How did you become interested in science?
I’ve been interested in biology and ecology for as long as I can remember. I grew up following my parents (both biologists) into the field and spent my time catching every creature I could find from snakes and lizards to butterflies and ants. I also loved to go fishing and spent as much time as possible at lakes or the ocean. Even as a kid I knew that I wanted to be a biologist. I have been very fortunate to be able to achieve my goals of working with amazing organisms in wonderful places and sharing my knowledge with students at many levels from undergraduate and graduate students to kids in middle school and elementary school.
What are your specific research interests in ecology?
I am interested in the influence of predator-prey interactions on community dynamics, and especially how predators influence their prey and communities through non-lethal mechanisms (e.g. fear of predators). Most of my work has focused on the role of tiger sharks in structuring a pristine seagrass community in Australia. These studies mostly involve work on tiger shark prey, like turtles and sea cows, to determine how they respond to the risk from sharks. Recently, I have become interested in using the insights that we have gained in Australia to studies in, and conservation of, marine communities that have been heavily impacted by humans through the removal of top predators.
What has been your experience with SEEDS and what effect have you seen it have on students?
Although I am just embarking on my journey as a SEEDS mentor, I have been able to provide research experiences for many undergraduate students in Shark Bay over the past decade. I have watched these students transform from classroom oriented students into confident field researchers with the tools to continue on in ecology professionally, as most of them have. I am very excited about the SEEDS project and helping Ku`ulei with her research. I am sure that this will help to crystallize her passion to be an ecologist and provide important experience and tools to help her achieve her professional goals. Seeing students take advantage of such opportunities and using them to launch their careers is one of the most rewarding experiences I have had as a teacher and researcher.
What professional advice would you give to other students thinking of making a career in ecology?
Wow, how much space do I get?! The most important advice that I can give is to be passionate about what you do and then work hard at it! Ecology is challenging in so many ways that if you don’t love what you are doing it will not be easy. Early in your career be prepared to work very hard and try to gain as many experiences as you can! Then you can tell your students how hard you worked back in the day. In all seriousness, it is hard work and dedication that distinguishes the students that do well from the rest of the crowd. Hard work means poring through the literature and staying up on the latest papers, paying attention to details in your writing, working long hours in the field or lab, and working well with collaborators. Some other bits of advice that I would give are: 1) Don’t be afraid of math – ecology is a quantitative science and you need to be comfortable with it. Take courses where you can and don’t be afraid to seek out advice from others 2) Learn plenty of non-academic skills – when you are in the field in remote locations, knowing how to tinker with gear (or boats and trucks) can save a field season. 3) Cultivate relationships – ecology requires teamwork with other scientists and usually people that live in the areas where we work. Teaming up with other hard-working ecologists is one of the most enjoyable aspects of this job, but so is spending time with non-ecologists who are interested in what we do. In graduate school, you may learn more from other students than from your advisors, so learn from your peers and be there to help fellow students when they could use your advice. Most of all – go out there and have fun with it!