Re-Introductions and Research Update

Photo by Michael Brinton on Savary Island (Tla’amin territory, I’Hos)

I want to re-introduce myself and my research. Mostly because, after 2-and-some-years, I’m finally starting to be able to articulate what my whole PhD thing is about. And I’m *super* excited.

So hi 👋

I’m Lauren. I’m a human aiming to bring my whole self (and the vulnerability that comes with that) to science outreach, life-in-general, and social media platforms. I’m a conservation scientist, adventure enthusiast, and Ph.D. candidate at the University of Victoria (in British Columbia, Canada) - and I believe in and want to work toward a world of multi-cultural, multi-species flourishing.

My early research experiences around the globe exposed me to the complexities of interrelated social and ecological systems (and all science still has to learn), and motivated me to delve into conservation science that upholds local and Indigenous knowledge and human rights. My M.Sc. work allowed me the opportunity to work as part of an Indigenous-led research project tracking change in marine species through multiple knowledge systems.

As a PhD student, I’ve had the massive challenge and super adventure of expanding what I learned and building it into what will be a five(!) year project. Basically - all of my PhD work focuses on conflicts surrounding conservation (or “conservation conflict”). I’m analyzing these conflicts (and seeking solutions) across scales and knowledge types in Canada.

My PhD research looks into conflict that occurs at the policy level (between Indigenous knowledge and Canadian Environmental Policy), between people in B.C. regarding how to manage endangered wildlife, and between humans and black bears in coastal B.C. This diversity of case studies means I get to rely on a ton of diverse scholarship and disciplines - social psychology, ecology, social-ecological systems theory (to name a few) - and hopefully walk away with new insights into conflict and how to transform it.

I’m SO STOKED for forthcoming data collections and this (Spring’s!) field season.

On the ACS Lab: Kid Conservationists and the Value of Outreach

This blog post first appeared on the Applied Conservation Science lab’s web page. Please find the original here.

 A flourish of waving hands darts across my computer screen as I close my video chat window. The waves goodbye signal the end of my first virtual hangout with Ms. Michael’s fourth grade class. Based near Chicago, IL, the class is as diverse as they are enthusiastic. I smile with a mix of relief and newfound inspiration as I log out.

As applied conservation scientists, we’re increasingly called to share our research with a broad audience. Whether through blog posts, carefully curated social media feeds, or opinion editorial pieces, we seek to strengthen our communication skills and public awareness of our research. Despite my experiences in public outreach, however, I was totally intimidated to video-in to Ms. Michael’s class as part of my work with the National Geographic Leadership and Development Program.

As a scientist at the interface of Indigenous knowledge and ecological science, the concepts that inform and strengthen my research often seem complex. I hoped to give the 9- and 10-year-olds in the classroom a window into my world – of research in the Great Bear Rainforest, partnership with First Nations reasserting their traditional management rights, and the value of exploring many types of knowledge to inform conservation science.

The kids far exceeded my expectations, quickly calmed my nerves, and humbled me in the process. Through the lens of the charismatic Spirit Bear (Ursus americanus kermodei), we explored habitat loss, pollution, Indigenous knowledge, cultural values, and our own solutions. The class took on complex topics such as invasive species and European colonization, and together we discussed opportunities to observe our own environments and practice developing our own “local ecological knowledge.” Perhaps most impactful was the consistent conservation ethic I witnessed beneath our conversation – the entire classroom understood the reality of resource limitations and the inherent importance of conserving the Spirit Bear, its home, and diverse human cultures.

The experience has solidified the incredible value of scientific outreach across populations and ages, and I am thrilled to continue the inspiring work. I have much more to learn from Ms. Michael’s class!