If you had told the teenage me that I could earn a living by catching, counting, and measuring fishes and invertebrates, I most certainly would not have believed you – yet I found myself trying to convince middle and high school students just that. A career in research performing observational and experimental studies in the field was unknown to me until my third year as an undergraduate student. This revelation sent me down an exhausting, but exhilarating and rewarding, path of studying aquatic ecology. In this new chapter, my office was a river decorated with cattail and willow, regularly visited by heron, beaver, and osprey. I could not be happier, and I wanted to spread this information with young students.
I was eager to work with Headwaters Science Institute as a mentor because I wanted to share with students the vast possibilities that exist in the field of scientific research. I hoped they would find wonder in natural environments that would instill curiosity and excitement. This anticipation was met as I helped students complete their projects in an incredibly short period of time – one week for 6th and 7th grade students from Sacramento Country Day and two weeks for 12th grade students at College Preparatory School.
From study design to data collection and analysis, the level of collaboration and teamwork that occurred within groups at College Preparatory School was amazing. The students were impressive both virtually in the classroom and in-person in the field. As I helped a group of students collect aquatic invertebrates from a stream and sort them by taxonomic group, I drew parallels between the research they were performing as high school seniors and the research I conducted as a graduate student. This program is so valuable because it exposes students to experiences that cannot be taught through lectures and allows them an opportunity to learn by engaging with nature and their classmates.