The Duke University Marine Lab is home to second year students in the coastal and marine systems (CAMS) concentration of a Masters of Environmental Management (MEM) degree. During the fall of their first year when they are based on main campus in Durham, CAMS students visit the marine lab for a weekend to meet faculty, staff, and students and to see a bit of Beaufort. The Seas the Day team took the opportunity in fall of 2022 to ask students about their motivations and interests in a career as an environmental professional. In this episode, Jake Whisler weaves together their stories of inspiration, motivation, hope, and community. Featuring: Maeve Arthur, Allison Barbaro, Isaac Benaka, Katrina Bernaus, Taylor Coleman, Laura Exar, Aileen Lavelle, Hugh Cipparone, Hayden Dubniczki, Jasmine Papas, Stephanie Pipas, and Amanda Sajewski.
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Host
Jake Whisler
Jake is a first-year Coastal and Marine Systems Master’s student at Duke’s Nicholas School of the Environment. He originally graduated from the University of Washington with a degree in wildlife conservation. Jake also participated in an internship in Santa Cruz, California where he compiled and analyzed bioacoustic experiment footage and worked with rescue seal and sea lion cognition research. He is currently seeking ways to integrate his passion for art and media with his fascination with the environment.
Interviewees (alphabetical order)
Maeve Arthur is from Brunswick, Maine. Maeve is interested in coastal resilience and adaptation and aquaculture development, and loves to cook.
Ally Barbaro grew up on Long Island and lived in Washington, DC for 7 years before moving to NC for graduate school. She is interested in all things marine ecology, coastal resilience, and high-seas conservation. She loves women’s soccer and attended the World Cup this past August.
Isaac Benaka, from Washington, DC, conducts research in the Marine Robotics and Remote Sensing Lab, focusing on the geomorphology and monitoring of coastal environments using drones. Before coming to Duke, he worked for NOAA Fisheries, along with non-profits such as the Rock Creek Conservancy and the Barnstable Clean Water Coalition. He enjoys DJing and cooking when he’s not doing research.
Katrina Bernaus is a second-year Master of Environmental Management student from Philadelphia, PA. She studies small-scale and indigenous fisheries and is interested in learning from the people reliant on fishery livelihoods. She enjoys living close to the ocean while studying at the marine lab and makes time for surfing and long walks on the beach.
Hugh Cipparone grew up in Old Lyme, CT at the mouth of the Connecticut River. He is fascinated by the complex relationships between people and the ocean ecosystems they rely on. He currently supports fisheries business development as the Fishery Finance and Policy Analyst for the Gulf of Mexico Reef Fish Shareholders’ Alliance – the largest organization of commercial fishermen in the Gulf of Mexico – and is an musician and aspiring backpacker.
Taylor Coleman is from Indian Trail, North Carolina. Her master’s project is focused on noise as a stressor on North Atlantic right whales in Cape Cod Bay, and she is interested in the field of bioacoustics for directing conservation efforts for cetaceans. In her free time, she is an avid runner, soccer player, surfer, and book worm.
Instagram: @_taylor.coleman_
Twitter (X): @_TaylorColeman_
Hayden Dubniczki is from central Pennsylvania, but she has lived in multiple places with her family over the years, including Shanghai, China and Austin, Texas. She studies the beneficial ownership of fishing vessels and is interested in the non-traditional policy levers associated with that knowledge. She enjoys road trips and is planning a trip to the western U.S. after graduation.
Instagram: @hdubnic
Laura Exar
Aileen Lavelle grew up near Philadelphia, Pennsylvania, and first fell in love with the south New Jersey coast, spending summers there with family. She studies sea turtle movement ecology and conservation. She enjoys combing the beach for sea shells and listening to true-crime podcasts.
Instagram: @conservationbean
Jasmine Papas
Stephanie Pipas
Amanda (Andie) Sajewski is from Long Island, New York. While enjoying warm North Carolina she is studying marine policy and factors affecting sea turtle bycatch. She hopes to work in small scale fisheries after graduating. The beach is her happy place, although she loves exploring all sorts of new places too.
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Transcript
Episode 43 – The Aspiring Environmentalist’s Toolkit: Creativity, Resilience, Community, Hope
[Music: The oyster waltz]
Jake Whisler: Hello and welcome to Seas the Day. My name is Jake Whisler and I’m a first year Coastal and Marine Systems Masters student in the Nicholas School of the Environment at Duke University. On this episode of Seas the Day, we are going to hear from then first year Coastal and Marine Systems students during a group visit to the Duke University Marine Lab. Students in the coastal concentration of the Masters program spend their first year on Duke’s main campus in Durham, and their second year at the Marine Lab in Beaufort, NC. So for some of these interviewees, the visit was the first time they had been to the lab. Our Seas the Day team joined them at an evening oyster roast with audio recorders in hand.
I found the substance of these interviews particularly interesting as I have personally wondered what motivates my peers to pursue this degree. Conservation science and environmentalism can be pretty dismal subjects to pursue. It feels like the outlook gets more and more bleak with every passing year as the ramifications of global warming are progressively more widely felt. And it can be frustrating to understand what changes need to be made to protect our environment, but knowing that progress might not be happening quickly enough, whether in the private sector or in public policy. I know I personally have been becoming a little bit more jaded in regards to all of this as time has gone on, but I still have some hope that we can turn things around and start taking better care of our planet. That being said, I’m just one man, so let’s allow the coastal and marine systems cohort to speak for themselves on what motivates them and why they decided to pursue a career as an environmental professional in the first place.
[background sounds of chatter]
Interviewer: Why in the world do you want to work as an environmental professional? What is your motivation?
Student: Hmm. I think the environment, I mean a) it underpins literally every aspect of our existence, and something that is really important to understand and is like a is a, you know, a constant foundation to every other question in the entire world. But I also think that the environment is really fascinating, because it, there’s a lot of conflict that is associated with it. The constant conflict that is the human need to use resources, but also the need, the inherent need, or the human need to conserve those resources into the future. And so I think there are just a lot of, like, intellectually interesting questions I find as well.
Speaker: I want to work as an environmental professional, because I just think, I think the earth has so much value in so many different ways and not only is protecting the environment in general central to human survival, but I think that nature just enriches our enriches our lives in so many ways, and it has been such a joy throughout my life, that I want to contribute to protecting it for future generations.
Speaker: I kind of think of it as a, there are separate stages that I want to achieve so that I can ultimately get to the goal of having a broad range of experience in environmental topics that I can effectively communicate them to the public or to policymakers so that they can make the best decisions possible when it comes to the environment. So I want to 1st get that, get that environmental knowledge. And then apply that to decision making.
Student: I want to work in this field because I as I got older I realized the connection between helping people and helping the environment and how all of those systems are so intertwined. And so I want to work in the environmental field so that I can make our planet better and healthier and also the communities and people that live here. Better, healthier.
Student: Well, I grew up on Long Island like surrounded by water. So I think I got really interested in that from a young age and I wanted to do something to make some kind of change in the world. So I chose the environment as it’s the biggest challenge facing our generation. And I guess my motivation is I think it deserves to be here in the future.
Student: My motivation comes from where I grew up. I grew up in a very coastal environment and I’m very passionate about the people who live there and the environment that is there. And yeah, that’s kind of my motivation.
Student: I want to work as an environmental professional, because our environment is something that I’ve always treasured, growing up as an athlete being outdoors. There’s value in it that you just cannot get from being inside and it it extends. Knowing the environment means something different to each and every person. So for me, it’s what I’ve grown up as a soccer player being outside, spending time at beaches with my family. It’s something I want to be I want to be able to pass on my love and passion to others.
Student: I just think that we gained so much from nature and there’s so much that I think that I could give back. I’ve always been really interested in conservation biology and I’ve had some really formative teachers that have taught me a lot and I’d really love to be a part of that for future generations too.
Student: Growing up in California, we always had droughts and water issues and that was the first thing that really got me into looking into environmental reasons. So that’s one of the main things that motivate me to look more into conservation and environmental management. That’s why I’m here.
Student: I think that environmental problems are kind of the defining work of our time right now. And so there’s no better place to be, and it’s also kind of our duty as a person to do it. And it just feels very meaningful to be making an actual change in your environment and moving forward in the world. And I really like being outside.
Student: I kind of always knew I wanted to work in the environmental field. I think growing up in Asheville and being exposed to nature and being able to, you know, hike and do a lot of different outdoor activities as a kid really helped me with that. But I think I also growing up saw kind of like the different effects of like climate change like we saw a lot of in my childhood, like pretty severe storms here in North Carolina. Even you know the impacts of hurricanes and stuff like that. So that kind of like led me to wanting to have a career in this field and kind of wanting to be able to like, be part of a solution, I guess.
Jake: Something that I’ve taken notice of upon reviewing these interviews is that where and how people were raised plays a big role in the importance they place upon the state of the environment. Even my own conversations with my cohort have shown this. It seems like the vast majority of coastal and marine system students are themselves from regions nearing the coast, regardless of whether that’s the West Coast or East Coast of the United States, or outside of the country altogether, it all seems to lead to a greater sense of environmental awareness. And as we’ll see, it also plays into what particular issues they focus on.
Student: I guess the main environmental issue right now that I like cannot get over is bycatch and how how many ghost traps? So, fishing nets that are left in the ocean. Basically, people are putting their trash in the ocean or they’ll lose it through rough waters. Because we get marine mammals and sea turtles, but then pretty much everybody else gets stuck in it too. And it’s it’s a really big debris problem and it’s it’s honestly pretty heartbreaking that, you know, we’re affecting their climate, but then we’re also quite literally trashing their habitat. So I think that’s my main concern right now, is just trying to make their habitat livable because I think they’re really resilient species, but we can’t continue to degrade their environment as we are right now.
Student: Probably wetlands loss and degradation because I grew up on Long Island near like the bays and there was a lot of salt marshes and things like that, so I love spending time in that type of environment and wetlands provide so much for people who live near them and for the world as a whole.
Student: Well, I’m a sucker for that megafauna, so I think I’d probably picked biodiversity.
Interviewer: Why?
Student: Um, I think biodiversity like I know there’s like, bigger challenges like climate change and plastic pollution, but I think biodiversity just captures my imagination more. And I really I think that’s also one of the ones that, like, one person can make more of an impact versus like corporations really needs get involved in climate change.
Student: Big question. If I had to pick a pet environmental issue it would be something related to fisheries, probably making sure that diverse perspectives are represented in decision making when it comes to fisheries management. Just because you know the oceans is our largest Commons like shared resource amongst like all of the people on Earth. So I think it’s really important to make sure that the decision making process is equitable and I’m just really interested in seeing what I can bring to the table to facilitate that.
Student: I mean, so I’m generally focused on fisheries and seafood. I think they’re particularly interesting systems because they’re they’re, you know, the issue of apen Access, you know, and and the issue of conflict and these.. Really what I always go back to is this conflict between how do we allocate natural resources, how do we conserve them and use them. And seafood, to me, I think is a really pressing issue, particularly given that it’s the home of kind of like the last, you know… Fishermen are kind of the last wild catch, like the last hunter gatherers in the world and such very, lot of interesting questions.
Student: I mostly I mean as a CEM I’m obviously ocean issues, but I’m really interested in ones that combine resource economics and social issues with the kind of ecology that we see in the world.
Student: Yeah, I’m still in the process of, you know, figuring out everything, but I’m really interested in kind of coastal resilience to climate change as well as kind of wetland ecology management and kind of like how those two fields kind of come together.
Student: I think I would say destruction of wetlands. Because they’re such for one thing, such beautiful natural environments that we don’t, I don’t think we protect them enough. And they provide so many important ecosystem services that we really need to survive, especially as climate change keeps increasing.
Jake: Something that I also noticed while transcribing and reviewing these interviews was that there’s a general sort of dismay around environment. Not to go as far as to say it’s hopelessness, but collectively it seems that students agree that a certain level of optimism is borderline required to become an environmental professional in the current day, the interviewers asked students to name a few characteristics that they believe to find what makes a good environmental professional, and if you listen, you’ll notice some commonalities between their answers.
Student: Passionate. Detail oriented. And, outgoing.
Student: Open minded. Patient. Determined and empathetic.
Student: I think driven comes to mind as well. I’m going to have to steal yours. I think I might go with creative as well. I think that’s really important. Patient, that’s a big one. And maybe hopeful.
Student: I think compassion and forward thinking are really essential. I think you need to be compassionate to lots of different types of people, even if you might think that you’re addressing the issue from different angles, because at the end of the day we’re all on this Earth and I think our purpose is to protect it. So we’re all going to work towards that together,
Student: Dedicated. Conscience, like environmentally conscious. Good communicator.
Student: Thoughtful, passionate for sure, and energetic. It’s a field, I think, where people can get kind of, I don’t know. There’s a lot of like, kind of doom and gloom around climate change, as there should be. But I think you have to kind of have, like, energy to not be. Yeah. Not get too sad.
Student: Passionate, patient, determined and hopeful.
Jake: Clearly having a sense of hope and determination is important for being successful in this field, which just so happened to be the subsequent question posed to the cohort. Environmentally speaking, What something that gives you hope here.
Student: I think seeing like stories, especially of like really small communities that are making a change for how they manage their resources and connect to the environment. And I think that keeps me grounded in like seeing like global issues that are really scary and seeing like the small work that is happening. On the ground.
Interviewer: Like bit by bit, community by community.
Student: Yes, and seeing how like those connections can like really make a change for those people in the community and can be translated to like bigger change.
Student: All of the legislation pushed by the Biden administration has really made me very hopeful. And I’m also really hopeful because a lot of my friends, even if they’re not in the environmental field, they’re really knowledgeable about these issues. And again, I think the education is one of the strongest ways that we can fight climate change.
And so many of my have really seen that this is an issue that affects everyone, obviously especially low income and minority people the most.
Student: This will sound cheesy, but I feel like the people in my program, meeting them, we’ve only known each other a few months, but everyone is just so passionate about specific interests or environmental issues or things like that, and everyone is so excited to, like, get out into the real world and start working on these issues. So all the people I’ve met so far do.
Student: I think we’ll like being part of the necklace school and seeing all of these smart people around me that really want to make a difference and that are intelligent and they’re looking for solutions. And then I have a couple like Instagrams that I follow that are like, you know, these people like coming up with really cool new materials that like decrease waste and like decrease emissions like that’s so cool. I think that, it’s really easy to look. Focus on the negative, but there’s so many people working on this problem and that’s what gives.
Student:F or me, something that gives me hope is the people that are standing around us right now at this event that we’re at right now. I have through the Nicholas School of the Environment I’ve just met so many people that are so passionate about the environment in general, but also like a lot of specific issues and just their enthusiasm for the environment and the desire to collaborate and see each other achieve our goals has been very, very inspiring so far and I have no doubt that all of these people are going to make really positive impacts on the world.
Student: So I think really just being here, I’ve this day has been so exciting for me getting to be around so many cool people who are so passionate about similar things that I am and who have passions and different areas. It’s very inspiring to be around all these people.
Student: I think something really gives me hope and something that I identify strongly with is my generation. I’m at the very back end of Gen. Z, but I see a lot of activism and a lot of.
Interest and passion around the climate movement among young people. And I think that that is really, really hopeful for the future. And hopefully I can be a a good member of that generation and fight a good fight.
Jake: We’re going to end today’s episode on this note of hope. I guess I wasn’t surprised to hear how much inspiration environmental students get from each other. The environmental challenges we face are pretty daunting for individuals, institutions, and society. Not only do we need to work together, but I suspect knowing that we aren’t alone will be important to sustaining enthusiasm and momentum in a difficult profession.
[Music: oyster waltz]
Lisa Campbell Thanks for listening to Seas the Day. Today’s episode was written and edited by Jake Whistler. Lisa Campbell, and Junyao Gu conducted the interviews with help from Stephanie Hillsgrove. Special thanks to the Masters students who agreed to be interviewed Maeve Arthur, Ally Barbaro, Isaac Benaka, Katrina Bernaus, Taylor Coleman, Laura Exer. Ailene Lavelle, Hugh Cipparonne. Hayden, Dubnitzski, Jasmine Pappas, Stephanie Pipas, and Andie Sajewski..
You can learn more about them on our Seas the Day website at sites.duke.nicholas.edu/seastheday. Our theme music was written and recorded by Joe Morton and our artwork is by Stephanie Hillsgrove. Follow us on Instagram and Twitter @seasthedaypod and if you like today’s episode, leave us a rating on Apple Podcasts or wherever you listen.
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