Engaging Emerging Scientists in Water Studies Sharon Ziegler-Chong, Noelani Puniwai, Ulu Ching UHH Pacific Aquaculture and Coastal Resources Center (PACRC)

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Presentation transcript:

Engaging Emerging Scientists in Water Studies Sharon Ziegler-Chong, Noelani Puniwai, Ulu Ching UHH Pacific Aquaculture and Coastal Resources Center (PACRC) – UH EPSCoR Diversity, Education and Workforce Development

Need Few kama’aina, especially those of native ancestry, pursue science and engineering degrees Increasing number of kama`aina involved with marine studies, but hardly any studying watersheds and freshwater systems. Local representation limited in scientific and technological workforce as well as academic circles

Pacific Internship Programs for Exploring Science (PIPES) Micronesia and American Samoa Student Internship Program (MASSIP) – 1994 University of Hawaii Hawaiian Internship Program (UH-HIP) Partnerships – USDA Forest Service, USGS BRD, TNC, Kamehameha Schools, UH EPSCoR  Pacific Internship Programs for Exploring Science (PIPES)--includes UH-HIP, MASSIP, REU

Model Selection of interns and host agencies Project-based, cohort-based summer internships Partnerships. Interns are hired through agency or paid for through collaborative grants Mentored. By agency personnel and program staff Oral and written presentation skills, along with problem solving Structured. Orientation, weekly meetings, final presentation, attend Hawai`i Conservation Conference

Program Today 30 – 35 interns/summer supported directly, often in partnership with host agencies Over 400 interns have participated 75% continue on in conservation careers/graduate school

Entering the Water Few internships have dealt with water: with over 400 internships since 1994, less than 20 have dealt with freshwater and overall less than 50 have involved projects focused on water resources in general. Few agencies and organizations are addressing water resources management needs Few classes are available in Hawai`i that deal with watersheds, hydrology, limnology, aquatic ecology. Even fewer classes and programs include skills such as facilitation, negotiation, collaborative leadership, and working as part of a community

What we’ve learned Selection and recruitment It’s not just about the science: Communities, connection, contribution Partnerships It’s not just about the science: Connecting with communities, becoming relevant Internship/Work Experience It’s not just about the science: Leadership, listening, problem solving, communication, connection Continuation It’s not just about the science: Connecting to family, continued relationships not just with work but with community

Flowing forward It is everyone’s role to: Figure out how each project reaches out to and connects with communities, their resources and their knowledge: NOT a one way path of giving research results, but a partnership of mutual learning. Actively seek out and mentor young people connected to these resources and provide training and advancement opportunities: build the next generation of leaders. Develop academic programs and opportunities that integrate these ideas of water. Recognition of changing waters: Scientific and local knowledge are not separate in many of those youth passionate about resources today

Mahalo