the university of arizona’s data diversity lab gives researchers a new way to picture the future of life on earth. by blending ecology, evolution, and advanced data science, the lab creates tools aimed to streamline massive biological datasets — allowing scientists to more accurately predict biodiversity loss, climate change, and long-term ecological impacts, along with guiding conservation efforts. 

founded in 2023 and led by ecologist and evolutionary biologist cristian román-palacios, the lab investigates a range of questions about life on earth, such as how urbanization, shifting ecosystems, and culturally learned behaviors affect species and their environments. 

“data science forms the backbone of our research, whether it’s analyzing biological data, predicting patterns behind species extinctions or extracting meaningful data from letters written by students demanding social justice in academia,” the lab’s mission reads. 

much of the data diversity lab’s work involves developing new algorithms and computational tools that can be applied to real-world problems. 

“for the lab, i wanted to assemble a group of students and researchers who would collaborate on diverse topics,” román-palacios said. “rather than restricting themselves to specific areas, they would bring curiosity to provide input and feedback, ask questions, and critically examine work outside their particular disciplines, drawing on their fundamental and transversal knowledge.”

datasets developed by the lab have supported research on topics such as freshwater fish diversity, plant evolution, climate-driven extinctions, and changes to access in natural spaces worldwide. taken together, this work offers a clearer picture of how species — and the ecosystems they rely on — are responding to unprecedented environmental shifts. 

román-palacios explained that his goal for starting the lab extended beyond his formal training in biology. “the lab emerged from my ever-growing interest in how biology permeates not only our basic understanding of nature, but also how we see human societies and understand social conflict, inequalities and other phenomena,” román-palacios said.

on-the-ground impact

the data diversity lab comes to life through its postdoctoral researchers, who each contribute their own specialties of research to the broader mission of understanding and having access to data on biodiversity.

among the researchers pushing this mission forward is ian estacio, whose work bridges ecology, public health, and urban planning. estacio studies socio-ecological systems — the complex networks of people, landscapes and biological communities that shape modern life. 

according to estacio, one of the factors impacting biodiversity the most is land use change, including urbanization. 

“modeling and analyzing socio-ecological systems enable researchers to understand the effects of human-environment interactions on biodiversity,” estacio said.

estacio studies how people and the environment influence each other, using maps, satellite imagery, and computer simulations to uncover those relationships. he explained that he gathers information through spatial science techniques, such as remote sensing, geographic information systems, and agent-based modeling, to acquire datasets on factors like air temperature, vegetation, population or land use.

from there, he uses models to simulate interactions between humans, wildlife and landscapes. according to estacio, these models allow him to test how new policies or urban planning decisions might affect biodiversity, heat exposure and environmental equity. 

the biggest challenge with socio-ecological modeling is accurately capturing the spatial processes that weave together social and environmental datasets, according to estacio. “modeling will always be an abstraction of reality — hence, there will always be limitations in modeling research,” estacio said. 

he explained that validation methods ensure that simulations match observable patterns, and thus can create reliable outcomes. 

one of estacio’s research focuses is urban heat islands — areas within urban areas that become significantly hotter than surrounding areas due to buildings, roads, and other surfaces that trap and radiate heat. this can create higher energy use, poorer air quality, and increased health risks. 

according to estacio, his main goal within the data diversity lab is to contribute to more sustainable planning of cities. “i hope that in the future, desert cities like tucson can use the findings of my research to promote environmental justice and build sustainable cities,” estacio said. 

from identifying areas at greatest risk of extreme heat to evaluating the cooling effects of new design strategies, he explained that his simulations offer tools for city planners, public health officials, and local governments to plan for future climate change. 

“we hope our research can pinpoint solvable issues and preventable pitfalls regarding ecosystem conservation,” román-palacios said. “through our findings, we aim to inform impactful decisions that foster conservation efforts and manage biodiversity on our planet.”

better data, better biodiversity

another major aspect of the lab’s work focuses on understanding biodiversity on a global scale, often through tools designed to make complex ecological questions accessible to researchers everywhere.

kristen martinet, a postdoctoral researcher specializing in biodiversity modeling, develops and refines computational tools that help scientists measure how species diversity changes across different landscapes. 

one of her central projects is the r package ssarp — the species-/speciation-area relationship projector — which models patterns such as species distributions, extinction risk, and environmental change. according to martinet, her interest in tool-building began during graduate school, when she found herself limited by poor software or databases.

“as a graduate student, i often felt frustrated that there were very few tools that would help me answer the biological questions on which i wanted to focus,” martinet said. “if tools did exist, they were often poorly documented and hadn’t been maintained in years.” 

that gap pushed her to create the tools she needed. while studying island-dwelling lizards, martinet developed a code pipeline to understand how non-native species affected species-area relationships — a foundational ecological principle describing how the number of species changes with the amount of land area. 

“i wanted to ensure that the code pipeline i developed to conduct this research was well-documented and openly available for other researchers with similar questions to use for their own work,” martinet said. “this pipeline became my first r package, ssarp.”

today, ssarp helps researchers quantify and visualize biodiversity trends by standardizing how they use occurrence records — the millions of species observations stored in online databases like the global biodiversity information facility. these records make it possible to determine how many species live on a given island or landmass, which is the information needed to infer species-area relationships and speciation-area relationships.

“the ssarp r package makes quantifying and visualizing patterns of biodiversity on a global scale more accessible,” martinet said. “trends in biodiversity are often disrupted by anthropogenic effects, such as habitat loss and fragmentation. island systems are uniquely threatened due to their isolation, so monitoring island biodiversity is critical for conservation.”

looking ahead, martinet said she hopes ssarp and future tools will help researchers compare biodiversity patterns at a global scale — something historically difficult due to inconsistent datasets and computational barriers. 

“my hope is that the easily accessible nature of the tools i develop will allow more researchers to ask questions about biodiversity in their study systems,” martinet said. “making global comparisons more accessible will hopefully lead us to a clearer picture of the world’s biodiversity.”

building on the lab’s focus with biodiversity, kiran basava studies another layer of life on earth — cultural diversity in animals and humans. basava explained that she looks at behaviors animals learn from each other, such as how they find food, avoid predators, communicate, migrate, and build habitats. 

according to basava, understanding these behaviors can help scientists understand how species respond to changes in the environment. 

“​​the consideration of cultural diversity or socially learned behaviors has important implications for how species respond to climate change and other human-caused disturbances to the environment,” basava said.

by combining this information with existing biodiversity data, basava explained that scientists can see patterns that show how species adapt or struggle when their ecosystems are altered. “by bringing together information on animal behaviors, we can better understand how species survive and thrive,” basava said. “this can help guide conservation efforts and protect biodiversity for the future.”

the data diversity lab also ensures that diversity, equity, and inclusion remain central to the way scientists conduct research and collect data. the lab shapes data inclusion not as an extension to research, but as a core part to its identity. “our commitment to diversity and inclusion isn’t a separate initiative but a part of our lab’s dna,” its mission reads.

“our research seeks to advance understanding of biodiversity patterns and processes while educating the public about these critical issues,” román-palacios said. 

for román-palacios and his team, the future of biodiversity research depends not only on stronger models and better data, but on broadening the amount of scientists who can use those tools.

shortly after graduating from the university of new mexico with a degree in american indian education, i applied for a teaching job in my pueblo community. in 2017, i was hired as the edible foods garden teacher for grades kindergarten to eighth grade. the garden class was considered an elective to help revitalize healthy eating habits for students.

the school administration was hoping i would collaborate with language teachers and community elders to support language development. i was invited to work with language teachers to develop gardening lessons, but the school was remodeling its garden space. i asked the district for support, but it lacked a school curriculum for the subject.

during my prep hours, i searched for indigenous gardening practices, but none were published. without much luck, i was forced to research lesson plans using the reggio emilia approach, built on the idea that the environment is the third teacher, and the waldorf education model, which supports the idea that children learn through integrated approaches like connection to nature and creativity.

even with these frameworks, planning for 16 classes was nearly impossible. every day, i felt like i was failing my students by not knowing how to teach them about gardening. it was easier for us to go on nature walks and engage in discussions while we harvested native plants until we encountered reptiles and inclement weather. the school days were filled with transitions and attendance tracking, and limited teaching.

i was distressed to the point of resigning. instead, i applied to a ph.d. program at the university of arizona focused on children’s and young adult literature in a diverse world. 

planting new seeds

under the guidance of my dissertation chair, kathy short, ph.d., i began studying picturebooks by american indian and indigenous authors. my research focuses on themes of settler colonialism, ecology, and climate anxiety, and i became especially interested in traditional ecological knowledge (tek) and environmental justice.

as part of my course requirements, i had to enroll in the university of arizona’s school garden workshop. i learned about community and school gardens. the workshop centered on the sgw almanacs, funded by the sprouts healthy communities foundation. the almanacs are a free resource for teachers, students, and the community, and they serve as the textbook for the sgw class. my focus was on learning how to create and design curricula. maria celis became my mentor.

while working as a student intern for two schools, i worked with maria to introduce gardening to fourth graders and middle schoolers. while working in the agrivoltaic garden, a fourth-grade student showed me how to measure seed holes using my finger after i noticed students sticking their fingers in the soil then adding a couple of lettuce seeds then covering the hole with a quick sweep.

i was reminded of my youth. when i was a child, i learned how to plant vegetables by watching my parents. the fourth graders were very welcoming and i felt connected to the garden and place.

in time, my grandma’s favorite succulent found me. purslane is a superfood that grows abundantly in the middle school garden. it has a lemon-like flavor and pairs well with eggs or salads. some middle schoolers are from mexico, and purslane reminds them of home and family. we would harvest the leaves and eat them together. purslane is a gift which invites elementary and middle school students to share about foods and recipes from their communities. we host tea parties and share in celebrating our garden and harvests. a smile is always present when i find the superfood in the garden beds. the taste reminds me of home.

fostering relationships with plants and students helped me feel connected to my pueblo community. in my pueblo, we would harvest vegetables with others and eat our gifts in gratitude. maria and her husband often bring their outside grill to cook eggs and sauté vegetables.

together with students, we plant vegetables, care for each seedling, and then we harvest them. after gardening, we transition into creating art in the garden. sometimes we weave textiles or pinch clay into tea cups and soup bowls.

during my favorite maria lesson, we made pinch pot cups and bowls for our annual citrus tea and stone soup lesson. afterwards, we molded soil blocks for planting and practicing math.

the garden activities supported my graduate assistantship work in indigenous food, energy and water systems (native fews).

a new dream, in full bloom

while working as a student intern for the school to garden workshop, i began communicating with the service to all my relations (star) charter school in flagstaff, ariz., close to the navajo (diné) nation border.

in january 2025, maria and i hosted a textile and dyeing workshop to introduce the sgw almanac to star school’s principal, jeannie gross, and two native fews educators. we asked principal gross if we could design an almanac for her region, but said she would have to meet with the board before accepting our request.

almost a year later, in july 2025, star school invited the sgw team to its campus to explain the almanac design process to administrators, board members, and community collaborators. we worked together to adapt it to the colorado plateau region, starting in leupp, ariz., where star school is located. we began working on a new school-specific almanac focused on gardening using the stars.

as a team, we defined an eco-region for the almanac. we discussed the importance of incorporating a navajo (diné) planting calendar, specific to the position of the big dipper. ultimately, the position of the stars inspired us to develop an almanac that will include storytelling and traditional ecological knowledge to track climate change.

this process is an example of reciprocity, storytelling, and decolonial approaches to education. 

as a student intern who is learning how to work with tribal communities, i am glad to be able to provide a guidebook that will help edible food and garden teachers with finding resources, offering stories and activities using the stars. this will be the first community-curated guidebook that will invite indigenous nations in the colorado plateau region to share information about their shared eco-region, like what native plants can be harvested and when. this almanac will highlight the past, present, and future.

new york-based astronomers, including columbia university’s astronomy public outreach (capo) program, are making astronomy more accessible through their telescopes and their community initiatives. 

observation in new york city has unique challenges, one of the largest being the artificial light, or light pollution, that comes from constant activity in the city. lecturer, outreach coordinator, and astronomy faculty member amanda quirk said that observing the universe in new york city is difficult and during capo’s outreach events they look for the brightest objects in the sky like saturn, jupiter and polaris. 

drowning out the stars isn’t the only downside of light pollution. the phenomena has been found to affect human health and wildlife behavior.

“anywhere you have a telescope, you’re always going to [need to] build telescopes away from other light sources, away from cities, observing during the night, not during the day,” quirk said. “these problems exist for astronomers around the world. in new york city they’re just amplified.”

building a community of star-gazers

on a clear winter night on columbia university’s campus, interested parties of all ages file into the sciences building to listen to a lecture on astronomy and then observe the night sky using columbia’s telescopes. the voices of young children and older people intertwine as they wait for astronomy ph.d. student and astronomy outreach coordinator jennifer mead to begin her lecture.

in front of mead are various tools. one is a refraction paper that is handed out by mead to each of the attendees of her lecture. when held up to the light, the paper demonstrates how light bends through different lenses like plastic, glass or even space. 

sounds of joy erupt from the audience as they see small rainbows dance across the refraction paper.

“it speaks to a lot of people’s inner child. space is one of those things that across space and time, across the earth, across the whole history of humanity, people have connected over,” mead said. “it’s one of the most accessible sciences in terms of being able to look up and wonder about the biggest questions like, ‘where did we come from?’” 

columbia astronomy public outreach is part of the outreach, teaching, and research activities of the department of astronomy at columbia university. the crowd in columbia’s lecture hall makes it clear that capo’s audience is a range of passionate individuals and excited community members ready to listen and participate in the free information session about space. 

led by columbia’s astronomy students and faculty, the program attempts to capture the same wonder that drew columbia’s astronomy students towards their field. mead also said she wants capo’s outreach program to educate the public on bringing science to people who would not otherwise interact with it. 

“it’s also for the purpose of educating the public on what science is. what does it mean to be a scientist? what does it look like to do science? which i think is actually extremely critical, and something that the public is not super well connected with,” said mead.

but local public awareness is an ongoing issue according to quirk. those interested in capo’s events are often folks who are  already interested in astronomy, whereas quirk laments that astronomy is not often the first science that new yorkers think of. 

“in new york city, because this sky is not obviously bright, a lot of people just don’t think about the night sky. they don’t pause to look up and see whatever stars are visible or think about astronomy,” quirk said. “if we can get those people to think, just for a moment, about the cosmos and their place in it, [it]would be really exciting for us.” 

anyone can discover the secrets of the universe

quirk and her team of volunteers have tried everything from community collaboration to guerilla marketing to make new yorkers aware of capo’s programming. some volunteers have set up a telescope on a street corner and encourage passersby to look through. others have gone to local libraries and middle schools to teach students about dark matter and black holes. 

“we can have some accessible versions of bringing telescopes to campus level, so people don’t have to climb the stairs on the roof. people can take public transportation very easily to get to us. i think that is the benefit of new york, there’s just more people in the heart of the city,” quirk said.

the campaign towards creating accessible science programming involves capo’s and outside programs’ funding. columbia university’s campus has physical barriers that require the astronomy program leaders to meet students, parents and teachers who are not affiliated with the campus where they are. 

“that is one of the reasons that we do things at libraries and we do things in classrooms, because those are places where we reach kids who may not have access to technology or may not have parents who can take them to columbia on a friday night,” mead said. 

activities on campus also sometimes end with a call for listeners to express their support of science programming to their local representatives and to remind the federal government that the american people are interested in astronomy projects being completed. 

the american astronomical society has kept a close watch on public policy updates about astronomy on their website. at the end of the public outreach lecture on telescopes, a question comes from an elementary student about when the thirty meter telescope (tmt), an infrared and optical telescope under construction in hawai’i. mead answered solemnly that tmt’s funding was cut by donald trump’s national science foundation, which cited the project as unaffordable. 

quirk and mead say they are excited for the future, both lovingly refer to astronomy as a “gateway science” because of how its accessibility gets people to start thinking. capo’s participants express enthusiasm about the upcoming programming, and every outreach program involves teaching children, parents and adults something new. 

“it’s totally fair for people to have preferences, but there’s nothing actually built into our brains that says you can’t do math or you can do math,” said quirk. “astronomy can be as simple as thinking about your place in the universe, or how your culture, or your spiritual beliefs are tied to the way the earth moves or other aspects of space. i think it is a really inviting way for people to think.”

at a time when exposure, reach, and impact are harder and harder to not only attain, but quantify; planet forward students will have the opportunity to be regularly cross-published on earthx’s renowned platform for environmental news and storytelling.

the initiative reflects both organizations’ missions to build improved pathways to environmental progress — while equipping the next generation of leaders with access, education, and real-world experience at the intersection of sustainability, policy, and storytelling.

founded in 2010, earthx is an international nonprofit environmental organization dedicated to educating and inspiring people and organizations to take action towards a more sustainable future worldwide. over the years, the annual earthx conference has grown to host tens of thousands of annual attendees.

“this collaboration amplifies what planet forward does best, equipping students to turn complex environmental challenges into narratives that drive understanding and action. earthx provides a powerful platform for these distinctive emerging voices to be heard,” said planet forward founding director frank sesno.

planet forward stories will be cross-posted and shared on earthx’s platforms bi-weekly.

you can follow cross-posted planet forward stories on the earthx platform here.

we were navigating the beagle channel, on our way to omora ethnobotanical park, located 3 km west of puerto williams, the capital of the chilean antarctic province.

as the boat was moving and crossing the cold subantarctic waters, the landscape and glacial peaks made me realize that holding a bird in the hand for a single moment is a powerful reminder of the vulnerability of wildlife and the responsibility of researchers.

birds are commonly infected by blood parasites transmitted by various species of mosquitoes, flies, and midges. in hawai‘i, the introduction of blood parasites in native birds was found to decrease the bird population and cause the extinction of endemic hawaiian honeycreepers.

previous studies in chile have documented blood parasites in several species. juan rivero de aguilar, ph.d., an associate researcher at the cape horn international center for global change studies and biocultural conservation, took me on board on one of his field expeditions to understand and know more about these blood parasite infections in this subantarctic region of the world.

birds in the wild may often appear perfectly healthy; however, blood parasites may be circulating within them without any obvious symptoms. collecting a small blood sample from birds allows researchers to understand the health and the effect that these blood parasites can have on bird populations and the ecosystem.

so i would like to ask: how many hidden threats to wildlife remain invisible to the human eye in a single moment?

the first bugle rose out of the meadows — not triumphant, but strained. a bull elk stood rigid, his harem clustered behind him, their bodies angled toward escape that didn’t exist. 

every fall, herds of elk gather in and around estes park, colo., and rocky mountain national park for the rut. during this time, bull elk are highly active, vocal, and aggressive as they compete for dominance and attention from cows, or females, creating unpredictable and dangerous situations for visitors unaware of the risks.

on october 11, 2025, this particular herd was trapped between two narrow roads now jammed with rental cars, tour buses, and spectators scrambling for a front-row view. tourists climbed onto car roofs, cameras fired in bursts, and conversations carried across the valley as if the scene were a spectacle meant for the people in attendance. 

the tension in the air — both animal and human — was rising. on the opposite road, another bull bugled in growing agitation. as the crowd leaned in, he began to charge.

in one of the nation’s most iconic elk viewing landscapes, the collision between wildlife behavior, visitor expectations, and inconsistent education is becoming increasingly volatile.

chaos in the meadows

along the meadow’s edge, small signs read, “meadows closed from 5 p.m.–10 a.m.” few tourists noticed; many ignored them. 

with rangers absent due to the government shutdown, systemic issues became radiantly clearer than ever before: without enforcement, these rules were merely suggestions rather than boundaries.

“people don’t take our judgment as authority,” a bugle corp volunteer said. the bugle corp is a volunteer organization dedicated to monitoring elk during the rut, keeping visitors at a safe distance, and educating them on wildlife behavior. (the volunteer could not provide her name because she had to quickly move to another location where two bulls were sparring and visitors were approaching too closely.)

victoria jackson, administrator of the facebook group estes park resort guide, agreed. “even someone in uniform couldn’t convince them,” she said, describing an incident where a police officer struggled to move people off the golf course during an active rut scene. this trend illustrates how deeply the culture of ignoring boundaries has taken hold, making both enforcement and volunteer efforts far more difficult.

“i had a man walk into the meadow at 4:30 p.m. because the herd was there,” the volunteer said. “when i told him to leave, he said, ‘well, the sign says closed at 5 p.m., and it’s not 5 yet.’ just last week, i had a group of photographers within 50 feet of a bull, and i had to tell them to get back.” 

visitors sometimes interpret the instructional signs as permission to stay until exactly the stated hour, failing to recognize that the rule is part of a broader framework to prevent dangerous interactions.

inside the estes park visitor center, staffed by the national park service, the rocky mountain conservancy, and third-party tourism workers, elk safety was a minimal focus. a single sign in the bathroom stall offered safety rules, while a life-sized cardboard elk stood near the entrance for photos, without educational context. staff had no additional printed guidance for visitors.

when asked, employees often relied on personal rules of thumb. 

“if you walk up to them and they don’t change their behavior, you’re fine. but, if they look at you, then you’re too close,” one male staffer said at the estes park visitor center, describing his personal approach.

this advice contradicts official guidance. but according to danielle wolf, education manager at the rocky mountain conservancy, staff from different organizations use different approaches to visitor education.

“i’ve heard that rule too,” wolf said. “my team always tries to go with the more conservative approach: use the rule of thumb, stay back, give them space.”

the real “rule of thumb” is that when you make a thumbs-up and try to hide the animal with your thumb, if you can still see a part of the animal, you are too close.

a survey i conducted of 42 park visitors helped explain the disconnect between visitors’ behavior and official guidance. when asked what kind of information feels most valuable when learning about elk during the rut, 81% wanted both ethical or values-based messaging and clear instructional guidance. visitors want to understand why the rules exist, not just what they are.

when asked whether parks should provide more ethical education explaining the purpose behind regulations, 92.9% said yes.

why the rules fail

one reason people don’t follow the rules is that they don’t understand why they matter. and without meaning, rules invite people to look for loopholes. 

across rocky mountain national park meadows and around estes lake, a survey of 36 total signs found 52.8% purely instructional, and 44.4% unrelated to elk entirely.

we are so focused on giving information that we have stripped away meaning, and meaning is what people act on.

tourism websites amplify this challenge. searches for “best elk viewing in estes park” yield blogs and lodging pages directing visitors to high-conflict areas like downtown estes, the golf course, and moraine park. some suggest bringing a chair, blanket, and coffee to “enjoy the serene beauty of the fall landscape.”

these tourism resources rarely explain elk behavior, rut aggression, or ecological context, and seldom reference park rules. this fragmented, entertainment-first messaging reflects a deeper cultural issue: wild animals are seen as entertainment, land as a backdrop, and human presence is often assumed harmless.

in fact, human presence during stressful seasons such as the rut can affect elk both ecologically and biologically. close human activity increases stress, causing elk to expend energy on vigilance rather than feeding, preparing for winter, or mating successfully. as a result, human disturbance alters elk behavior with broader ecological and environmental consequences.

social media can escalate risk-taking behavior. when posting in groups like friends of rocky mountain park, my own attempts to raise safety concerns and invite discussion about elk viewing behavior was removed by moderators, who said that posts like these can “get ugly.” i was flagged for breaking rule #3, which restricts sharing locations and photos of unsafe behavior. 

meanwhile, moderators allowed posts that described risky actions using words like “entertainment” to remain, even though such language normalizes unsafe interactions with elk and downplays the potential danger. this moderation pattern highlights how online communities can inadvertently reinforce unsafe practices and ethical misunderstandings about human-wildlife interactions.

the problem isn’t just careless visitors, but a broader systemic, educational, and cultural gap in how humans learn to interact responsibly with wild animals.

bridging the gap between humans and elk

education and context can shift behavior. halle homel, a naturalist guide experienced in the high sierras and alaskan tongass, explained: “people love wildlife, and part of the reason they love it is that many don’t regularly experience it. but because wildlife is often new to people, there is a gap in how to behave around animals.”

homel said outdoor education is central to addressing this gap, explaining the “why” behind rules and practices to help visitors connect emotionally and intellectually with wildlife and ecosystems.

victoria also believes in stronger education: “more visible signage, volunteer wildlife ambassadors, and social media collaborations could help reinforce respectful viewing practices.” 

but restrictive measures are complicated. “we can’t control where the elk chooses to go,” she said. “it becomes nearly impossible to manage safely without shutting down access.”

aldo leopold, the “father of conservation” and creator of the land ethic, argued that no significant ethical change occurs without an internal shift in values. rules are not enough. signs are not enough. 

in estes park and rocky mountain national park, the gap between knowledge and care has become dangerous. it represents  a systemic ethical failure to remind visitors that humans, wildlife, and land are interconnected. homel cited the tlingit word gunalcheesh, meaning “i am not whole without you.”

“it might be our park, but it’s also their home,” she said.

while solutions will require creativity and coordination, small steps — clearer signage, volunteer ambassadors, and context-rich interpretation — can begin to shift behavior.

the respect the rut initiative is responding by developing context-rich signs and interpretive materials in high-conflict elk viewing areas. these resources help visitors understand safe practices, elk behavior, and the ethical reasoning behind park rules.

by linking instruction with meaning, the project bridges the gap between knowledge and behavior, taking a practical step toward fostering a more responsible and informed wildlife viewing culture.

melidosian describes herself as an active learning professor who values hands-on and collaborative studying, and she is working with gw’s brand new sustainability living-learning community. she believes that sustainability is for everyone and that sustainable development is relevant to every career. she received both her ph.d. in interdisciplinary ecology and her m.a. in sustainable development practices from the university of florida. 

this is the first in our monthly series of interviews featuring the inspiring faculty and staff who work with planet forward across our network. read on to learn more about melidosian and her work at gw.

this interview has been edited for length and clarity.

lydia castilla: why is sustainability important to you?  

angela melidosian: i think it first starts with sustainability being important to everyone. we rely on this planet for all of our basic living, whether that’s the ecosystem services or the resources that we use to support our own biological processes. all of that is fundamentally tied to the planet we live on. and if we’re not sustaining the planet, we’re really not sustaining our own lives. 

i suppose, why it’s important, particularly to me, is more of a personal journey of how meaningful the environment has been in my own life and my own psychological and spiritual well-being. 

i remember i was introduced to sustainability in a high school spanish class. we had a topic: ‘la vida sostenible’. and instead of being a few weeks long, we did it for three months because we were all into it. 

what i love about teaching sustainability is getting to show my students all the cool, alternative ways of doing and living and being and thinking and feeling that are out there in the world. sustainability is just so important, but also just super cool. 

lc: how do you think relationship building and community play a role in sustainability?

am: as with many of the most important things in life, we can’t do it alone. and sustainability is tied to so many social functions. we, as humans, are animals and we’re a social species. so, sustainability is tied to not only our biological realities, but also to our culture.

sustainability — and environmental ethics, broadly — is all wrapped up in this conversation we have with ourselves and society, both directly and indirectly about who we are as a species or a community or a society, and what we should be doing about that, and what that relationship is with everything around us.

sustainability is part of this meaning of life that many humans are very interested in. our interactions with both the environment and each other is all wrapped up into a giant web. we can choose different lenses on how we’re going to conceive of those things. we’re problemizing or creating actions. it’s all enmeshed together and we all just choose slightly different priorities. 

lc: what efforts have you seen in sustainability on a local scale and maybe even a global scale recently? 

am: the big thing right now is the united nations sustainable development goals, the sdgs. so they are a set of 17 goals with 169 specific targets; amongst those 17 goals for the world to progress on between 2015 and 2030. we are getting to the end of that time period, which, spoiler alert, we’re not doing so hot on it. the sdgs are at the forefront of international collaboration. they are also in the forefront of our research and a lot of our courses in academia are oriented around these sdgs. 

the sdgs right now are a really useful tool, in academia in particular, not because we have really any hope of reaching them, but because they allow people to see sustainability as more than just about plants. it allows us to look at what i call the five domains in my course: the ecology and environment, society and culture, a political piece and an economics piece — and probably the one people think about the least is our human health component. i think the biggest efforts right now at national and international scales are going to be the sustainable development goals.

one great example of amazing sustainability happening at the local level has been gw’s new living-learning community (llc) for sustainability. this was our first semester, so we have a team of 15 students that currently are saying ‘live, learn, vern.’ they’re all living together at the vern (gw’s mount vernon campus) and they take some shared coursework during the first year. they take a course with dr. (michael) svoboda, who’s also the advisor for gw’s sustainability minor, and they also take my intro to sustainability course. so that’s a great community, and we’re looking forward to having our second cohort of students join us next year. 

lc: how can students find out more about the sustainability llc — either to join or start a similar community on their own campus?

am: they can check out the gw alliance website, which details everything we do and how to apply.

lc: as a professor, what do you want your students to take away from their sustainability studies with you? for a student taking an introductory level course to sustainability, what is one thing you want them to think about as they leave your class? 

am: luckily, the alliance for sustainable future has allowed me to make so many new courses. this is my third semester, and i’ve designed three special topics courses already. in my intro course, i really want students to take away that sustainability is more than just about the environment. again, sustainability is not just about plants, but it’s also about making the world better for people. it’s for everyone, and every career possible can tie in to one of these sustainable development goals. it’s incredibly important for your academic and professional journey, no matter what you ultimately decide to do. 

in my environmental ethics and justice course, as well as a lot of my special topics, i want us to be aware of the different ways that we can live in this world and especially those that are more sustainable. there are a plethora of ways to connect with nature and the different ways we can go about that, whether it’s something very radical or the small stuff that we can do right here on campus. i teach “culminating experience and sustainability” as one of the two capstone options. for that, i want students to go through this transition of being a confident, sustainability minor college student, to a competent, sustainability-informed, early career professional.

lc: what is one that you’re looking forward to teaching next semester?

am: the new ‘grateful death’ course. it’s open to all undergraduates this upcoming semester. i am very much an active learning professor, so most of class time is small group work, small group discussion, class wide discussions, with very limited lecturing. it has no midterms or final exams. instead, it’s oriented around short research reflection papers and we’ll actually be producing podcast episodes about death and dying with the support of the create digital studio in gelman library. students will get to work together to create a short podcast episode. the episodes will be shared through both the alliance for a sustainable future website and planet forward. i think it’s a really fun opportunity for students to talk about death, which we have this huge cultural taboo about. then that content is not shared just with me as a professor for a grade, but out in the universe for other people to learn from and to use.

this is the first in our monthly series of interviews on the inspiring faculty and staff who work with planet forward across our network. if you know someone who should be featured, please nominate them!

after president donald trump’s administration froze ira funds intended for green banks through the greenhouse gas reduction fund, climate united, a national investment fund supporting clean energy projects, challenged the freeze in court. green banks are organizations using public and private capital to fund clean energy projects such as those including solar.

the lawsuit involves the plaintiffs the environmental protection agency and citibank, the financial intermediary for the funds, and addresses the justification and structure of ira funding for green energy initiatives. 

read the interview with yoo below.

the interview below has been edited for length and clarity.

maggie rhoads: walk me through how the opportunity to write the amicus brief came up. how did you get involved? 

paul yoo, ph.d.: it came up through an organization called the coalition for green capital — in short, cgc. my co-authors and i were trying to answer a research question about whether or not these entities called green banks were trying to allocate capital into projects that are more green, more responsible, more sustainable.

so we were trying to answer those questions, and we wanted some sort of data, and these green banks’ data, if there is any, would have been stored by this organization called coalition for green capital. so we reached out to them. they told me the data wasn’t really there, but happy to kind of coordinate whatever becomes available. 

mr: how long ago was that connection?

py: it was, like, a year and a half or two years ago, i cannot recall. so they knew about my research interest in this area.

mr: and how did that lead to the amicus brief?

py: the coalition was heavily involved with applying to get this funding from the inflation reduction act, or ira. there is a part of the ira that is the greenhouse gas reduction fund, or ggrf, and they’re trying to apply for a portion of that fund as a group of green banks, and they got it. but now, after mr. trump got appointed as president, that fund is now frozen. and because of that, they went into the court for arbitration, and for that they reached out to me to see if i could serve as an expert contributor to the amicus brief. 

mr: what courts are these for?

py: to the best of my knowledge, they went to the appeals court. they recently lost by the panel of three judges by two to one, and then they are recommended to go through this special court called the court of federal claims.

they’re now going in that direction, which i think is asking all the juries in d.c. [for] their opinions, and if that doesn’t go well, or doesn’t go in favor of the plaintiffs, what i understand is they will then go to the supreme court for the final arbitration. so i would expect myself to be involved throughout that whole process until the end.

mr: how specifically are you involved besides writing the brief? what kind of expert advice do you give?

py: one of the biggest points that these lawyers are trying to make to the judges is that the ira money and how that money is dispersed to the grant recipients of these green banks, the format of how this money will flow, is a little different from the traditional grants from the department of energy or the epa. it actually has a different form. this ira money that goes to the green banks will not be a grant that is reimbursement-based. 

mr: can you explain the difference in simple terms?

py: a lot of grants that are given by the federal government say, “go ahead and spend this amount, but after you spend that amount, come back to me and get reimbursed.” so that money doesn’t sit with the account of the grant recipient until they get this thing reimbursed.

ira money, the ggrf money that cgc and climate united received, [was] taking a different form. even before they actually spend [the money], it will come to their account balances, like, as a personal account balance.

so now the lawyers are trying to argue that this kind of different form of capital flow that is giving more freedom and authority to these plaintiffs is justifiable, or that it has economic sense, because of the fact that there [is] very well-established research showing the scope of what you can do to use those funds efficiently for different projects when you actually have those assets in your balance sheet. you have full authority to allocate such funds to which[ever] projects, which gives more efficiency, and more likelihood of effectively unlocking private capital.

over the past 16 years, the planet forward team has provided instruction and mentorship to hundreds of students. this year marks a milestone as we celebrate our 10th cohort of correspondents.

whether advancing climate solutions, shaping public policy, mobilizing companies or communities, or developing new technologies, our alumni know that at a time of urgent environmental challenges, compelling stories bring complex issues to life — and put faces on the facts. we are proud of the work they’re doing and the contributions we have made to launch the next generation of environmental leaders.

francesca edralin

master’s student, environment and development, london school of economics

because of planet forward, i’ve built a strong foundation in environmental storytelling that i carry throughout my life. it has empowered me to embrace my heritage in my storytelling, celebrate the diversity of stories within other communities, and help bring new voices into the movement.” 

as a freshman at george washington university, francesca edralin noticed a sign for the planet forward summit and knew she had to attend. an international affairs major with a concentration in international environmental studies, she had a growing passion for creative communication. “there was a speaker from national geographic who talked about using stories to help conserve the ocean,” she said. “that was the intersection i wanted: using the power of storytelling to influence change.”

a proud first-generation filipino-american, francesca was motivated by how little awareness existed in the u.s. about climate change’s impact on the philippines. “i’d spend summers with my relatives and their houses would be four feet underwater. and that was just normal,” she said. determined to tell these stories more effectively, she became a planet 世界杯欧洲预选赛免费直播 and added a journalism minor to sharpen her skills in video production, editing, and interviewing. this led to an internship with mongabay covering global conservation, followed by her role as the inaugural sustainable storytelling fellow with comcast where she produced a mini-documentary on food insecurity. a highlight of her time with planet forward came when she was selected as a student reporter at cop 26 in glasgow. 

professionally, francesca has carried forward her “storytelling hat” into roles beyond traditional journalism. at the world wildlife fund (wwf), she worked on the consumer engagement team, developing creative partnerships with companies in gaming, media, and film to inspire behavior change and fundraising. today, she is pursuing a master’s in environment and development at the london school of economics, where she is deepening her understanding of global sustainability challenges through an intersectional, equity-centered lens. looking ahead, she seeks to serve as a bridge in the sustainability field, bringing together her global experiences in environmental storytelling, corporate sustainability, and partnership building to advance equity-centered solutions in the environmental movement.

deepti bansal gage

international environmental lawyer

because of planet forward, my perspective on how to communicate has changed, and my ability to tap into the creative side of myself in my everyday work has been re-ignited.”

while studying law at george washington university, deepti bansal gage sought a creative outlet beyond the highly analytical demands of her coursework. she found it at the planet forward summit. “i saw that someone from national geographic was going to be there and, as a huge fan with a nat geo magazine collection dating back to the 1950’s, i knew i had to attend,” she said. “but i was blown away not by the nat geo speaker, but by the student storytellers.” inspired, she became a correspondent and storyfest participant, opening doors to engage with environmental issues outside of a purely legal framework.

through planet forward, deepti honed her ability to give and receive feedback, distill complex topics into accessible formats, and tailor messages for different audiences. “in my world, the value of a lawyer isn’t how well they know the law; it’s how well they can analyze and communicate it to advocate for their clients,” she said. “you have to break it down into digestible pieces that anyone can understand, then make your case persuasively.” while with planet forward, she put these skills into practice, writing an op-ed on environmentalism, creating a video on solutions to algal blooms, and developing a visual story on species conservation. a life-changing trip to the galápagos further cemented her aspirations and gave her the confidence to pursue them. 

today, deepti is an international environmental lawyer, applying the storytelling and advocacy skills sharpened at planet forward to her work on climate change, human rights, renewable energy, circularity and more. she also serves on the planet forward advisory council, helping expand opportunities and networks for students. 

terrius harris

director, indigenous partnerships and inclusive economy, american sustainable business network

because of planet forward, i’m able to see the impact from stories in a way that is truthful, genuine, authentic. i can see minds change and people value something they wouldn’t have otherwise. i don’t have to work as hard to convince others to invest in the work that i love. the planet has a greater chance of survival by listening to those who hold the greatest risk.” 

over the years, terrius harris has worked with planet forward as a correspondent, fellow, and now a partner. “i was looking for an opportunity to hone my skills as a storyteller and to do it in a way that would not only be impactful for the community but also tell the story of my people, other people, and the planet that we’re serving,” he said. “and hopefully push others to be stewards of our natural resources and of our planet.”

terrius has since carried his passion for storytelling into a career dedicated to cultural advocacy, policy, and community investment. “i’ve always been a big listener,” he said. “and i’ve always been able to tell my story, but the ability to tell someone else’s story is truly a gift that you can’t just learn by reading.” from documenting traditional fishponds in hawai‘i to serving as a fulbright scholar and u.s. senate policy advisor, terrius credits planet forward with teaching him how to tell stories that drive change. 

today, as indigenous partnerships and inclusive economy director with the american sustainable business network, he continues to use storytelling to bridge communities, businesses, and policymakers. he also partners with planet forward through his indigenous youth climate resiliency through public policy program, mentoring the next generation of leaders. “in my opinion, the goal of planet forward is to change the minds of the masses and to show others who are working toward the good fight that they’re not alone.”

halley hughes

coordinator, arizona institute for resilience program, university of arizona

because of planet forward i have confidence in my own voice.”

with the guidance of a professor at the university of arizona, halley hughes found planet forward while studying natural resources and climate change. though she had no formal media training, she always carried the imagination of a storyteller. “i was always a storyteller, even as a kid. i loved playing make-believe,” she said. “when i was playing, my parents would suggest ‘the horse does this.’ and i’d say, ‘no, the horse has a plan. this is his character. he’s going to do this.’” that creative instinct fueled her desire to learn how scientists could communicate more effectively.

planet forward opened the door. “there was no playbook. that’s the fun part of it,” halley said. “i was scared. i was reading other people’s stories and i thought, ‘what in the world? how do you make something like that? am i just gonna make that?’” through one-on-one mentorship and hands-on experience at planet forward, she found her voice as a storyteller.

her very first planet forward story, on green stormwater infrastructure in tucson, inspired her master’s thesis and helped her move from an outside observer to an active community leader. another story, about stewardship of the santa cruz river, earned her local recognition and led to board positions with nonprofits as well as an appointment to the city of tucson’s heat advisory council. 

today, as a program coordinator at the arizona institute for resilience, halley works on the university of arizona’s heat research initiative, translating complex climate and health challenges into solution-oriented narratives for audiences ranging from state legislators to seniors. the dynamic intersection of scientists and storytellers continues to inspire and motivate her. her journey illustrates how planet forward serves as a launchpad, providing the skills, confidence, and validation for students to become effective changemakers.

alaine johnson

climate tech specialist

because of planet forward, i see the good of what’s in front of me, in people, in situations. i can find a compelling story that can motivate people to feel emotionally connected. through the emotion of hope, there comes a solutions-based approach that even if we falter, we can rebound.”

alaine johnson discovered planet forward through a google search in a café while studying abroad in singapore, becoming the program’s only internationally based correspondent at the time. drawn to solutions-focused journalism, and its stories about doers rather than doomsayers, she found planet forward to be the perfect platform to experiment with diverse media and connect with a broad community of storytellers.

through her reporting on urbanization and conservation in southeast asia, and with the encouragement to “try out different muscles of storytelling,” alaine produced work ranging from written pieces to stop-motion and short-form videos. planet forward even flew her from singapore to washington, d.c., for the summit, where the diversity of speakers and approaches to environmental communication showed her the power of community-driven storytelling. “with planet forward, you’re immediately part of a community,” she said. “the work galvanizes you to go out, talk to new people, and learn what’s happening outside your bubble.”

her time with planet forward helped shape a career rooted in solutions- and impact-focused communication. in singapore, she joined a coffee-based social enterprise as their first impact storyteller, crafting narrative-driven reports to connect with funders and partners. “they were trying to find solutions to challenges like underemployment, unemployment, and youth mental health,” she said. “i got to come in and help tell those stories for impact.” she later published freelance work in outlets such as mongabay and truthout and volunteered her skills for an indigenous-led wildlife rescue organization in indonesia, supporting them with grant writing and global outreach. today, alaine works in the climate tech sector, using storytelling to make complex topics like carbon accounting more accessible while highlighting the human benefits of climate solutions.

looking back, she credits planet forward with helping her see storytelling as not just a tool, but a mindset — one that continues to guide her work across sectors and continents.

peter jurich

freelance science journalist

because of planet forward, i feel more curious. i feel more confident in how to chase that curiosity. i’ve seen a part of the world that i don’t think most people get to see.”

peter jurich first discovered planet forward while pursuing a master’s in science communication at the university of wisconsin-madison from 2017 to 2019. he had always been interested in writing and storytelling, but his early career as a local journalist left him feeling unfulfilled. “the scheduling was overwhelming,” he said. “and honestly, i don’t want to be yelled at in city council meetings on my tuesday night. i had this crisis of ‘i want to write, i want to report, but this isn’t what i want to do.’” 

on a whim, peter entered the planet forward storyfest competition in 2019 and was invited to washington d.c. as a finalist. “i suddenly get this invite to d.c. and discover that it’s a whole thing. it’s not just a small little contest. these are people from all over,” he said. though he didn’t win storyfest that year, the experience validated his instincts as a storyteller and led him to become a correspondent. the program gave him confidence to pursue curiosity-driven science writing and in 2019, he achieved his goal of winning storyfest, earning a ticket to the galápagos. the winning story: dumpster diving.

from stories about sustainable agriculture in california to non-native species in the galápagos, planet forward provided the experiences and mentorship that empowered peter to launch a freelance career. today, he runs his own science communication business, focusing on food waste, sustainability, and public education, topics he first explored through planet forward. 

sophie kahler

coordinator, ceo communications & engagement, the nature conservancy

because of planet forward, i see environmental storytelling as a whole world, as opposed to a niche subject or certain type of journalism. you can do this, that, and the other, and they can all connect.”

sophie kahler joined planet forward as a staff member while pursuing her master’s degree in media and strategic communication at george washington university. this marked a shift from her undergraduate studies at the university of south carolina, where she majored in geography and focused on urban history and the dynamics that create residential segregation. at planet forward, she quickly found herself immersed in the world of environmental storytelling. 

in her role managing social media and student outreach, sophie focused on lowering barriers so students from all disciplines could share their stories. reading and promoting every student submission gave her a unique perspective. she entered the role imagining environmental communication as traditional, objective journalism, but came to value creativity, community voices, and personal perspective. “the magic is that it is a place where students can be creative and try new things at a time when they’re learning and growing a lot,” she said. “it’s not just writing or documentaries, it’s podcasts, illustrations, and art.”

the experience sparked sophie’s passion for conservation and directly shaped her career path. today, she is the ceo communications & engagement coordinator at the nature conservancy, where she manages the ceo’s social media and leads executive communications for one of the world’s largest environmental nonprofits. “executive comms is important because you have to strategically know when to use a voice not only to be influential in a room, but also to uplift the work that everyone is doing. it’s amplifying the stories of 6,000 people,” she said. 

communicating science and economics, she added, requires balance. “environmental conservation can be very science-heavy, with a million stats. we have big goals and big challenges. climate change and biodiversity can be huge ideas for people to wrap their minds around. how do we connect them to a story on the ground? i use storytelling as a way to anchor between really big ideas and the real people at the center of the story.”

looking back, sophie credits her two years at planet forward with helping her find her niche working in collaborative, mission-driven environments where communications can bridge divides and inspire action.

katie perkins

digital content manager, the wildlife society

because of planet forward, my perspective has widened and i’m now making a difference with the work that i’m doing in my community, in wildlife conservation, and in the world.”

as a student at texas tech university, katie perkins discovered her passion for blending science and storytelling through planet forward. after switching her major from natural resource management to creative media, she joined the correspondents program, producing stories across video, audio, photo, and written formats. the program helped her build a diverse portfolio and, more importantly, gave her the confidence to see herself as an environmental journalist.

one of her first pieces told the story of a local corn maze that shifted from water-intensive corn to drought-tolerant crops like sorghum and sunflowers in response to recurring droughts. “they took this tradition and reimagined it. and i got to tell that story,” she said. “plus, the maze is thick and 10 feet tall. it’s so much fun.”

through the correspondents program, and later as a storyfest finalist and summit panelist, katie says planet forward was the first place she truly saw a future in environmental journalism and conservation. today, as digital content manager for the wildlife society, she uses her multi-platform storytelling skills to translate complex science into accessible, engaging narratives. “i absolutely love everything that i do,” she said. “and the experience and portfolio i built with planet forward played a huge role in helping me get here.”

alex rubenstein

master’s student, climate science and policy, scripps institution of oceanography

because of planet forward, i’ve made lifelong friends. i’ve gained mentors. i became a mentor. i saw more in myself and became confident. i got to see parts of the world i had never seen before. i became a better storyteller.”

as a senior at george washington university, alex rubenstein entered and won planet forward’s storyfest competition in 2018 with a short documentary on a student-run composting program. “the big incentive for me to get involved was the trip to southeast alaska with national geographic-lindblad expeditions, which ended up being a career — and life-changing experience for me,” he said. “it pivoted my documentary filmmaking toward environmental filmmaking and conservation storytelling.” 

through planet forward, alex connected with mentors who pushed him to be more ambitious and professionals who helped shape his career path. the alaska trip planted the seed for his future role as a video chronicler, naturalist, and photo instructor with national geographic-lindblad expeditions. in a powerful full circle moment, alex later welcomed new storyfest winners aboard the very ship where his own journey had begun.

today, he continues to fuse storytelling and science, pursuing a master’s in climate science and policy at scripps institution of oceanography to deepen his work as a climate communicator.

harrison watson

ph.d. candidate, ecology and evolutionary biology, princeton university

because of planet forward, i can help other people dream. i can tell the story. i am a scientist.”

harrison watson first came to the planet forward summit as part of a video project for a film class as a freshman at jackson state university in 2016. though he thought his path was already set, it was there that he discovered a new way to engage with the environment through storytelling. “i didn’t think i would ever end up being a scientist. i didn’t think that i would ever end up being a storyteller or somebody that was involved in policy-making and decision-making,” he said. “i thought it had to be a career in environmental science or engineering. but i wanted to have more of a worldly view. i wanted to be a writer. i even considered switching my major to english because the biology classes weren’t giving me the kind of engagement with environmental work that i wanted. i was 17.”

harrison went on to become one of planet forward’s first student correspondents, an experience he describes as formative because it allowed him to experiment and follow his own interests. “the most fundamentally important thing that planet forward has going for it, is being able to open young students’ minds,” he said. “and not just crack the door, but really burst through it.” from covering living shorelines in alabama to exploring environmental justice, each of harrison’s stories created transformative experiences that became embedded in his daily life. a trip to the amazon rainforest with renowned conservationist tom lovejoy shaped a story about coexistence and reframed his sense of what was possible, instilling an “immense responsibility” to act on what was learned. 

today, as an ecology and evolutionary biology ph.d. student, harrison embodies the role of a “scientist-storyteller.” his research bridges local and global impact. in his hometown of trenton, n.j., he empowers youth to tell their own stories and become agents of change, while his work in african savannas challenges existing narratives and seeks new approaches to managing these landscapes. harrison also serves on the planet forward advisory council, bringing his perspectives, experiences, and ideas to continue to grow the program for students to come.

these profiles were written by contributor emily sesno, compiled from interviews conducted by fellow alum and advisory council member jake meyers.

florida state university researchers are diving into new efforts to protect north florida’s cherished natural springs.

research to restore and protect the health and clarity of natural springs, especially wakulla springs, is being conducted by joel trexler, the director of fsu’s coastal and marine laboratory, and kellie keys, a professor in the communications department.

“our research in the larger sense is to try to advance our understanding of [the] influence of people on water coming into the spring and out [of] the spring vent, how that impacts the ecological side of the wakulla river,” trexler said when discussing leading a team of fsu researchers. “particularly, [our research addresses] a sense that the system has changed in ways that are not desirable.”

the health of the springs is vital because it also indicates the health of drinking water. the water in the springs is also the water in the floridan aquifer, which provides drinking water to approximately 10 million people.

“when we protect the springs, we protect our drinking water, and we protect our drinking water, we protect the springs, because they’re coming from the same place,” keys said.

about 90% of floridians rely on groundwater for drinking water, and the cleanliness of springs gives a glimpse into its cleanliness, too.

the communication component of the research is crucial. it is one thing to have facts, but to make people aware of an issue and to care about it is another challenge.

“we’re also doing communication research, different from the scientific research,” keys said. “within that communication research, we’re looking at environmental values and how communicating using different values might have an effect on the way that people take in the information.”

the environmental communication research keys is conducting was presented at the science and environmental communication section (sec) of the environmental communication research and education association (ecrea) on oct. 21 in norway. 

“they were really interested in hearing about our work with the wakulla springs lab, because we’re doing environmental communication in the southern united states, and that’s quite a different landscape, and the way things are communicated here are communicated quite different than in europe,” keys said.

“that water is both where the springs emerge from, but it’s also where we put our wells in for all the water we use,” keys said. “if you picture, we have a bunch of straws in the aquifer all over the place drawing up that water, and it’s like everything we use.”

wakulla springs is a popular tourist attraction and local favorite for swimming, boat tours, hiking, and wildlife viewing. it is a place where many fsu students go to get away from the hustle and bustle of their everyday lives.

many floridians are directly connected to the water that flows through wakulla springs, yet many aren’t aware of it. this is where keys says the communication side of the research becomes essential: it helps the public understand that protecting the springs also means protecting their own water supply.

by translating complex scientific data into clear, accessible formats that align with people’s values, the team at the wakulla springs lab hopes to continue to improve the health of the springs and, in turn, the water supply.

“people may not contribute to conservation or sustainable practices because they do not know enough about the issue or how to solve it on a small scale,” adeline kulaga, a graduate student who works with keys, said to the fsview. “this is why communication channels of researchers to the general public must be informational, efficient, trustworthy, and developed. if people have access to scientific findings that are presented in an easily digestible manner, they can be up to date on the current issues and feel like their actions have an impact.”