Transitioning from Research to Experiential Learning within Marine Science

By: Allison Aplin (B.S., Aquatic Biology)

Working in a Research University

Attending University of California, Santa Barbara (UCSB) as an undergraduate provided many incredible research opportunities that eventually led to working as a laboratory and field technician in a few different labs on campus post-grad. I found that during my undergraduate experience my involvement in research labs such as the Burkepile Lab and the Santa Barbara Coastal Long Term Ecological Research (SBC LTER) lab as well as working at an educational aquarium were more impactful and influential for my career than coursework ever could be. The largest perk of studying and working at a research university really is the access to so many incredible scientists and resources.

Building connections with researchers on campus during undergraduate years helped me find laboratory technician jobs at UCSB after graduating. Through technician work, I had a diverse range of experiences in the laboratory and the field that involved DNA extractions and water sampling, microscope work to better understand the reproductive age of fished organisms, and scuba diving to maintain experiments on coral reefs.

While working in as a laboratory technician, my time often consisted of planning meetings, managing undergraduate intern schedules, and processing the data from our time in the field. Data processing incorporated species identification skills, using computer software to create maps of coral plots to track over time, microscope work and processing algae samples to better understand how algae and nutrients impact our reefs. While collecting data at a remote field station, almost all my time was spent underwater scuba diving for experiment maintenance, oceanographic instrument deployment or conducting surveys. Field days were typically long with irregular weekends but filled with exposure to new places and lots of time in the water.

Working in a research university environment can also provide access to many professional development opportunities. One of which at UCSB is being involved in the American Academy of Underwater Sciences (AAUS) Scientific Diver program. This course provides Open Water Certified Divers with training on how to be multitask underwater: completing surveys and experiment maintenance while also staying neutrally buoyant and comfortable in dive gear. Scientific Divers also have an option to train as Dive Masters by teaching the scientific diving course and completing additional skill requirements. Dive Masters can lead recreational and scientific dives as well as assist dive instructors with certification courses, which can be helpful for science related jobs, including research and outdoor education positions.

At the Island School, students have the incredible opportunity to learn how to SCUBA Dive and gain their Open Water certifications. This allows for students to take marine ecology classes and then go out diving to see their study subjects first-hand. As a scientific diver and Dive Master, I can lead lessons for students underwater and introduce them to skills that many marine biologists use out in the field regularly. During my job change from a research technician where diving was a big part of my work to an education coordinator, the ability to continue to spend time in the water diving and sharing the excitement of the ocean with others has been crucial for me.

Transitioning to Experimental Learning

Research positions provide unique experiences in species identification, science communication and a wide range of outdoor skillsets that are very useful in the education field. I have found that my research background made for a very smooth transition into the Cape Eleuthera Island School community.

Having research experience in an experiential learning setting allows for opportunities to include personal anecdotes into lessons. For example, when I teach a group of high school students about coral reef ecology, I can provide information about my own coral research and even show photos and videos that help make coral research seem like a more tangible topic. Recently, I took a group snorkeling and found the same types of algae that I used to study and identify as part of my technician position. Due to this familiarity with the ecosystem, I included the relationship between these specific algae species and stony corals as a part of my lesson using examples that students could see with their own eyes. These interactive teaching moments were partially made possible due to my previous experiences.

While teaching lessons and spending time outside is the focal point of experiential learning, the behind the scenes scheduling and fundraising is critical to keeping the ball rolling. Planning educational programs within a close-knit research community such as the Island School requires intentional collaboration within our education, research, dive operator, kitchen, and facility teams (to name a few). This is also true at research field stations, where experiment planning, grant writing and collaborating with fellow researchers is the foundation that allows for the work to be accomplished.

Laboratory management and education coordination work in general have many similarities. Scheduling activities and staff for programs as well as coordinating with schools requires comparable attention to detail and personable skills as being the lab technician who manages data processing and the schedules of interns. Both research work and outdoor experiential education often require long days in remote locations, irregular work hours and physically exhausting tasks. They also can be extremely rewarding and fun with lots of time spent outside.

Some distinct differences in these positions are how time is spent. As a research technician, most of my time was spent processing data on my computer or underwater collecting data. As an education coordinator, I am often on my computer planning programs or outside teaching classes. Yet, I have felt that both occupations serve as opportunities for growth in flexibility, time management, personability, and perseverance. I recognize that I am a better teacher due to research and similarly am confident that without this exposure to hands-on science communication, my future role in research would be much less meaningful.