What is your favorite part about being a scientist and how did you get interested in science? There is something so magical about being the first person in the world to know something. Even more magical, at least to me, is talking about that thing to others so they can share in the excitement! One of the major appeals of being a scientist, to me, besides adding to the general knowledge of the human race, is also learning to see the world in a different light; for example, long drives have become so much more exciting since I’ve been trained as a geologist. I loved watching the geology change as we traveled from my home state of Florida to my new state of West Virginia!
I’ve been interested in science since I was very small. I come from a family with no formally trained scientists; however, several members of my family are fascinated by different aspects of the natural world. My dad is an amateur ichthyologist, my grandpa, a self-taught horticulturist, and my grandma is a nurse with a fascination for human biology. Growing up surrounded by people fascinated by science and nature (and watching Jurassic Park every single day) lead me to find science at a very young age.
What do you do? I am currently looking at horseshoe crabs, both fossil and modern, to figure out if they are really “living fossils” or not. More specifically, I’m looking at how fast their shape actually changes through time and if it is really as slow and steady as we commonly think it is.
How does your research contribute to the understanding of evolution? I am hoping to use what I discover to inform horseshoe crab conservation around the world! For example, knowing how horseshoe crabs adapted to past mass extinctions (they’ve survived all 5!) will tell us how they may react to modern climate change. This will also help us understand more about other groups considered to be “living fossils” and teach us more about long term trends in evolution.
What are your data and how do you obtain them? Some of my data is from previous work done by my advisor, Dr. James Lamsdell, but I will also be collecting more data this spring and summer from 3D scans and photographs of fossil horseshoe crabs.
What advice do you have for aspiring scientists? If you are passionate about science, embrace that! Science takes a lot of hard work, but passion makes the hard work worth it. You can do this!
Hello! I am Sinjini, a Ph.D. Candidate at the University of Texas at Austin. Prior to starting my doctoral studies, I pursued my bachelors and masters in Geology at the University of Delhi in India. Following that, I moved to the University of Southampton, UK to pursue a Master of Research in Vertebrate Paleontology and then joined the University of Alberta, Canada to study a M.Sc. in Systematics and Evolution. My previous research focused on the systematics and paleoecology of Late Cretaceous sharks from central India and southern England as well as on the diversity of Paleocene bony fishes from Canada.
What is your favorite part about being a paleontologist and how did you get interested in paleontology in general?
My favorite part of being a paleontologist is that it gives me the opportunity to dig up fossils in exotic locations- be it in the sandstones of Central India, in Western Canada or the chalk deposits of Southern England. I also enjoy sharing my scientific knowledge with non-scientists through Skype a Scientist sessions, in person outreach events, or simply by random conversations.
I always found it fascinating to know that fossils are remains of organisms that were alive several million years ago. During my undergraduate days at the University of Delhi in India, I used to enjoy my paleontology classes more than any other geology course and hence pursuing my dissertation in paleontology was an obvious choice for me. It was during my dissertation days, I realized how paleontology addresses critical questions about earth-life interactions in deep-time and that earth’s paleontological history archived in the deep-time rock record provides a major research opportunity to investigate the future of our planet. As my research progressed, I became sure that I want to pursue an academic career in paleontology and doing a Ph.D. is the next steppingstone towards fulfilling my career objectives.
What do you do?
I study a moderate mass extinction event during the Early Jurassic (about 183 million years ago). During this period, there was a volcanic province eruption, which injected large volumes of carbon dioxide into the atmosphere. As a result, there were significant perturbations in environmental conditions around the globe such as global warming, low oxygen levels, and acidification in some parts of the ocean. It is thought that these changes led to multiple (or multi-phased) biotic crises, but they may have also enhanced exceptional fossil preservation. Fossil deposits that contain both hard skeletal parts (such as bones) as well as soft tissues (e.g., ink sacs of coleoids) of organisms are considered as exceptional fossil deposits (or Konservat-Lagerstätten deposits). Though rare, such deposits provide uniquely comprehensive records of past life. These deposits contain a direct record of soft tissues of organisms not typically preserved in regular deposits Thus, the goal of my research is to address how these changing environmental conditions in the Early Jurassic affected the exceptional preservation, extinction, and recovery of organisms.
What are your data and how do you obtain them?
Soft tissues of organisms get preserved under rare circumstances in which rapid soft tissue mineralization proceeds faster than soft tissue degradation along with other local (e.g., depositional environment, or climate), regional, or global (e.g., weathering, or bioturbation) phenomenon affecting their preservation. Sometimes, a combination of preservational pathways can lead to exceptional preservation. Thus, the mineralogy of a fossil specimen is the result of the preservational process it has undergone, especially since the preservation of soft tissues typically requires rapid growth of minerals in the original place. I use a Scanning Electron Microscope to get better images of the structures of the fossils and then use Energy Dispersive X-Ray Spectroscopy (EDS) to obtain the mineralogy of the fossils from the elements detected in the EDS.
For the extinctions and recovery aspect of the project, I will be studying the occurrences and abundances of the different groups of fossils across the extinction boundaries. This will help me investigate which organisms survived the extinctions and which organisms went extinct. The fossils will be collected through field work.
How does your research goals contribute to the understanding of evolution and paleontology in general?
Results from my project will provide information about preservational pathways of exceptional fossilization. Exceptional fossil deposits capture information about organism morphology, ecology, diversity, evolutionary relationships, and paleo community structure, hence more information about them is necessary for filling gaps in the paleontological record. In addition, it will provide data about the patterns of biotic change in tropical marine communities and how these communities recovered from significant global events like those we are facing now. Broadly, extinctions not rated as the biggest could shed light on the survival strategies of organisms, addressing concerns about the conservation of extant marine communities in our changing environment today.
What advice do you have for aspiring scientists?
If you are passionate about paleontology, just go for it. I often hear from non-paleontology graduate students that they had to drop their idea of pursuing paleontology as a career because they thought there are no jobs available.
What is your favorite part about being a scientist and how did you get interested in science in general? My favorite part about being a scientist is that you get to meet people and go places. My interest in becoming a scientist started with my curiosity about the stars and moon when I was ten years old. Back then, I wished to be an astronaut so that I can travel the universe and look at the stars and planets. I learned a lot by reading and going through atlas. However, since both of my parents were not from a scientific background, many of my questions were unanswered. Later during my high school years, I met a cool biology teacher that seems to know-it-all. I admired her so much that I aim that one day I would like to teach students and do research at the same time. This is when I made up my mind to become a scientist. During my university years, I was very curious about life in the oceans which led me to take a major degree in aquatic life. The fun part about science is, the more you know, the more questions you have. These questions are the one that drives and motivated me each year to be a better scientist.
What do you do? My work focuses mostly on the tiny (microscopic) sea creature called foraminifera. Foraminifera are single cell organisms, closely related to amoeba, that own a shell-like structure to cover their cell. As a micropaleontologist, I document the different foraminifera species found around Malaysian waters and sometimes use their distribution pattern to understand the environment they live in. The best part about foraminifera is that when they are living, they represent the surrounding environment and archive chemical signals around them within their shell (test). Once the foraminifera died, most of them were preserved in the sediment and became a good environmental archive. I can then use their distribution as well as the chemistry signal in their shell (test) to indicate changes in the environment.
How does your research contribute to the understanding of climate change, evolution, paleontology, or to the betterment of society in general? One of my research goals is to understand the past climate change around Southeast Asia during the Quaternary period. I had been using foraminifera to infer the changes of sea level and the implication towards coastal areas around Malaysia. Scientists have agreed that sea level rise due to global warming is currently inevitable but the sea level rise is far from uniform. Which means, different regions will experience different timing and magnitude of the sea level rise. Local factors may either amplify or reduce the impact of local sea level rise. Hence we must be well prepared with mitigation plans that protect the economy and livelihood of the coastal community. Since all states in Malaysia are coastal states, the country must understand the future impact of sea level rise towards the coastal ecosystem and community. Through the understanding of sea level patterns in the past, I hope that I can educate the community and advise the stake holder for future mitigation plans.
What are your data and how do you obtain them? I collected data on foraminifera assemblages, sediment type data and environmental data (i.e., water depth, salinity, temperature, ph). These data is used to understand the foraminifera assemblages and their response towards the changes in their surrounding environment. Most of my early work uses benthic foraminifera assemblages to monitor the health of marine environment. My recent interest is to use both benthic and planktonic foraminifera as a proxy for sea level and temperature changes. With the help of colleagues in National Taiwan University, I aim to reconstruct the sea-level and temperature changes during the Holocene. Hopefully the reconstruction and validate the physical earth model and future sea level projection around South China Sea and Malacca Straits.
What advice do you have for aspiring scientists? My advice would be for them to continue pursuing their dream in their field of interest. It may be difficult at the beginning especially for countries with limited resources but with motivation, great research teams, collaborations between world laboratories, one can carry out world class science sooner or later.
As far back as I can remember, I have yearned to be an educator. I have fond memories of running a classroom in my parents’ back yard and giving my friends smiley-face stickers on their “assignments”. At that time (I was only 5 or 6!), I was unsure of the discipline direction or at what educational level I would like to teach, but I knew I had a visceral draw to understand the natural world. I also knew when I got older I wanted to have a family, yet not until I had my first child during the beginning stages of my doctoral program did I realize how challenging earning an education while building a family would be.
I began my Ph.D. program in Geology in 2011 as well as a part-time adjunct professor position. I progressed with my studies until early 2014 when I became pregnant with our first child. I took a two-year respite from my Ph.D. program, allowing me to refocus my drive for the degree, and to find a job that could help support my growing family. When my official leave of absence came to an end in 2016, I was reinvigorated, raising two children (I had another child during the 2-year respite), and more confident in my role as a geoscience educator. I have since had another child who is now 7 months old. I hope to be an example for future women scientists that you can have both worlds: a family and an education. I unfortunately did not have many role models of women professors with children and I can only hope that my situation and choices can prove that choosing to have children and be a highly educated woman is a valid life goal.
My research focuses on the affective (i.e., emotional) response of undergraduate geoscience students to traditional, real-world and non-traditional, virtual reality (VR) field trips. I primarily use qualitative means, such as interviews, to collect data. I ask students about their perceptions and feelings to better understand what aspects of a field trip positively or negatively impact their affective domain. The overall goals of my research are threefold: (1) to add to the extant literature pertaining to geoscience education best practices; (2) to understand the ways in which geoscience educators can grow and nurture the undergraduate geoscience community via traditional and non-traditional field trips, and; (3) to understand “what works” in the recruitment and retention of students into the geosciences by understanding the motivations and decisions of undergraduate geoscience students surrounding field trip experiences. My research has direct applications for making geoscience accessible for disabled students and applications in increasing the ability for geoscience participation, as well as in applying new knowledge to introductory major and non-major geoscience undergraduate courses to better recruit and retain students into the geosciences.
What is your favorite part about being a scientist and how did you get interested in science in general?
My favorite part about being a scientist is sharing my science with others! Whether it’s creating educational activities, writing blog or social media posts, visiting classrooms, designing museum exhibits or just talking to people I am always happiest when I get to be a part of someone’s scientific journey.
I was first introduced to geology when I was 5 years old and my great grandmother gave me a box of rocks and minerals. From there I began to read and collect more and more. It was then in high school, that I decided I wanted to focus on paleontology because of the great role model I had in my teacher Mr. Mike Koenig who took me fossil hunting. These two events and many others in-between sparked a passionate for earth sciences that has put me on to a track to a professional career as a geologist and paleontologist.
In laymen’s terms, what do you do?
As an undergraduate student in the Calede Lab at Ohio State, I study body size evolution or change over time. By looking at the teeth preserved as fossil from Gophers that lived around 30-11 million years ago, we can determine what the size of those creatures and then compare them to gophers that are alive today.
How does your research/goals/outreach contribute to the understanding of climate change, evolution, paleontology, or to the betterment of society in general?
By observing changes to the size of animals during different times we can understand how climate, and environment affect mammal groups. This is especial critical now as we are facing global climate change. Paleontology can use the past to plan and prepare for the future.
What are your data and how do you obtain your data? In other words, is there a certain proxy you work with, a specific fossil group, preexisting datasets, etc.?
I am use measurements of the teeth (toothrow length) of fossil gophers as well as calculations developed from living rodent training sets to estimate the body mass of these extinct species. I take photos of the toothrows and skulls of specimens in museum collections, which are input into a software to calculate lengths then I determine means and standard deviations for each species studied. For modern species we use weight in grams that has been published in scientific literature. This data is also put through computer analyzes with the incredible help of my advisor Dr. Jonathan Calede that can evaluate the evolution of body size over time, over geographic location, and within the phylogenetic tree.
What advice do you have for aspiring scientists?
Never give up. Even if someone tells you that you will not make it, even if you have a bad day, even if you make a big mistake, even if you get a bad grade….YOU can do it. Believe in yourself and surround yourself with people who will always support you and work hard!
Some background information for you all– I am a second year Master’s student at Miami University in Oxford, Ohio. I would consider myself an aspiring paleoecologist and paleobiologist. And my interests lie in paleoecology, specifically predator – prey interactions, as well as science communication.
We know that predation plays a role in influencing modern ecosystems and so my research explores the impact that predation had on shaping ecosystems through geologic time. I am specifically looking at echinoids and how sea urchins and sand dollars evolved after new groups of predators emerged during the Mesozoic Marine Revolution (MMR). This time in Earth’s history is known for rapid diversification and emergence of new groups of marine life – many of which can be found in our oceans today. With all of these new or bigger and better predators in the oceans, prey, such as sea urchins, need to develop ways that they can deter predators from successfully attacking and preying on them.
The project that I am working on is part of the Echinoid Associated Traces Project (EAT) which addresses a wide range of paleoecological questions using biotic interactions and echinoids. My project investigates whether or not trends that can be seen in mollusks and their predators during the MMR can be seen in other groups of organisms. Recent studies suggest that the MMR was not this singular, homogenous event that it has previously thought to have been and so, we are looking at the timing of these potential escalatory trends in echinoids relative to other groups of organisms in which these trends have been so thoroughly demonstrated.
When you think of sea urchins, you might think of long, sharp spines covering the entire organism, but that isn’t always the case. To determine if sea urchins developed traits to deter predators, we first need to find out what helps them avoid becoming prey. Over the past year, I have been identifying characteristics that we propose serve some form of antipredatory function. These morphologies include long and wide spines as well as spines that have unique shapes or sharp thorns covering them. These morphologies can actively deter predators by inflicting damage or they can promote the settlement of encrusting organisms that may provide camouflage. With the help of our undergraduate interns, I have been collecting data on these antipredatory morphologies across groups of echinoids.
Collecting data from so many specimens is no easy feat during a global pandemic. Thankfully, recent years have given rise to online databases and collections such as IDigBio. While it is no replacement for traveling to a museum to search for specimens, using images downloaded from IDigBio, our interns and I can still view hundreds of specimens from museums around the world. Through these virtual collections, we can digitally measure and categorize specimens and their antipredatory morphologies.
As an undergraduate student, I was unaware of some of these resources that were available to me, and so I feel as if they are perhaps unknown to undergraduate students who may be unable to work hands on with museum specimens for any number of reasons. With the current pandemic, the need for digital collections and databases is that much clearer. I am incredibly lucky that I am still able to continue my research and that my project may provide internship opportunities for the undergraduates involved, and much of that is due to the digitalization of museum collections.
Growing up in Denver, Colorado, Victoria developed a passion for paleontology by frequently exploring the Denver Museum of Nature & Science. She later got her bachelor’s degree in geology from Colorado College and her master’s degree in geology and paleontology from the University of Colorado Boulder.
Victoria’s research focuses on understanding ancient ecosystems from the Late Cretaceous period (the time of the dinosaurs) and the early Paleocene (the time just after the extinction of the dinosaurs). She uses two different approaches to do so:
1- Geochemistry – She measures the carbon and oxygen isotopes in fossil dinosaur teeth to learn about what the dinosaurs were eating and drinking. Tooth enamel is made up of several different elements, including oxygen and carbon. When the tooth enamel is made inside the body, the oxygen ingested by an organism from its drinking water is incorporated into the chemical structure of the enamel. And the carbon in the tooth enamel comes from the food the organism eats. In this case, Victoria is looking at the teeth of herbivorous dinosaurs, so the food is plants. Victoria is interested in where the dinosaurs are getting their water and food. She asks questions like, “are dinosaurs drinking water from large rivers that flow down from mountains? Or are they drinking water from ponds and streams on the floodplain? And are the plants they are eating close to the banks of these water sources or are they farther away?”
2 – Paleobotany – She also measures the size and shape of fossil leaves to determine what the average temperature was when the leaves were alive and how much it rained at that time. This helps her to determine what the climate was like in the past. She is also curious about how plant communities recovered after the mass extinction at the end of the Cretaceous. This is the extinction that famously killed the dinosaurs, but also about 60% of plant species in North America went extinct too. So when she looks at the size and shape of fossil leaves to learn about the climate of the past, she also analyzes how many different types of leaves there were. This helps her to answer questions like, “how soon after the extinction did plant communities start to increase in diversity (meaning number of plant types)? How soon after the extinction did we start to see forests and rainforests in North America?”
Along with geology and paleontology, Victoria is also passionate about education and STEM outreach. She is a certified Environmental Educator and has spent summers teaching science and leadership at the Keystone Science School and the Logan School for Creative Learning in Colorado. She is also the host of the podcast Ask a Scientist, in which she interviews scientists asking them questions written by elementary and middle school students. She encourages everyone, including aspiring scientists, to be curious about the world around them and to always ask questions.
What is your favorite part about being a scientist and how did you get interested in science in general? The best part are the findings that completely contradict your intuition! Discussing these findings with other scientist and finding out where and why the intuitions failed are the moments where I learn most. I always loved these learning moments that spark curiosity, so aiming for a career in science was a natural thing to do.
In laymen’s terms, what do you do? I study how parts of dead animals such as mussel shells are turned into fossils. This sub-discipline of paleontology is called “taphonomy”, which is Greek and roughly translates as “the science of burial”. The focus of my research to find out how much information about past environments is lost when fossils form. Some shells might for example be very fragile, so finding few fossils of them is not necessarily evidence that they did not play an important role in the past ecosystem.
How does your research contribute to the understanding of climate change, evolution, paleontology, or to the betterment of society in general? Before 1950, very little information about ecosystems was collected. This makes it difficult to assess the impact humans had on nature simply we do not really know how nature looked like 500 or 1000 years ago. By developing tools to reconstruct these ecosystems from fossils, I hope to contribute to the understanding how nature looked like in the past so we can better protect it for future generations.
What are your data and how do you obtain your data? All data I use was previously published by someone else and I compile it from the literature for specific questions I am working on. Typically this would be information about shells that were found in a drillcore, their material properties that were determined in a lab experiment, and the environmental conditions where the core was taken.
Aside this empirical data, I borrow concepts from chemistry, physics, and different branches of mathematics for modeling. This can lead to interesting analogies: The way shells are distributed in the sediment is similar to the way heat is migrates through a solid medium, which is in turn tightly connected to particle movement.
How has your research have you been affected by the COVID-19 pandemic? A lot of scientists that depend on access to labs were having troubles getting their work done due to the social distancing measures. Also many of the side jobs that are crucial for students were not available anymore, which put a lot of financial pressure on them.
My research has not been affected much, but all the conspiracy theories surrounding COVID-19 have strengthened my belief that science communication should be a central part of scientific practice.
What advice would you give to aspiring scientists? If you’re already in academia: Don’t specialize too early and look for a mentor you get along with. In general: stay curious and ask all the questions. Especially the ones you think are stupid.
What is your favorite part about being a scientist and how did you get interested in science in general? As a scientist, I enjoy traveling and meeting/learning from people with a diversity of research interests. When I was a kid, I was always curious and interested in the world around me. I would watch PBS shows like NOVA and Nature with my dad. It didn’t matter to me whether I was learning about giant baleen whales or tiny African ant colonies, I enjoyed it all. Although I was never able to visit a museum or attend a science camp during my childhood, the time spent with my family watching these programs laid the foundation for what would eventually become my passion and career path as an adult.
Although my parents fostered my interest in science, I never saw myself becoming a scientist. I believed I would grow up and do manual labor like my father. As a kid I would often assist my dad with an odd job or install carpet with my brother in law on the weekends. I did not see myself going to college, much less applying for graduate school.
Had it not been for the encouragement from my parents and high school English teachers, I would not have attended Cal State Fullerton as an undergraduate. Although I began my academic journey as an English major, I found myself becoming more interested in science. During this time, I enrolled in Geology 101 to fulfill a gen ed requirement and met my undergraduate advisor Dr. James Parham. He presented the course material in an accessible manner by using local examples when discussing geology and paleontology.
This class became the spark I needed to change my major and embark on the academic journey I am on today. He has and continues to be a great mentor and friend.
In laymen’s terms, what do you do? To be concise, I study ancient vertebrate organisms and the processes that shape their morphology (shape). The term morphology can refer to many different things but I when use it I mean the shape of bones. Throughout my journey this has taken many forms.
As an undergrad, I described a new species of extinct fossil walrus from Southern California. My research also summarized the diversity and geographic distribution of fossil walruses as a group during the last ~18 million years.
As a masters student at the University of Florida, my research focused on studying paleoecology and reconstructing the dietary preferences of extinct mammal herbivores (horses, camels, rhinos, and elephant ancestors) from North Central New Mexico that lived ~16.9-6.7 million years ago.
What are your data and how do you obtain your data? In other words, is there a certain proxy you work with, a specific fossil group, preexisting datasets, etc.? It largely depends on the project, but I primarily rely on museum collections. In some cases, I have collected fossils for my own research through field work, but often I hop on to other student’s field expeditions to lend a helping hand. Camping and hiking are some of the many perks of being a paleontologist that I enjoy.
What methods do you use to engage your community/audiences? What have you found to be the best way to communicate science? In addition to conducting research, I also enjoy participating in scientific outreach. As a student, I have visited K-12 classrooms as a science expert, helped develop lesson plans with teachers, and participated in many pop-up museum events. This is due in large part because my master’s advisor and mentor, Dr. Bruce MacFadden, actively encouraged me to always think about the broader impacts of science.
Recently, I have been working with the “Cosplay for Science” team (of which I am a founding member) in developing unique pop-up museum experiences that bridge the gap between science and pop-culture. My favorite part about being involved with “Cosplay for Science” is getting to attend comic-cons and discuss how science inspires our favorite comic-books, movies, books, video-games, and TV shows. Be sure to check out our Instagram (@cosplayforscience) and follow us for more info on cool pop-ups and interesting content from our contributors!
What advice would you give to aspiring scientists? I would say to not be hesitant in seeking new opportunities and experiences. When I began doing research at Cal State Fullerton, I felt like I was entering a whole new world. At first it was overwhelming, but I soon realized that I was not alone and found a strong support group in my lab mates and advisor. These relationships have continued through the years and served as great resource. Science is very fun, but it can also be hard, having the right team around you can help make the journey more enjoyable and fulfilling!
What is your favorite part about being a scientist, and how did you get interested in science in general?
I have almost always been interested in science, ever since I was a little kid. I used to like to do “magic” science tricks at home like putting a bar of soap and pepper in a bowl and showing how I could make the pepper float away from the soap. Science for me was always good at explaining the reason behind why certain things happened the way they did. To be honest, that is my favorite part of being a scientist. I am able to help people know why something is the way it is or at least come up with hypotheses as to why.
What do you do?
I am a teacher and an amateur paleobotanist, a person who likes to study fossil plants. The field of paleobotany is like putting together a big jigsaw puzzle except you don’t know how many pieces your puzzle has, you don’t know if all your current pieces belong to the same puzzle or different puzzles, and some of your pieces have been torn, bitten, or smudged. You seldom find a plant that has been fossilized in its entirety. You usually find a leaf here, a stem there, maybe some roots over there, and a sporangium over here. Chances are each part has also been given its own genus name or species name because the person who found the part did not know if it belonged to one of the other parts. Over time paleobotanists work together to try to link all these parts together and show that they belonged to one plant or multiple plants.
What methods do you use to engage your audiences? What have you found to be the best way to communicate science?
I think the best way to teach science is you have to make it relevant to whomever is listening. Children like science because they are naturally curious about the world around them. The question is, how you can you make it relevant to their lives? I loved my soap and black pepper magic experiment because it involved two things I had in my house and I regularly saw. With fossil plants, it’s a bit more difficult but I can still show kids a fossil and then show them the nearest living relative of that ancient plant. The Ginkgo tree is a great example of this because it is a living fossil and many of its ancient relatives have similar leaves that are easily identifiable.
How does your research contribute to the understanding of evolution?
I have not done any research as of late, but my previous research aimed to clarify evolution of lycopods in North America. Essentially I was trying to show that multiple species and genera of lycopods were all the same plant. This would help in the study of plant evolution and prehistoric ecology because it would help us learn more about the biodiversity that lived in these Carboniferous swamps. From a societal perspective, it’s important because I think it is always good for people to know about the natural history of the land they live on.
What advice do you have for aspiring scientists?
My advice to any aspiring scientist is know that setbacks will happen. Things won’t always go the way you want them to go and that’s perfectly okay. I thought I would go into college, get perfect science grades, and be on to the next stage of my life. I was wrong. I found science classes to be very challenging and my undergraduate GPA showed it, although I was a great researcher and I loved the classes. Because of my not-so-stellar grades, I graduated with my Bachelor’s and tried out other careers because I thought I was not fit for paleontology. I worked as a pharmaceutical auditor for a while then seven years as an ESL/EFL teacher abroad (ESL/EFL- English as a second/first language). I was good at both jobs but I felt unfulfilled because these weren’t careers that I wanted but jobs that I was just good at. This led me to start pondering what I really wanted in life for several months until I realized that I wanted to return to the field of paleontology. After asking around and researching different graduate programs, I settled on one that I wanted to attend. To sum up, my advice is to know that setbacks will happen. You can plan as much as you want but things may not go accordingly.