Education & Communication

habitat, and other vital but often overlooked life history parameters; discuss the historical conditions that led to their extirpation and subsequent recovery; and explore the ecological services provided by beaver engineering. This presentation will build a fundamental base of knowledge, thus laying the groundwork for subsequent talks about beaver-based restoration from the Tulalip Tribe, King County, Beavers Northwest, and the Methow Beaver Project. n

Presented during S1: Working in Wetlands I - Leveraging Non-traditional Experiences as a Student & Early Careers in Private Sector, GIS & Academia (Co-Sponsored by South Central Chapter and Student Section), 6/1/2021 8:35-10:25AM ET

BRIDGING THE GAPS: BUILDING A PEER-MENTORING AND LEADERSHIP NETWORK FOR STUDENTS IN SWS

Munguia, Steffanie, Florida International University Scientific societies like the Society of Wetland Scientists are critical to building and maintaining robust professional networks, especially for students. Yet they often fall short on delivering on a key component of this: opportunities for leadership. Academic juniors are invited into these spaces to learn the dominant culture, a process of academic assimilation, with little consideration for the bidirectional nature of relationships. This leads to vast disparity in the demographic makeup of leadership and can contribute to organizational stagnation. One opportunity to bridge these gaps is through peer-mentoring of students to develop deeper organizational knowledge and leadership capacities. In 2020, the Student Section launched the Delegates Program, a unique year-long community building and training program for SWS student members to extend their relationships and impact within the Society through service. Program participants are expected to contribute to content creation for the Student Section, support the work of a chapter, section, or committee, and design a project of their choice to advance the mission of SWS. In return, they receive monthly trainings in leadership, project management tools, and professional development, as well as monthly informal community-building events. By engaging them in structured micro-volunteering opportunities, and providing support for a project they’re passionate about, these students have a unique opportunity to take ownership of their SWS experience. This year’s diverse cohort supported a variety of initiatives, including organizing World Wetlands Day events, contributing to the Section’s strategic realignment, and designing novel engagement opportunities for students worldwide. These eight students are a testament to the enormous opportunity to be harnessed by more effectively including students in Society leadership. n

Presented during S1: Working in Wetlands I - Leveraging Non-traditional Experiences as a Student & Early Careers in Private Sector, GIS & Academia (Co-Sponsored by South Central Chapter and Student Section)

CLEAR AS MUD: NAVIGATE PRIVATE SECTOR CAREER OPPORTUNITIES AND UNLOCK THE HIDDEN JOB MARKET

Duffie, Laura, HDR Many university degree plans funnel environmental students toward traditional academic or government career paths. As a result, new professionals face heightened competition when they utilize the same job boards and apply for the same positions as their peers. If your job hunting methods have proven ineffective, then you may need to update your approach. Consider the numerous, diverse career paths available within the private sector. Geared toward students and new professionals, this presentation provides the framework needed to accelerate your career development. Learn how to navigate private sector environmental career opportunities by unlocking the hidden job market!

What are private sector environmental positions and where do you find them? Start with company name recognition. Can you recognize potential private sector employers in our industry? Better yet, which private sector employers provide high-caliber professional development for their employees? By leveraging a targeted approach and differentiating yourself from the competition, you can invigorate your career outlook and professional network simultaneously. n

Presented during S1: Working in Wetlands I - Leveraging Non-traditional Experiences as a Student & Early Careers in Private Sector, GIS & Academia (Co-Sponsored by South Central Chapter and Student Section)

TRANSITIONING FROM STUDENT TO PROFESSOR: DISPATCHES FROM THE FRONT

Shoemaker, Cory, Slippery Rock University Many students in wetland science have traditionally aspired to 1) gain a tenure-track faculty position at 2) a university in an area where they want to live and to 3) be able to conduct research that better increases our ability to reclaim, restore, and rewild wetlands. The pathway to this goal is deceptively simple: Go to graduate school, do good research, get an offer, is in reality anything but simple. Extrinsic and intrinsic obstacles such a tight job market, declining college enrollment and concurrent tightening of university budgets, and reaching a work/life balance in a competitive environment face the aspiring faculty mem-

ber. After obtaining this seemingly illusive position, a new faculty member must maintain a research lab while excelling in teaching and pursuing various university and scholarly service, all the while adapting to a new environment. The divide between formal academic training and becoming a professor can be daunting. I am just off the job market and have had a chance to reflect on lessons learned during this divide, such as how to successfully target applications, navigate the interview process, and deal frequent rejection. As a first-year faculty member at a primarily undergraduate institution, I also needed to figure out how to reach an equilibrium between researcher and teacher. My path to my present position has been serpentine, from military service to parenthood to moving across the country, but I hope my hard-won experience can help other wetland scientists get positions to which they have worked for their entire lives. n

Presented during S1: Working in Wetlands II - How to Transition Your Career into Non-Traditional Wetland Work through Mentorship, Drones, Advocacy and Ecopreneurship (Co-Sponsored by South Central Chapter and Student Section), 6/1/2021 10:55AM- 12:45PM ET

HOW TO BUILD A FULFILLING CAREER OUTSIDE ACADEMIA

Sen, Shilpa, HDR Wetlands are unique so are the professionals who find joy working there. Wetland science has attracted researchers for a long time, and since the 1980s, its popularity has increased in universities, government agencies, and consulting firms. However, the researchers who pursue higher studies often get stuck in academia. Research shows that less than 1% of STEM PhDs will end up as tenured professors, while the rest of these STEM PhDs will have careers outside scientific research. Despite this harsh reality, the academic environment does not prepare these early career researchers to navigate a new career landscape. With ever-increasing risks of climate change and the fleeting acres of wetlands, the need for wetland professionals who understand the science and are proficient in analyzing the data will always be in demand. This presentation will provide the early career researchers some guidance on their exit plan from academia. Mainly, how to leverage their academic background to stand out, where to find help, what job titles to look out for, what to expect from an industry position, and lastly, what skill sets are necessary to survive and thrive outside of academia - all while still keeping their passion and interest for the wetlands. n

Presented during S1: Working in Wetlands II - How to Transition Your Career into Non-Traditional Wetland Work through Mentorship, Drones, Advocacy and Ecopreneurship (Co-Sponsored by South Central Chapter and Student Section)

MY 3-D TRAJECTORY: HOW TO LEVERAGE YOUR DRIVE, DEVELOPMENT, AND DREAM ACROSS THE WETLAND SCIENCES

Riera, David, Florida International University Students of all ages locally and internationally have experienced inequities and diminishing justice across their trajectories to graduate with a degree or to move up the hierarchy of their fields, disciplines, or institutions. Many caught in this wave turn to family, friends, or other professionals as a support network where they build a safe space and place to develop comprehension, efficacy, and agency in order to overcome the sometimes insidious social, economical, and environmental injustices which prevent the individual from developing and growing into a professional with a career and not just a job. Through this account, we will illustrate the fundamental differences between coaches, sponsors, and mentors, then we will focus on the aspects of social versus professional networking in physical and professional spaces, and lastly, the author will provide his qualitative experiences in wetland sciences as a reflective exercise to explore the application of a method called the Hero’s Journey. Navigating through our own preconceptions, distortions, and dissonance is challenging alone but not impossible. Through this process, we will attempt to learn and unlearn knowledge that hinders our ability to connect honestly, openly, and transparently with one another as well as discover the passion, innovation, and vision that we all possess to succeed and support others success. We all represent various academic institutions, businesses, agencies, and our communities but as stakeholders in international society, it is up to us to cultivate a culture of success while dismantling the systems which restrict access, erect glass ceilings, and oppress talent instead of celebrating it. n

Presented during S1: Working in Wetlands III - Pearls of Wisdom from Recent Post-Doc’s, Hiring Managers, and Seasoned Professionals (CoSponsored by South Central Chapter and Student Section), 6/1/2021 1:15PM - 3:05PM ET

BEYOND RAMEN: BUDGETING DURING THE GRADUATE AND EARLY CAREER YEARS

Faust, Derek, Clover Park Technical College Brumley, Jessica Within the scientific community, it is well known that the financial situation of most graduate students is constrained. Graduate students are typically paid a stipend intended to

cover living expenses, but it may not even be sufficient to cover those expenses. Even after earning a graduate degree(s) and landing a better paying job, early career scientists may still be taxed by student loan debts and less pay than expected. Given financial constraints, graduate students and even some early career scientists must decide between taking on more student loan debt or utilizing budgeting techniques to adapt to their financial situation. While financial situations are unique to each person, students and early career scientists must adapt to operating within a limited budget. Focusing on the similar financial constraints experienced by graduate students and early career scientists, this presentation will emphasize techniques that may be used to survive within a small budget. Stories and budgeting techniques successfully used by the authors will be shared. Expert-recommended budgeting techniques (e.g., zero-based budgets, 50/30/20 rule, 80/20 rule) will also be discussed. This will include tips such as thinking about the budget, reducing unnecessary expenses, and accepting financial assistance (e.g., scholarships, help from parents/family, government assistance program). Sharing budget techniques and experiences will hopefully allow graduate student to reduce their consumption of Ramen noodles. n

Presented during S1: Working in Wetlands III - Pearls of Wisdom from Recent Post-Doc’s, Hiring Managers, and Seasoned Professionals (CoSponsored by South Central Chapter and Student Section)

GETTING A FOOT IN THE DOOR: OPPORTUNITIES

Schweisberg, Matt, Wetland Strategies and Solutions, LLC Myers, Robbyn Vallette, Yvonne It can be difficult for college graduates to find an initial position in any field that can develop into a promising and enjoyable career. To find a position in the field of wetland science or a related line of environmental work can be especially challenging. Competition can be particularly intense in the area of wetland science and related professions. Distinguishing yourself and standing out from others should be a goal in this endeavor. However, once you are confident that you do stand out, how do you develop or expand contacts, find solid opportunities, “open doors,” and secure entry to the position that will launch your career? This presentation offers suggested actions or measures that an undergraduate student or recent college graduate can undertake to help achieve that entry level job that will set you off on your own yellow brick road. n

Presented during S1: Working in Wetlands III - Pearls of Wisdom from Recent Post-Doc’s, Hiring Managers, and Seasoned Professionals (CoSponsored by South Central Chapter and Student Section)

REALIZING A REWARDING CAREER IN WETLANDS – BALANCING EDUCATION, WORK AND PERSONAL LIFE

Ponzio, Kimberli, St. Johns River Water Management District While the career paths for wetland scientists may be circuitous, the twists and turns we take on that path helps to foster the immense diversity of people who work in wetlands. But once we’ve made the decision that slogging around in the marsh or swamp is our passion, what do we do? How do we navigate from college, to our first job, to our “dream” job, and finally to retirement? And how do we balance all the other dreams and aspirations we have in life? By relating my personal story, I hope to inspire future wetland scientists to reflect on what they did in their formative years that is gently, or forcefully, nudging them in the direction of wetland science. I will attempt to relay the “real deal” about the challenges and opportunities that lie in store for them as they travel through the transitions in their careers, especially as we navigate an unplanned pandemic and its impacts on our career paths. I hope to offer sound advice, and perhaps a few pearls of wisdom, that will help participants chart out their path to realizing a rewarding career in the wonderful world of wetlands. n

Presented during S2: Building Tribal Wetland Program Capacity and a National Framework for Advancement within the United States I, 6/1/2021 8:35-10:25AM ET

PYRAMID LAKE PAIUTE TRIBE WETLANDS PROGRAM: EFFORTS TO PRESERVE AND PROTECT THE WETLANDS ON THE RESERVATION

Mercer, Robyn, Pyramid Lake Paiute Tribe The Pyramid Lake Paiute Tribe (PLPT) is located 35 miles northeast of Reno, NV, at the bottom of the Truckee River Watershed, where the Truckee River empties into the desert-terminal Pyramid Lake. With approximately 477,000 acres of land, the Reservation has a wide range of habitats, wetland types and natural resources. Within the PLPT Natural Resources Department there are various programs that support and work towards the protection of natural resources on the Reservation. The Wetlands Program, within the Water Quality Program, continues its efforts of preserving wetlands and wetland resources on the Reservation, through innovative restoration, monitoring and outreach activities. Innovation is necessary to continue building program capacity, and

requires adaptation in doing so. Innovative adaptations within the program include the incorporation of technology, which has significantly increased the capabilities of the Wetlands Program. Along with technological enhancements, the program has continued its annual program work and has updated various components of this work to ensure the proper management of wetland resources. The program also continues work on collaborations and public outreach education to build community support and assist in wetlands conservation efforts across agencies and the state. Sharing knowledge and experiences allows for the spread of wetland management techniques, increasing wetland management and conservation locally, regionally, and beyond. n

S2: Building Tribal Wetland Program Capacity and a National Framework for Advancement within the United States I

WORKING WITH TRIBES TO BUILD WETLAND PROGRAM CAPACITY AND A NATIONWIDE FRAMEWORK FOR ADVANCEMENT

Stelk, Marla, Association of State Wetland Managers Robertson, Andrew The Association of State Wetlands Managers (ASWM), through partnership with Geospatial Services (GSS) at Saint Mary’s University of Minnesota and U.S. EPA Region 10, has been performing outreach to tribal wetland program staff across the nation to better understand their unique wetland program development needs. This effort has led to the development of a series of tribally specific wetland program webinars (with the help of an advisory group from the Pacific Northwest Tribal Wetland Working Group, aka “TWIG”) and a project proposal by ASWM and GSS to increase the capacity of tribes to protect, restore and mitigate impacts to tribal wetlands by providing training on innovative tools, wetland science, grant writing, outreach, and communication. This symposium was developed specifically to introduce this national effort, foster a framework for peer-to-peer sharing by tribal wetland program staff, and learn from tribes about ways in which ASWM can become a better resource for tribes in their wetland protection and restoration efforts. Relationships developed through this symposium will be fostered through the proposed project activities and will serve as a foundation for further tribal engagement. Information shared by tribes will be used to develop appropriate and culturally relevant training materials to benefit tribal wetland programs nationwide. These efforts are being performed in concert with EPA’s development of a Tribal Wetland Program Plan Handbook. n

Presented during S2: Building Tribal Wetland Program Capacity and a National Framework for Advancement within the United States III, 6/1/2021 1:15PM - 3:05PM ET

THE PACIFIC NORTHWEST TRIBAL WETLANDS WORKING GROUP: SUPPORTING EPA R10 TRIBES IN PROTECTING WETLANDS AND THEIR CULTURAL USES

Baerwalde, Matt, Snoqualmie Indian Tribe Taylor, Kelsey Self-governance, tribal heritage, and cultural identity are directly dependent upon high water quality and associated Traditional resources, as guaranteed by treaty. However, the geographic isolation of Tribal wetland and aquatic resource management professionals hampers the cohesiveness of an important professional support network. For the past 11 years, TWIG has facilitated collaborative, science-based decision making while encouraging peer relationships and creating opportunities that facilitate natural resource management policies and methods consistent with Tribal values. This presentation will provide an overview of the TWIG, discuss recent successes, and highlight future opportunities for the group as well as for interested PNW Tribal wetland and aquatic resource managers. n

Presented during S9: SWS Career Narratives: 1) Smooth transitions at any career stage (organized by Women in Wetlands), Tuesday, June 8, 2021 10:55AM - 12:45PM ET

FROM GRADUATE STUDENT TO ENVIRONMENTAL SCIENTIST IN THE FIELD

Downard, Becka, Utah Division of Water Quality In October of 2016 I made the transition from graduate research assistant to environmental scientist with the State of Utah. Since then I’ve seen how my time at university created optimal circumstances for working in the environmental field. The most important thing I did as a student was develop an interdisciplinary science background. Being interdisciplinary is useful for environmental scientists because it allows you to understand the policies that guide our work, do good science, and foresee the implications of science on policy. Networking as a student and a scientist continues to be helpful in doing effective work. During my graduate research I was able to interact with wetland scientists and managers frequently, which created opportunities to hear about new jobs, built my reputation, and helped me understand social-ecological systems. Since transitioning to my new position I have also worked to maintain bridges with the university, which creates synergies between my new work and my old work. However, my transition was

far from smooth and I’ve learned hard lessons on time management, embracing transitions, and feeling out the limits and opportunities of new jobs. Ultimately, the chance to work in and positively impact wetlands in the state has been very rewarding. n

Presented during S9: SWS Career Narratives: 1) Smooth transitions at any career stage (organized by Women in Wetlands)

MOVING FROM MULTITASKING TO MISSION: GROWING OLD GRACEFULLY IN THE WORKPLACE

Doss, Terry, NJ Sports & Exposition Authority Growing old gracefully in the workplace is becoming more difficult given the growth of the “gig” economy and changing cultural standards and principles. People with many years of experience often command higher salaries and more benefits, which conflicts with company directives to lower direct costs and increase productivity. And right about the time that our minds and bodies are slowing down, the speed of change in the workplace keeps getting faster, demands for overtime and weekend work are growing, and new technologies that require more training keep popping up. Retiring from the one firm that you worked for over a career seems to be more and more of a myth these days. After watching older employees with higher salaries and higher resultant project rates get let go from mega-consulting firms, and watching employees of smaller firms work longer hours to try and compete, I set out to find a way to contend with my gently decelerating body and mind while still being able to utilize my many years of experience. I’ll share my journey to find a position where I could sharpen my focus on singular tasks rather than continuing to try to multi-task, adopting a slower pace that allows me to be more engaged with specific issues and with other people, and celebrating my passion for restoring the earth. I no longer fear being pushed out due to my age and truly love what I do. n

Presented during S9: SWS Career Narratives: 1) Smooth transitions at any career stage (organized by Women in Wetlands)

PLANNING FOR THE 85%: ADVICE TO HELP TRANSITION TO SCIENCE POLICY AND THE WORLD OF “ALTERNATIVE” CAREERS.

Sutton-Grier, Ariana, University of Maryland It is a fact that the U.S. is producing many more PhDs each year than there are academic positions to accommodate. This includes academic positions in research institutions as well as academic positions in liberal arts institutions, community colleges, and other academic institutions. This means students need to be preparing for many career options, starting as early as possible. This presentation will focus on my personal career journey as an ecosystem ecologist. I have worked at the Smithsonian Environmental Research Center, been an American Association for the Advancement of Science (AAAS) Science and Technology Policy fellow, been a contractor for the National Oceanic and Atmospheric Administration (NOAA), been an Assistant Research Scientist and an Associate Research Professor at the University of Maryland, and been the Director of Science for the MD/DC Chapter of the Nature Conservancy before getting a position with the federal government. I will provide advice based on my experience and examples from discussions with other colleagues. For those still in school or in a postdoc, it is useful to consider options for additional training beyond research skills that will facilitate finding a job such as policy fellowships, on camera training, and additional communications training. There are lots of fellowship opportunities including the AAAS one, the Sea Grant fellowship, and ORISE fellowships, to name a few. There are also opportunities to do research in a government agency such as NOAA. In addition, there are opportunities to do important research or apply scientific research skills in other positions in non-profits, think tanks, and industry. In order to be successful in these opportunities, it is critical to develop skills beyond the traditional research skills acquired in grad school and this presentation will cover some of these opportunities and suggest ways to build these additional skills. n

Presented during S9: SWS Career Narratives: 1) Smooth transitions at any career stage (organized by Women in Wetlands)

PUBLIC SERVANT TO GRADUATE STUDENT: SHARING TOOLS BETWEEN ROLES

Puchkoff, Anna Professional experience is crucial to advancing your career and skillset in the field of wetland science and management. In particular, jobs with U.S. federal land management agencies operate in a seniority-based position advancement structure. Land managers and researchers recognize the importance of science-based decisions in the success of ecological restoration projects. In order for managers to advance science-based land management, certain technical skills such as statistical analysis, scientific writing, and discipline specific knowledge may be necessary. Returning to school after years spent in the work force can seem daunting, but drawing on skill sets learned in the work force can make the transition smoother. As an early career scientist, I present strategies and highlight specific examples of how I transitioned from years of working as a field technician to life as a graduate student. Transferable skills such as com-

munication, organization, data management, leadership, and teamwork are integral in both agency and academic settings. By applying existing skillsets to the new environment, it makes the unfamiliar challenges of graduate school slightly less tumultuous. n

Presented during S9: SWS Career Narratives: 1) Smooth transitions at any career stage (organized by Women in Wetlands)

TRANSITING FROM FUNDAMENTAL TO INDUSTRIAL RESEARCH

Awwad, Fatima, Université du Québec À Trois-Rivières In a perfect word, funds would always be available for researchers to pursue their fundamental or applied research subjects. Early in my career, it was obvious that scientists in some fields tend to suffer more than others only because their research does not concern directly human health. After working on the feasibility of an artificial wetland in Lebanon, middle east, I transited from environmental to plant science. In France, finding a master thesis funded on plant biology is easy, but finding a financed doctoral thesis was another subject. Because of the fundamental aspects of the topic I was interested in, I was asked to work for free! So, I hesitated and then found the perfect subject to be passionate about for another five year, but this time in Canada. Once again, after completing my Ph.D., finding funds for a postdoctoral fellowship was not easy... Until I met my current employer for an industrial project. It was scary at the beginning, I felt betraying my believes as a scientist, but then the transition went smoother than imagined, with the money the company was pumping in the project, the stress about the durability of the project disappeared and I had more time to carry more experiments and reach new goals and achievements. n

Presented during S9: SWS Career Narratives: 2) Navigating a wetland scientist career: Lessons for the next generation (organized by Gary Ervin, Excerpts by Doug Wilcox), 6/8/2021 1:15PM - 3:05PM ET

ADVICE FOR FIRST-GENERATION COLLEGE STUDENTS

Middleton, Beth, US Geological Survey Ervin, Gary A first-generation college student is a student whose father and mother do not have college degrees. Like ourselves, students in this group may not get solid advice about what to expect in college. For example, a first-generation college student may not understand the full complement of careers and associated degrees that are available. Their families may push them into careers in medicine and law, or even advise against college. Fortunately for us, we were intent in our desire to study wetlands, despite personal challenges. Some of the common struggles we faced included objections from family who thought college was a waste of time and money, a lack of family funds to attend college, and a general unfamiliarity with what is required to attend and succeed in college. To finance our undergraduate educations, we either had to work through school, while carrying year-round full course loads, or reduce our workloads and extend the process of completing our degrees. We both struggled to find our ways, but we both eventually encountered people who helped guide us and reduce the burden of navigating college without the benefit of close family members to share their experiences. One of the most important things we learned during our process was that there are always people who are willing to help students who are willing to work hard to help themselves. Because of the generosity shown to us during those difficult years, we believe we owe it to our discipline to share our experiences with others and motivate them to continue to pursue their goals. Our hope is that by sharing some of the difficulties we overcame, other first-generation students may be better able to identify (and avoid) some of the potential pitfalls in making the transition from first-generation college student to first-generation college graduate. n

Presented during S9: SWS Career Narratives: 2) Navigating a wetland scientist career: Lessons for the next generation (organized by Gary Ervin, Excerpts by Doug Wilcox) 6/8/2021 1:15PM - 3:05PM ET

EMBRACING CHALLENGES AND “RIDING THE TIGER”

Kentula, Mary, US EPA Office of Research and Development My career has been filled with expected and unexpected opportunities that broadened my perspective, taught me new skills, and enriched my way of thinking and being. Key to those experiences were the people who were my mentors and collaborators and the teams of talented and dedicated people who worked together to conduct critical research that addressed significant questions on wetland ecology and management. For example, the assessment of wetland condition in the Upper Juniata and the Nanticoke watersheds in the Mid-Atlantic involved multiple teams and was instrumental in the decision to include wetlands in the US Environmental Protection Agency’s National Aquatic Resource Surveys. I encourage you, especially those beginning their careers, to take advantage of opportunities that offer a chance to work with a mentor who can provide hands-on experience in an area of science that interests you and on how to manage an overall research effort. Try things that are totally new and challenging. Exploring different careers and subject areas is an excellent way to discover what you’re passionate about. Most of all, don’t shy away from de-