 Weeks of Science Communication

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Anna here –

As an undergrad wrapping up my first year of college this past spring, I remember sitting in my dorm room with a thermos of hot tea, scanning website after website, asking myself what I was going to do with my summer. At the time, I was about halfway through my first-ever geology class, which had sent me on an earth and climate science kick that inspired most of my searches. Eventually, my professor sent me a link to the TimeScavengers website and internship information page. It seemed like a perfect opportunity – something that would allow me to geek out about science from the comfort of my own home, where I could still spend time with my friends and family. I decided to apply.

Naively, I assumed the internship would be a breeze. Looking back, I’m ashamed of how smug I felt about it – I had grown up hearing people telling me that I was a good writer, and that I was a good scientist, so I imagined that it wouldn’t be that hard to combine the two. Within the first week, I quickly found out I was mistaken. It turned out that there’s likely a reason most scientists aren’t writers, and vice versa: because it is hard. 

For me, the biggest challenge was the time and effort it took to dissect each article to a level where I could rewrite it for others. I remember multiple occasions when I put my highlighter away, thinking I fully understood an article, only to sit in front of an empty Google Doc and realize I had to go back and reread an entire section. I discovered there was a huge difference between understanding something in my brain and putting it in words. (This, of course, was shortly followed by the realization that the understanding locked in my brain was probably not all that complete to begin with). Point being, there’s another layer of insight that comes with trying to explain science, and, as painful as that layer might be to reach, it will definitely be beneficial in the long run.

While nothing about the internship proved impossible, it certainly challenged me in ways I didn’t expect. However, I was also struck by how much easier these processes became over time. In one of my first articles, I remember essentially skipping over a methods section that had too many big, scientific-looking words. The task of sorting through all of them, looking them up, rereading and rewriting seemed too daunting, and my mentors, Sam and Alex, had to explain the whole thing to me. On a more recent article, however, I was able to plow through an equally challenging methods section on my own. I sprawled out at a table at a library nearby, a printed out and highlighted article in front of me, with a notebook on one side and my laptop to look up words with on the other side. It still took quite a while, but it was satisfying in the end to see the improvements I had made over the course of the internship.

In the end, I don’t think my time with TimeScavengers has changed the path I hope to take as a scientist. If anything, the hours reading articles made me realize how much I itched to be out in the field doing my own research, rather than pouring over someone else’s. However, this internship definitely changed my perspective on science communication going forward. It seems to me that anyone who seeks the fancy title of “scientist” should also seek the title of “science communicator.” After all, earth-shattering research is worth nothing if only the researcher themself knows about it – they must be able to convey their findings to everyone else in order for it to make an impact. I also hope to make accessibility a priority in any research that I do in the future, so that aspiring scientists feel encouraged, rather than intimidated, when reading my findings.

Eleanor Shippen, Anthropology B.A. Undergraduate Student

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Background: A tree line and body of water in the far back. Closer up there is a wooden bridge with a rocky shoreline with a few people and some equipment. Foreground: Eleanor smiling in a headband and wearing waders holding a small stone artifact
A bilface lithic I uncovered while wet screening at the 2022 UVic Archaeology Field School in Barkley Sound, British Columbia.

Tell us a little bit about yourself. Hello! My name is Eleanor Shippen (she/her). I’m a fourth-year student from Nashville, Tennessee studying anthropology at the University of Victoria in British Columbia, Canada. My interests include public history, ecology, and applied anthropology. I am a huge history buff and an avid fan of state and national parks. When I’m not hiking or reading every single interpretive sign at these parks, I am adding another cancellation stamp to my national park passport; so far, I have over sixty! In my free time, I enjoy volunteering in the Victoria community, visiting my local library, collaging, and getting cozy at home with a good cup of tea.

What kind of scientist are you and what do you do? Throughout the duration of my degree, I’ve had several incredible opportunities to engage in various scientific fields. These include archaeology, archival preservation, marine ecology, and ecosystem restoration. As an anthropology student, I have taken classes in biological anthropology, environmental history, biology, archaeology, artifact curation, and medical anthropology. These have introduced me to a wide range of scientific focuses and applications. I am fascinated by the close relationship history and science have and all of these experiences have highlighted how interconnected those fields can be. In the last year of my undergraduate degree, I am hoping to examine how historical knowledge can be utilized in educating the public on natural landscapes through my coursework and volunteering. While my goal to earn an M.A. degree in Public History situates my career more within the history field, I aim to continue my involvement in ecological and environmental studies in my work. I would love to see how community science and public history could be further incorporated together in education.

What is your favorite part about being a scientist, and how did you get interested in science? My parents encouraged me and my sister to be curious and explore the world around us from a young age. Their support on family camping trips, during our visits to science centers, and when I entered my middle school magnetometry project into my state science fair gave me the confidence to take A.P Environmental Science in high school and continue exploring science into my undergraduate. I would recommend every college student take at least one science class in their first year – it helped me contextualize the required classes for my degree. I have a love for learning and getting outdoors that has led me to a variety of amazing, hands-on experiences in science. The part I love the most about being involved with science is the joy that comes with engaging holistically with the natural world and sharing your knowledge with others. Experiential learning in nature has changed how I think about the relationship between humans and the world, but it’s also shown me how enjoyable getting involved can be. For myself, this looks like volunteering at a local nature sanctuary, taking hikes with my friends and family, and practicing shinrin-yoku (forest bathing), the Japanese concept of immersing oneself in nature to relax.

Background: a cloudy blue sky with the rolling Appalachian mountains covered in green. Foreground: Eleanor standing on a grassy knoll with arms spread wide smiling.
Myself at Roan Mountain State Park while participating in the 2018 Governor’s School for the Scientific Exploration of Tennessee Heritage.

Do you engage in community science? How does your work contribute to the betterment of society? As a student, I would categorize the majority of the scientific work I have participated in as community science. My contributions have allowed scientists to continue their research and have helped ecosystems thrive. It has also shown me I have the ability to help make tangible change. In an ideal world, science benefits both the academic community and the world. I have been privileged enough to have participated in projects that have worked to accomplish that goal.

This summer I participated in the UVic Archaeology Field School in Barkley Sound, a collaborative project between the University of Victoria, the Tseshaht First Nation, Parks Canada, and Bamfield Marine Science Centre. While archaeology was the project’s focus, our professors and Tseshaht representatives brought Tseshaht history, a respect for the lands and ecosystems we excavated within, and considerations of colonialism’s impact to the forefront of our work. This intentional contextualization of our archaeological efforts changed how I approached my goals for the field school. I realized I was one part of a larger, impactful, and uniquely collaborative five-year project. During the six weeks of the field school, my peers and I endeavored to help Tseshaht First Nation community members expand their knowledge of their history and land while also assisting archaeologists studying the Barkley Sound region and the Pacific Northwest as a whole. The report I wrote summarizing my excavation unit throughout the project’s duration will be kept by the Bamfield Marine Science Centre for use by future researchers. This incredible experience inspired me to learn more about the natural history of Vancouver Island, which led me to volunteer at the Swan Lake Christmas Hill Nature Sanctuary in Victoria, B.C. Each week I remove invasive plants and restore ecosystems in the sanctuary while discussing conservation and wildlife science with fellow volunteers. I wouldn’t consider my involvement in scientific fields to be the cause of any substantial betterment of society. I do, however, believe significant change is made possible by individuals coming together and doing the best they can the most they can to help, and I try to do just that every day.

What advice do you have for up and coming scientists? My go-to piece of advice about college is that it is what you make of it – I would say the exact same about science. During the completion of my degree, I’ve learned a multitude of life lessons that will help me in my future career and the rest of my life. Here are a few: get involved and stay involved, continue to ask questions, and you should always give intention and critical thought to whatever you are doing. Remind yourself what inspired/interested/got your heart pumping about science and hold onto that! It will help guide you through wherever you are in your life.

4 Things I Learned this Summer about Science, Communicating, and Connecting with Both

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By Habiba Rabiu

Science communication has been a part of my life for longer than I could name the concept. I grew up in a family of science lovers, so reading, watching, and listening to science-based publications and entertainment has been something I have enjoyed since early childhood. Interning at Time Scavengers for the summer of 2022 was my first time creating science content in a professional capacity. It was a challenging and rewarding experience to be on the other side of the words. I learned a lot about myself and what science communication meant to me, namely:

  • There are many ways to be a science communicator, from creating short-form content on social media to writing policy. All of those levels are important, and more people than ever are needed on all platforms producing and distributing clear, accurate information. There are endless avenues to explore with science communication, one only needs to be inspired to pursue them.
  • As necessary as it is, summarizing research articles and studies in an easily consumable way is not a simple task! At times it felt like I was translating from a language I wasn’t entirely fluent in. It was constantly necessary for me to remind myself of what my intention was with every piece I wrote: to make the information interesting, relatable, and concise. That helped me to focus on the core of the information and organize it in a way that did justice to the source material while still being accessible to those who may not be experts in the subject matter.
  • Not all science news and articles have to be shocking and dazzling. As wonderful as new discoveries are, there can be just as much impact in reinforcing simple, close-to-home ideas. Proof that a hot desert is slowly but surely getting hotter is not what most people would consider exciting news, but it’s the job of a science communicator to express why information like that is just as if not more significant as the discovery of a new exoplanet.
  • Communication is lost without consideration. While there is a time for jargon and complicated graphics, as certain ideas can only be expressed in a technical manner, care should be taken when trying to reach the masses that everyone has different levels of ability, understanding, and education. Choosing to communicate science means choosing to share information that affects everyone. Part of the job is ensuring that everyone gains as much as possible from what is being shared. Accessibility and diversity are as important to the dissemination of science communication as clarity and precision are to writing it. It is worth the extra time and words to make sure that a key term is explained thoroughly, or the alternative text of a graph gives accurate values.

Writing for Time Scavengers gave me skills and insight that I will use throughout my education and career. I had a great time, am thrilled to have been a part of it, and can’t wait to use what I learned to make the world a more informed place. 

Finding Connection in Science – the Heart of SciComm

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By Makayla Palm

I have changed a lot since I began my journey into sci-comm. While I do attribute some of it to post-high school maturity, I think pursuing sci-comm has helped me become more empathetic, a better listener, and it has helped me reframe my focus to hone in on connections with others. My goal in this essay is to share a bit of that journey with you. 

I remember being taught that science was objective, and implicitly learned to take the human-ness out of science. The science came first: if someone wanted to interject their own experiences or feelings into the science, but it should be treated separately from the science.Science, especially the science that deals with the history of the Earth, can feel contentious for people. The history of our planet ultimately says something about our origins, and people have very strong opinions about the implications for those origins. The mystery of origins, about us, earth, and life itself is what got me interested in geology–it keeps me awake at night, wondering how all of these big ideas connect. I realized about five years into my thought journey that I was thinking through all of this the wrong way. Having attended scientific conferences and now wrapping up the Time Scavengers virtual internship, I know how important it is to strive for connection with others rooted in the personal, especially in science.

I have always enjoyed writing and telling stories, and because of how I learned science (i.e., how I thought you had to separate the facts from the emotions), I thought these things were mutually exclusive. I took my writing and geology classes and did not think much of it until I met my geology advisor. In the beginning of the semester, she described geology as being a storyteller, with the privilege of being able to learn more about the world around us. Especially during the pandemic, she made efforts to get us to see local geology in (socially distanced) outings. Ultimately, she wanted us to know we all had voices, and that we had the ability to tell these stories to others. She helped me understand how important it was to promote diversity and how integral connection with others was to doing good science. 

This changed my perspective quite a lot because before this,  I spent my time learning to build walls. I had a lot of people walk out on me or lose my trust. I desperately wanted to make connections, but it felt like it was getting more and more difficult. Being raised in a politically and religiously conservative environment did not help this attitude, especially as a science major. With a conservative Christian background, I was sharpening my swords for the secular institutions that I was told would try to snatch my faith from me with their long ages and fossils. Since graduating and stepping into the academic field, I realized what I learned all those years ago couldn’t be further from the truth- science and faith don’t have to be mutually exclusive at all. Meeting with my advisor and talking with her about my background helped me realized I could blend my knack for storytelling and my desire for connections with my love for geology

The Time Scavengers Internship was something I excitedly took on because I wanted to learn more about sci-comm while earning some summer cash. What I did not expect was to learn from people who have made an impact in science communication and hear their personal stories. This was a unique opportunity for me to see that I can blend my passions for studying origins, philosophy and religion with my enthusiasm for science. The first speaker, Riley Black, is my sci-comm hero. Her book, My Beloved Brontosaurus, was a huge part in my realization that science and storytelling can intertwine. The second speaker, Dr. Liz Hare, talked about accessibility and making figures/images/graphs interpretable for people who cannot see them. Her overarching theme of accessibility was really insightful because it points to a role of connection that is overlooked by people who are not disabled. Another speaker, Priya Shukla, spoke about embracing our individual pasts and experiences because they can deepen the meanings of our scientific work. This was affirming to me, as I have always been hesitant to share my religious background in a scientific setting. I want to embrace my unique position and hopefully be helpful to those who may also be navigating similar journeys. The more I am in the academic/scientific community, the more I see people who want to connect with others, and I am learning to be more vulnerable in sharing my story. The more I have learned to let down the walls of protection, the more connection I’ve been able to have with others and learn from them. 

Science writers, professors, and content creators these days all punctuate the same point: science is for everyone, and we can connect with each other through it, a shift that I think is a positive move for the community. Our stories matter and the science we are interested in and want to pursue is affected by our past, the culture we live in, and how we see the world around us. Science is not objective because people carry their experiences with them, and understanding this idea allows “doing science” to reach further depths than the raw numbers or data would by themselves. 

Since learning to become a better science communicator, my goal is to help others enjoy science and see the stories it offers us about ourselves, how we got here, and what we can learn about our past. Learning to see science communication as a way to connect with people brings a richness and unifying feeling, that we can begin to understand something bigger than all of us. 

A woman in her early twenties is sitting at a desk, wearing black-rimmed glasses and holding a journal that says “I dig it”, with an ichthyosaur on the cover. She has mid-length brown hair, an Allosaurus tattoo on her right arm, an ammonite tattoo on her left, and she is confidently smiling at the camera.

Ella Halbert, Undergraduate Student, Biology and Hispanic Studies B.A.

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I’m holding a praying mantis found near the biological station where I completed my research.

Hello! My name is Ella Halbert (she/her/hers) and I’m from Nashville, Tennessee. I am a fourth year Biology and Hispanic Studies major at Oberlin College in Oberlin, OH. I’m interested in disease ecology, epidemiology, and human health. Outside of academics, I love doing anything outdoors, particularly playing sand volleyball and going on hikes. I also sing in an a cappella group and am part of a traditional Japanese Taiko drumming group.

My favorite part about being a scientist is getting to explore questions that interest me. I’m a very hands-on learner, so research has been a great way for me to learn about the world. My most recent research began in the summer of 2022 with a National Science Foundation funded Research Experience for Undergraduates (REU) at Mountain Lake Biological Station (MLBS) in Pembroke, VA. I was drawn to Dr. Chloé Lahondère’s work with mosquito thermal biology and interactions with plants and herpetofauna because of the wide possibility for projects. I joined a project that examines the interaction between Culex territans, a mosquito species present throughout the Northern Hemisphere, and its amphibian hosts. That’s right, this mosquito species feeds exclusively on amphibians (and the occasional reptile), and it couldn’t care less about humans!

Horton Pond was one of my sample sites at Mountain Lake Biological Station.

More specifically, I studied the interactions between Cx. territans mosquitoes and their frog hosts to determine what diseases they vector in that environment. So far, my work has focused on their potential as vectors of the Batrachochytrium dendrobatidis (Bd) fungus, which causes chytridiomycosis, a deadly disease, in amphibians. The chytrid fungus is responsible for the decline of amphibian populations around the globe, so understanding how this disease is spread in the environment is critical. There is evidence that suggests that when a Cx. territans mosquito lands on a frog, it has the capability to pick up Bd spores and transfer them to its next host. By swabbing the frog population and testing the mosquito population in the same habitat, I was able to compare rates of Bd infection among species and get a better picture of how Bd is spreading in that habitat.

Here I am using the Giant Aspirator to vacuum up mosquitoes from their resting spots in the vegetation by a pond.

I’ve always loved science, even before I knew what it was. When I was in elementary school, I wanted to know everything there was to know about dinosaurs, and I was curious about why we lost those species 65 million years ago. I loved bugs, and asked for Eyewitness books for my birthday. Over the years, as I was formally introduced to science, I developed a strong desire to know more and to discover how the natural world works.

In high school, I participated in a program called the School for Science and Math at Vanderbilt (SSMV). One day each week, instead of attending my high school courses, I attended lectures and participated in hands-on science projects with my cohort at Vanderbilt University. This four-year long experience opened my eyes to the stunning variety that exists within STEM, and through this program I participated in several summer sessions that emphasized research. The SSMV solidified my interest in science and gave me a platform to engage with subjects that had fascinated me for so long.

I matriculated into Oberlin College in 2019 and declared my Biology major, eager to continue my exploration of the natural world. In the summer of 2021, I joined Professor Mary Garvin’s research lab at Oberlin. I investigated the role of nest mites in overwintering Eastern Equine Encephalitis Virus in Northeast Ohio. With the team, I worked to elucidate the mechanism that allows this disease to persist through the cold, harsh winters of Ohio using DNA and RNA extraction techniques. This experience made me more curious about how ecology and diseases interact and steered my interests towards a summer research internship in the summer of 2022.

My current research is part of an ongoing project at MLBS that seeks to understand how Culex territans, a mosquito species that feeds on cold-blooded hosts, locates and interacts with its hosts. This mosquito’s preference for cold-blooded hosts is intriguing and poorly understood, and by learning how Cx. territans interacts with its hosts, we can provide insight into how mosquito host-seeking behavior evolved. This will ultimately inform current-day disease control strategies regarding mosquito-borne pathogens.

My advice for up and coming scientists is to seek out mentors! Having an experienced scientist in your corner makes a world of difference, and the best research experiences I’ve had were all facilitated by incredible mentors who really took the time to teach me what they knew. The strong interpersonal connections I’ve made in science are what keep me going when an experiment fails or I lose a bunch of data, both of which are annoyingly common occurrences in science! So my best advice is to find people who will support you on the best and worst days of your journey in research!

My final REU project presentation at Mountain Lake Biological Station.

“What I learned” Article

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By Michael Hallinan

Science has been a consistently developing field, with tons of new finds, new scientists, and a general increase in how many people are involved and engaged with the discipline. However, my undergraduate peers and I have found that effective communication is an often underdeveloped skill within science. We spend so much time learning calculus, learning physics, learning about environmental systems, yet never seem to spend much learning how to effectively share what we learn with others.

As of 2022, I’m entering my second year of undergraduate studies, and I’ve already seen the aforementioned communication divide as I share what I learn with family and friends. I entered science because I found the developments in biotechnology to be super interesting and to have great potential to better our world. However, science isn’t exclusive to scientists. There are policymakers, governments, educators, stakeholders, voters, and tons of other people who need to engage and interact with science, and often cannot because of the language and lack of accessibility regarding scientific research. As a result, I still want to pursue research in biotechnology, but I want much of my work to center open communication and accessibility within science. 

Thankfully, I was offered an internship with the Time Scavengers organization, and was granted the opportunity to further develop my communication skills through practice and learning opportunities. Weekly, me and the other interns got to hear a variety of scientists of various backgrounds teach about different factors of communications, which was an amazing opportunity. The major topics covered were effective storytelling, identities’ role in communication, effective teaching methods, accessibility, and compromise. However, although each of these topics was spoken on, there was so much more with each presenter having a unique background and journey into communications.

Besides these presentations, I also could practice communication through summarizing scientific research on topics from as broad as chimpanzee communication to global water evaporation with varying degrees of challenge. It was through this work that I truly realized how essential science communications work is. Much of the research I read through used jargon or failed to explain concepts or methods in a way that someone outside of the subjects’ field would understand. This meant that with most of the research I read through, to even understand a page, there was a lot of additional research and dictionary searching that had to be done. If I can’t understand their work without lots of additional effort, how can we expect those without a science background to do so? This was the biggest challenge I felt my experience within this internship helped bridge. 

Each article presented a unique challenge of learning something brand new and learning all the language and nuance to a degree where I could communicate that information to others. This was by far the most challenging part of the internship, but luckily, I had a lot of help. Every week I’d write about two articles summarizing papers I had chosen on a variety of topics. Sometimes this was a pretty straightforward process, but more often the not required the aforementioned searching and struggling to understand. After I finished this, though, I’d sent my article off to my mentor and we could discuss and edit. I got a lot of really useful tips about writing, especially having another perspective on my work. I think the most helpful information I got was just trying to be simple. A lot of writing, both academic and artistic, encourages high-level vocabulary or complex ways of communicating things. Which sometimes is valuable and arguably necessary, but for accessibility is not always the best. Many of the challenges in my writing were related to this either in complex words or structure that could be easily simplified down to something else. This not only makes it easier for non-native English speakers but also maybe those who are not as familiar with academic writing or the topic to understand. It seems like such basic advice, but really being simple when appropriate is so valuable, and something writers might not consider because of the culture around writing. 

In addition to this advice, within both my written articles and the presentations, there was a general focus on how to better connect with a variety of audiences. Sometimes this meant trying to use comparisons or more ordinary language to reach others, and sometimes it meant including more of yourself or relevant applications of your work to allow the audience to engage more with the topic. This type of discussion was something I hadn’t really engaged much with and felt as if there were so many perspectives that got to share and be heard in this experience, both intern and expert alike.

Furthermore, I think it’s really important to acknowledge a lot of the direct and indirect discussion on accessibility that went on. Besides language and comprehension accessibility, there was an amazing presentation on alt text. Although I’ve heard of alt text, I never really knew how to properly put it into my work, what its true value is, and what makes good alt text. These things were touched on and discussed, and I could practice creating alt text for each of my articles. This meant describing images or graphs and really focusing on what information is being communicated through visual means, as well as how to explain that in full value to someone who is using a screen reader. For graphs, this meant describing the type of graph, variables, general structure, and any other important information. While for pictures, this meant explaining things like the perspective, the context, color, or any other important visual cues and information needed to properly create meaningful alt text. This forced me to really think about how to analyze what information is portrayed through visual means both directly and indirectly, later converting this into written information. This is going to be imperative to my future work and really opened my eyes more in terms of digital accessibility.

Overall, this internship was an extremely valuable opportunity. I not only got to engage and practice communicating challenging topics, but I also got to hear from so many perspectives and other amazing scientists. Each of the interns, presenters, and mentors all had something to contribute and expanded my view on what science communication is. Science communication isn’t just for National Geographic Writers, it’s not just for podcasts hosts, it’s something all scientists, both writing-focused and non-writing focused, should consider developing skills in. It’s in the way we describe a figure, in the way we share our findings with policymakers, it’s in the way we describe our job positions to others. Science communication is all around us, and to ineffectively communicate in science is to lessen the value of your work. This opportunity brought a lot of practice and new ideas to my writing, and I hope to continue to use these in all facets of my work in the future, as well as encourage others to think more critically about the way we communicate even if it’s not the core of their work. 

Birds are more Vulnerable to Climate Change Impacts than Small Mammals in the Mojave Desert

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Exposure to climate change drives stability or collapse of desert mammal and bird populations

E.A. Riddell, K.J. Iknayan, L. Hargrove, S. Tremor, J.L. Patton, R. Ramirez, B.O. Wolf, S.R. Beissinger

Summarized by Anna Geldert

What data were used? Researchers compared climate change responses in desert species, including 34 small mammal species and 135 bird species. Surveys were conducted at 151 sites throughout the Mojave Desert, concentrated mostly in Death Valley National Park, Mojave National Preserve, and Joshua Tree National Park (California, USA). Modern observations were compared to historical observations by Joseph Grinnell and colleagues in the early 20th century to assess change over time.

Methods: The authors used a dynamic multi-species occupancy model to determine how the proportion of sites that a species occupied changed over time. In summary, this approach assessed the probability of detecting a species  at different time periods, and used this data to determine the change in occupancy (likelihood of a species occupying a site), change in species richness (number of species at a site), colonization probability (likelihood of expanding to new sites), and persistence (long-term survival of a species at a site) probability. This model also factored in the impacts of climate change and habitat loss. The authors also estimated the degree of exposure (or how greatly an organism is affected by climatic changes) in small mammals and birds by simulating the “cooling costs” of each species. Cooling costs represent the water required for evaporative cooling to maintain a stable body temperature and were based on the species’ behavior, morphology, and microhabitat conditions.

Results: Overall, modern bird species declined in occupancy when compared to historical records, while small mammal occupancy remained relatively consistent. The model estimated that the occupancy of 29% of bird species decreased, 70% were unchanged, and only 1% increased. Meanwhile, only 9% of small mammals saw an occupancy decrease, while 79% stayed constant and 12% increased. Similarly, bird species richness decreased at 90.1% of sites and only 3.3% of sites for small mammals. The authors also found that bird populations experienced higher exposure to climate change than small mammals. The exposure model estimated that cooling costs were approximately 3.3 times higher in birds than they were in mammals, with this number projected to increase to 3.8 times by 2080. Finally, the level of adaptation and specialization among species of both groups had little influence on changes in cooling costs, suggesting that microhabitat conditions and their behavioral ability to “buffer” against climatic changes had a much greater impact.

The figure shows a histogram graph, labeled ‘B’, which represents the change in species occupancy over time for both birds and small mammals. The x-axis is labeled “change in occupancy,” and ranges from -0.6 to 0.4, increasing by a factor of 0.5. Two y-axises appear stacked vertically on top of one another so that data on birds and small mammals can be graphed separately; both are labeled “number of species.” On the top right corner of each graph is the black silhouette of a bird on the top graph, and a small rodent on the bottom graph. The top axis, which shows data for birds, ranges from 0 to 30. Gray bars (roughly 70% of total) represent no significant change in occupancy compared to historical records, while red bars (roughly 30%) represent significant increases and decreases. Occupancy bars for birds are concentrated left of zero, indicating an overall decrease in species occupancy. The number of species is highest for changes in occupancy of -0.1 and -0.05, which each have about 25 species. As change in occupancy continues to decrease, the number of species slopes off rapidly, with only 5 species or less for occupancies lower than -0.35. Only 3 bird species have a positive change in occupancy, with probability values at 0.1, 0.15, and 0.4. The bottom y-axis ranges from 0 to 15, and represents data for small mammals. Gray bars (roughly 80% of total) again represent no significant change, while blue bars represent significant increases or decreases. Change in occupancy for small mammals is much less skewed than occupancy for birds. The change in occupancy of 0 has the highest number of species, at roughly 15. All other occupancies have 7 species or less, and quickly decrease to zero on either side by -0.2 and 0.3 change in occupancy. Small mammals, therefore, have a much lower range in change of occupancy probability than birds. Occupancy probabilities are also much more similar to historical records for small mammals than for birds.
Fig. 1 Change in occupancy (modern – historical) of bird and small mammal species in the Mojave desert. Changes in occupancy were estimated using a dynamic multi-species occupancy model based on survey data collected during two different time periods: first, by Joseph Grinnell and colleagues in the early 20th century (historical), and second, by the authors of this paper in 2007-2018 (modern). The gray bars represent the number of species with no significant change in occupancy between modern and historical records, while colored bars (red for birds; blue for small mammals) indicate significant increases or decreases over time.

Why is this study important? This study counters the traditional approach of assessing impacts from climate change, which often assumes that exposure within an ecosystem is uniform across all species. This study revealed that in the same locations birds were more severely impacted by climate change than small mammals, as shown by the lower occupancy probability, lower species richness, and higher cooling costs in birds. Additionally, this study highlighted the importance of microhabitat buffering potential, which may be a driving factor as to why small mammals were sheltered in their burrows during the day  from the worst of the impacts of heat, while birds were not.

The big picture: As the impacts of climate change on animal populations progress, desert communities remain especially vulnerable. In order to minimize these impacts, it is important to understand how ecosystems respond to climate changes. This study suggests that impacts should be considered at the population level, rather than the community level, as species responses varied greatly even within the same ecosystem. Furthermore, the results suggest that microhabitat buffering is especially important in reducing impacts from climate change, and should be given greater attention in conservation efforts and future studies.

Citation: Riddell, E. A., Iknayan, K. J., Hargrove, L., Tremor, S., Patton, J. L., Ramirez, R., … Beissinger, S. R. (2021). Exposure to climate change drives stability or collapse of desert mammal and bird communities. Science, 371(6529), 633–636. https://doi.org/10.1126/science.abd4605

Impacts From Climate Change and Other Threats Increase for At-Risk Canadian Wildlife

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Increasing importance of climate change and other threats to at-risk species in Canada

Catherine Woo-Durand, Jean-Michel Matte, Grace Cuddihy, Chloe L. McGourdji, Oscar Venter and James W.A. Grant

Summarized by Anna Geldert

What data were used? In this study, researchers assessed threats to biodiversity in Canada. They drew upon the methods of a previous study by Venter et al. (2006), which recognized six primary threats to biodiversity in Canada: habitat loss, introduced (non-native) species, over-exploitation (i.e., excessive hunting or harvest), pollution, native species interactions, and natural causes. They also assessed the threat of climate change. In total, researchers assessed threats to 820 species from 12 taxa, including: vascular plants (e.g., trees, flowering plants, ferns, clubmosses, etc), freshwater fishes, marine fishes, marine mammals, terrestrial mammals, birds, reptiles, molluscs, amphibians, arthropods, mosses, and lichens. All of these species were classified as at-risk (in decreasing severity: extinct, extirpated, endangered, threatened, or of “special concern”) by COSEWIC (Committee on the Status of Endangered Wildlife in Canada).

Methods: Between October 2018 and September 2019, researchers examined the COSEWIC website for evidence of Venter et al.’s six primary threats, where threatened species and the reasons they are threatened are cataloged . They looked at COSEWIC’s “Reason for Designation” statement, as well as details from the Assessment and Status Report. Any mention of any of the six major threats was recorded, so that multiple threats could be identified for each species. This data was compared to data from Venter et al. (2006) to determine changes in prevalence over time. Additionally, researchers noted mentions of climate change threats to species on the COSEWIC website. Climate change threats were classified as current, probable, or future based on a list of keywords. All seven of the biodiversity threats were assessed over time by comparing their prevalence to species with multiple COSEWIC status reports, including a total of 188 species.

Results: 814 of the 820 species studied were impacted by at least one of the six primary threats to biodiversity. Habitat degradation was the most significant threat, affecting 81.8% of species, followed by natural causes (51.0%), over-exploitation (46.9%), introduced species (46.4%), pollution (35.1%) and native species dynamics (27.2%). This represented an overall increase in threats compared to Venter et al., though introduced species and natural causes were the only threats that increased with statistical significance. Climate change impacted a total of 37.7% of species, with 13.3% of species impacted by current climate change, and 14.7% and 9.7% that will likely be impacted by probable and future climate change, respectively.

The figure shows a bar graph comparing the prevalence of the primary threats to biodiversity in the modern 2018 study and the 2005 Venter et al. study. In the top right corner, a legend indicates that white bars represent data from 2005, which included 488 species total, and black bars represent data from 2018, which included 814 species total. The x-axis shows the biodiversity threats, including habitat loss, introduced species, over-exploitation, pollution, native species interactions, natural causes, and current climate change. For each threat category, a pair of historical and modern bars are shown, with the exception of current climate change, which only has a bar for 2018. The y-axis is labeled “percentage of at-risk species,” and ranges from 0 to 90, increasing at increments of 10. For modern data, habitat loss is the most prevalent threat, affecting 81.8% of species, followed by natural causes, over-exploitation and introduced species, which all affected roughly 45-50% of species. Pollution and native species interactions (affecting 35.1% and 27.2% of species respectively) were moderate threats, while climate change was the lowest, affecting only 13.3%. For the 2005 Venter et al. data, habitat loss was also the most significant threat and was slightly more prevalent than it is today, affecting 83.8% of species. Native species interactions were also slightly higher in the 2005 study than the 2018 study, though not enough to be significant. All other threats were higher in the modern study, though introduced species and natural causes were the only categories that increased with statistical significance.
Fig 1. Percentage of at-risk species in Canada that were impacted by the six primary threats to biodiversity, comparing modern data from December 2018 and data recorded by Venter et al. in June 2005. The modern threat of climate change is also included, though there is no corresponding 2005 record. N represents the number of species (n=488 in 2005, n=814 in 2018).

The analysis comparing threats to species with multiple COSEWIC status reports found an average increase from 2.5 to 3.5 threats per species in newer reports. The prevalence of many threats also increased significantly over time, including a 27.6% increase in introduced species, a 13.3% increase in over-exploitation, and a 10.1% increase in pollution. Mentions of the threat of climate change also increased from 11.7% in the oldest reports to 49.5% in the newest reports.

Why is this study important? This study reveals that threats to biodiversity continue to increase today, despite protections that have been put in place. In particular, the threat of introduced species has increased significantly in recent years, reflecting rises in globalization and human-environmental interactions. Overall, researchers were surprised by the relatively low percentage of species currently impacted by climate change (13.3%), as this topic has gained so much global attention. The authors suggested the unexplained increase in death by natural causes compared to the Venter et al. report may actually account for impacts from climate change, as climate change has increased the severity of storms, droughts, and other weather events worldwide.

The big picture: This study emphasizes the importance of wildlife conservation, in Canada and all over the world. On-going threats such as habitat loss, pollution and overexploitation continue to impact hundreds of species in Canada, so it is likely that stricter protections are needed to enact effective change. Additionally, this study indicates that climate change is among the most significant threats to biodiversity and is projected to continue increasing in prevalence in the future. Although it was not considered to be one of the six primary threats by Venter et al. in 2005, it should definitely be recognized as one today.

Citation: Woo-Durand, C., Matte, J.-M., Cuddihy, G., McGourdji, C. L., Venter, O., & Grant, J. W. A. (2020). Increasing importance of climate change and other threats to at-risk species in Canada. Environmental Reviews, 28(4), 449–456. https://doi.org/10.1139/er-2020-0032