My Future.
I am a research scientist. I address questions to inform efforts in conservation and restoration of ecological processes and vegetation in wetland ecosystems --particularly floodplains and riparian zones. I use my training in ecological sciences to explore fluvial and biogeomorphic forms and processes. The overarching goal of my research is to positively impact communities whose voices may not be heard otherwise. I seek to inform those with decision making power so they have the necessary knowledge to make progress in environmental restoration and conservation. I work to explore and advance theories that describe riparian processes and services at the reach scale --understanding that each reach is a unique system with unique functional properties and varying hydrologic and anthropogenic influences in the catchment. I collaborate with diverse groups of researchers and community members, and from these collaborations, I am able to advance our understanding of the socio-political importance of the landscape, and am able to answer relevant research questions and create and refine theories.
My work has helped communities make decisions about how to manage their ecosystems in a time of changing environmental conditions, and I help people protect the places they hold dear. I empower communities with knowledge. Each day I get to explore the questions that are essential to respond to today's societal-environmental concerns. I am in a position that allows me to use my unique perspectives in ecological science and academia to expand the image of a successful scientist, an image that also reflects the pedagogy of the oppressed (e.g. the transformation of oppressive structures to create a more equitable society that is co-created with those who have been marginalized).
The above is not my accomplishments as of today --but this is the person I aspire to be. This is the career I will have, the research I will do, and the impact I will have on society. Furthermore, I am on track to becoming this person. The development of who I aspire to be began in my childhood, and has continued into the present.
My Background.
Since I was young, the water is where you would find me. Starting as a small child I sought the water for play, for peace, and for spiritual expression. A stream or lake regularly caught my interest. The rhythmic sounds and appeal of the ripples, and crashing water --the rustle of cottonwood leaves, and chatter of birds. This fascination from my childhood has persisted, and developed into a deep desire to understand and explore the historic and dynamic watershed-environment-societal relationship. As I grew, I began to explore the water for recreation, taking any opportunity I could to take school trips that involved water. With long days spent on a lake or stream, my love for them grew. As I was exposed to these systems, I began to learn about their geology, riparian ecology, and fluvial geomorphology. The landscapes that were formed by the slow persistence and endurance of flowing water, and the life that surrounds the fluvial system, has instilled within me a drive to explore and a desire to understand.
Early experiences outdoors encouraged me to seek a deeper relationship with nature; and with each new thing I learned, my excitement and curiosity grew. My high school career was filled with river trips and community service work documenting historic cultural inscriptions for the Navajo Reservation in the four corners region. There, I experienced the world around me with the same feelings of curiosity and excitement from my childhood. Yet, it also gave me an experience where what fed my interests, also contributed to the preservation of cultural identity (the inscriptions I documented from these trips are now preserved in the Harvard Peabody Museum of Anthropology and Ethnology), Harvard Peabody museum of archaeology and ethnology. and expanded our understanding of historic cultural events-- specifically, being able to construct a historic timeline of when white settlers began to locate to established native american territories in the four-corners region.
My predilection for the natural world led me to pursue higher education in Environmental Science at Metropolitan State University of Denver --a diverse (in age, cultural and gender identity, and economic status), urban, undergraduate institution. My course work intrigued and challenged me while also feeding my curiosity and joy for learning. In my undergraduate career, I took each opportunity available to conduct research with professors and peers. My background in research has addressed environmental science, as well as resource management, and spanned dendroecology, water quality, and wetland ecology. These research opportunities allowed me to become more disciplined in the field of scientific research. I completed two main projects: one in wetland microbial ecology, the other, studying dendroecology on the South Platte river. The study on microbial ecology worked to expand the criteria for evaluating wetland health by examining the microbial functions in wetland soils. My research in wetland soil-microbial communities gave me an opportunity to present at an EPA research conference, to communicate to federal government agencies the need to develop comprehensive methods to assess wetland health. My research on the South Platte began as a field assistant collecting data to assess phreatophyte establishment on the South Platte river after the historic 2013 and 2015 floods. This work inspired me to ask questions about forest dynamics and processes. With this inspiration, I developed an independent research project, where I quantified an age-height relationship for the riparian species, Populus deltoides. This research included collaborating with researchers from USGS, and others to develop a dendroecology lab space at the university. My study on forest ecology led to a poster presentation with the Association of American Geographers regional conference, where I was awarded first place for the undergraduate poster competition.
I have had the opportunity to intern at Region 8 EPA, and at the City of Louisville’s water treatment plant (WTP). At Region 8 EPA, I worked with the Aquatic Resources team to manage Wetland Development Grants for states, tribes, and local entities. My work culminated in a white-paper for the agency on water quality issues in Utah wetlands adjacent to the Great Salt Lake. This experience gave me the opportunity to explore the responsibilities in water quality management at the federal level and understand the intersection of scientific research and policy. My internship with the City of Louisville WTP gave me an opportunity to integrate my knowledge of Colorado water law, water quality, and fluvial dynamics into an applied field of water management. Internships has been a great tool for me to explore the many applications and benefits of watershed science.
My excitement for watershed science has pushed me to look for opportunities outside of the traditional academic and workplace setting to engage with other students, and those affected by the issues of water quality and water quantity. Prior to my undergraduate studies, I spent time working with grade-school students to test water quality in the Denver Metro area, focusing on general principles of water quality, such as pH, turbidity, dissolved oxygen, and chlorine content. As I approached my final year of my undergraduate degree, I began a reading-group focusing on questions such as, why is science important? How does minority and economic status oppress and prevent the teaching of scientific principles and other areas of knowledge? And, what types of social activism promote the betterment of society? This type of engagement with my peers showed me the importance of hearing the experience of others, and sharing my own experiences to cultivate a community of critical thinking. This type of exploration of ideas across many disciplines has helped me recognize the importance of not only doing science, but making it accessible to those who may most benefit from the topic of research.
Present day.
In addition to education, research, community engagement, and internships, I have also explored the professional realm of watershed science through informational interviews. Informational interviews with individuals from the Colorado Water Conservation Board, the Colorado Department of Natural Resources, the U.S. Fish and Wildlife Service’s Water Resources Dept., Denver Water, and the Colorado Department of Public Health and Environment, have given me insight into career paths in watershed science, and allowed me to understand current work being done in this field. These interviews and experiences have informed my career goals and led me to select Colorado State University to pursue my graduate degree. Taking the time to interview people who currently work in water quality and watershed science has also given me insight and direction on how to best direct my education as a Masters degree student while at CSU, and has given me a focused approach on how to further my training after I complete my degree and develop my career.
There is a great need for scientists and researchers to become active leaders within their communities. I identify as a scientist, a passionate learner, and an engaged citizen. But, I also identify as a native woman. My unique perspective and background will contribute to the field of science in a way that will not only enhance knowledge for scientists, but for community members. I am fortunate to have participated in the No Dakota Access Pipeline protest in defense of the Standing Rock Sioux, and supported the Sioux nation in their protest for an Environmental Impact Statement for the Dakota Access Pipeline in North Dakota. This was an important event for my understanding of current day issues in environmental justice, and inequity in how we mitigate water quality issues.
At Colorado State University, I am continuing my engagement with the native community by participating in the Native American Cultural Center, and the Native Women’s Circle. Here, I engage with women across many fields, and share my academic and personal insights with women just beginning their educational pursuits, and with those well-established in their academic careers. As a GRA and GTA at Colorado State University, I have a great platform to engage with undergraduate students and with other graduate-degree seeking peers. These opportunities let me engage with those exploring science as a discipline and give me a chance to relay the ethics, honesty, and enthusiasm that is required from scientists and researchers.
I have been continually impressed by the ability of scientific research to excite and encourage questions. My moments of excitement have fed my desire to continue the pursuit of scientific research. With the help of my mentors, Dr. Andrew Norton (Colorado State University) and Dr. Gabrielle Katz (Metropolitan State University of Denver), I have focused my research interests on riparian forest regeneration, specifically looking at plains cottonwood on the South Platte River, in eastern Colorado. Data collection for this study began this recent summer, and I have been able to start my collaboration with undergraduate students, landowners, public land managers, and other labs at CSU. But, as science does, I have already to begun to ask more questions. How will this information that represents observations at this time, be able to communicate more about what is to come? This, and more, I hope to find out.