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.
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.