When Tides Turn: Embracing Change in California’s Wetlands - an Interview with Julie Gonzalez, Ph.D

By Maddie Leung, Redwood High School

California boasts 2.9 million acres of wetlands, with 90% of the remaining tidal wetlands in the San Francisco Bay¹. Wetlands are some of the most dynamic and essential ecosystems on the planet, supporting biodiversity, filtering water, and helping combat climate change by acting as powerful carbon sinks. But as sea levels rise and invasive species spread, these habitats face mounting pressure. Dr. Julie Gonzalez, who earned a Ph.D. from UC Davis in Ecology, is researching how these ecosystems adapt to climate change and how we can protect them. In this interview, she shares what makes wetlands so fascinating, the biggest challenges they face in Marin, and how we can all play a role in their preservation.

Dr. Julie Gonzalez

1. Wetlands play a crucial role in supporting biodiversity and protecting our environment. What aspects of these ecosystems do you find the most fascinating?

I’m amazed by how everything in a wetland is connected. Each part of the system, from the plants and animals to the water and soil, works together and responds differently to environmental changes. My work focuses on figuring out how these systems react to different challenges. By understanding this, we can figure out the best ways to maintain and improve wetland health now and in the future.

 

2. What are some of the biggest challenges estuaries and wetlands in Marin currently face?

Two big challenges are invasive species and sea-level rise. Invasive species are plants and animals that move into wetlands and can sometimes harm local ecosystem functioning by outcompeting native species. On top of that, sea-level rise is a challenge we have to plan for. Wetlands are amazing at adapting, but these two issues create a lot of pressure. My goal is to study how they affect wetlands to plan for a future where these ecosystems are better protected.

 

3. Have you observed any changes in the health or size of Marin’s wetlands over the past few years?

Suisin Marsh (Image by Steve Martarano)

Yes! Being part of the wetland science community in San Francisco Bay is exciting because we’ve seen a lot of positive changes recently. Many restoration projects have helped improve the health of wetlands around the Bay. While things like sea-level rise and invasive species can feel overwhelming, it’s inspiring to see how much progress is being made through the hard work of scientists and land managers.

4. You mentioned that the National Estuarine Research Reserve System (NERR) collects data from estuaries and wetlands around the U.S. How is this information utilized to benefit our local wetlands?

The NERR system is a network of wetland scientists and managers all over the country. We share ideas and learn from each other. For example, if a reserve on the East Coast finds a creative way to deal with an invasive species, we can see if that approach would work here in the Bay Area. Similarly, we share our successes so other reserves can learn from what’s working in California.

 

5. How can the local community get involved in wetland preservation?

There are so many ways for people to help! Organizations like Save the Bay host community events where you can help plant native wetland species or remove invasive plants. These hands-on activities are a great way to connect with nature and make a real difference in protecting our local ecosystems.

You can watch Julie Gonzalez and Becca Moris' seminar here: https://vimeo.com/1022368761

Interested in protecting the wetlands? To get involved with your community and conserve your local ecosystem, visit https://savesfbay.org/. 

Photo of Dr. Julie Gonzalez from LinkedIn. "Suisin Marsh Overlook" by Steve Martarano is licensed under CC BY 2.0. 

¹ GREENING THE BAY FINANCING WETLAND RESTORATION IN SAN FRANCISCO BAY. (2019). Save the Bay.

"Engineering Wetlands and Rivers for Climate Resiliency" - An Interview with Rachel Kamman of Kamman Hydrology and Engineering

"Engineering Wetlands and Rivers for Climate Resiliency" - An Interview with Rachel Kamman of Kamman Hydrology and Engineering

By En-Ya Zhang (MSS Intern, Terra Linda High School)

Rachel Kamman is a hydrologist whose specializes in hydraulic and hydrodynamic analysis. Her consulting practice, Kamman Hydrology and Engineering, is based in San Rafael, and focuses on the protection and restoration of wetlands and estuaries. Her talk, "Engineering Wetlands and Rivers for Climate Resiliency," was February 5, 2020, in Room 207, at Terra Linda High School. (320 Nova Albion Way)


1. What inspired you to start looking into rivers and wetlands and how they can be engineered to become more climate resilient?

The focus of my work is on river and wetland restoration, which requires planning and design for the future. Climate change became a part of our vision for the future.
Initially the goal was to provide protections for natural resources. Now we recognize that both our communities and our natural resources will need to adapt to survive in the changing world.     

2. What kind of projects does Kamman Hydrology and Engineering take on? Do you mainly focus on wetlands and rivers surrounding the Bay Area?

I no longer work through Kamman Hydrology & Engineering, I am now an independent consultant. 
My work continues to focus on large scale ecological restoration projects.
I work throughout the state, though most of my work is on coastal river, estuary and beach systems.   

3. What do you believe is the most difficult aspect of engineering bodies of water so that they will be able to adapt more easily to climate change?

The most difficult aspect of engineering for climate change is securing the space in the landscape needed for adaption.  
Humans and our communities have gotten accustomed to living where we choose on the lands, and engineering the conditions to support their needs.  We have drained, leveed and filled lands to accommodate housing.    
Landscapes, and their ecological communities, adapt to climate changes by moving spatially (up and down hill, and expanding and contracting laterally). 
For natural systems to adapt to climate change, communities must provide that space. This giving up of developed lands is the most difficult aspect of engineering for climate change.  The difficulty lies more in community planning than in engineering design.    

4. Does engineering these ecosystems have any negative effects on the species inhabiting them? If so, what measures can be taken in order to prevent these drawbacks?

Any human disturbance to lands can have adverse impacts on resident species.  To protect resident wildlife, and optimize design to provide a high level of ecological services, I always have biologists and ecologists working with me as an integrated part of the design team.   

In addition, we time our work to minimize impacts to breeding and use, we carefully clear wildlife from the area prior to work, monitor for wildlife during work and often restore and protect sites nearby in advance of our work to mitigate for the disturbance and loss of habitat during construction.  These mitigation measures are required by state and federal water, fish and wildlife protection laws.  Regulators, representatives from these agencies, advise on and review designs in an effort to maintain these protections.   

5. In general, what do you think is the most effective approach to engineering rivers and wetlands so that they have higher resistance to climate change?

I believe the most effective approach is to step back from the edges of these systems, and restore their capacity for natural adaption to climate change.  This means removing community infrastructure, and restoring floodplains along river banks, and low lying coastal shorelines to provide the space needed for landscape climate adaption.  This increases the resilience of both communities and natural systems to climate change.  Land is needed for climate adaption.  
This has a dual benefit which is also necessary for successful climate adaption.  Wetlands have a capacity for carbon storage comparable to rain forests.    

6. What do you think is currently the biggest threat to local reservoirs?

The biggest threats to local reservoirs in Marin County are groundwater withdrawals and fire.  
Environmental protection regulations require maintenance of minimum flows to sustain fish populations is our creeks.  The more private well owners withdraw water, the more water must be released from reservoirs to sustain minimum flows.  This reduces the volume of water available for public distribution.   Fire in watersheds supporting reservoirs is a threat because following a burn fine sediments are easily mobilized into the system which adversely impact water quality.   

Interview with Chemical Engineer Eric Stevenson of the Bay Area Air Quality Management District

by Shoshana Harlem, Terra Linda High School

Eric Stevenson is a chemical engineer who works with the Bay Area Air Quality Management District. He helps figure out air quality issues such as how to reduce greenhouse gases. To find out more about his work, we interviewed him.

1. How did you first become interested in being a chemical engineer in the environmental field?

 I was always interested in the environment, even as a child.  As I progressed through school, I had an aptitude for math and chemistry, so chemical engineering seemed the logic choice.

2. What air quality issues are you currently working on? 

Right now, we are working on a rule to reduce risk from air pollutants at facilities throughout the Bay Area to the lowest levels achievable.  In addition, we are also working on a way to regulate and reduce greenhouse gases, first from refineries and then from other high GHG emitting facilities. 

3. How do you think the new presidential administration will impact your organization?

 Luckily, while we interact with EPA on a large number of issues, we do not receive much funding from them and we also have stricter regulations than them.  While I anticipate that the next four years will be difficult, the fact that we're in California should help us weather the potential issues with EPA.

4. What does a typical work day look like for you? Also, what is the best and worst part of your job? 

I go to a lot of meetings and work with my staff to get them what they need to get their jobs done.  I do my best to anticipate issues and problems and plan for successful outcomes.  The people I work with are the best part of the job, as they are dedicated public servants, doing their best to protect the health of Bay Area residents.  The worst part of the job is difficult to define, but it's hard trying to anticipate all of the issues that might come up, and that can make the job more difficult.

5. What advice do you have to people that want to be a chemical engineer in the environmental field? 

 Learn to work with data and listen to what the data are telling you.  Develop your ability for critical thought.

Want to hear more about Eric Stevenson and his job? Come join us on Wednesday, February 15, 2017 at Terra Linda High School from 7:30 PM - 8:30 PM in Room 207!

Pollinators, Predator-Prey Relations, and Pursuing Your STEM Interests: an Interview with Biologist and MSS Speaker Amber Sciligo

by Talya Klinger, MSS Intern

Dr. Amber Sciligo, a scientist in the department of Environmental Science, Policy, and Management at UC Berkeley, researches the interactions between insects, plants, the environment, and human economies. Whether she directs her focus to examining self-fertilizing carnivorous plants, observing how native bee communities enhance crop pollination, or finding the optimal level of crop diversity for sustainable farming, Dr. Sciligo’s research has important implications for the wild world of botany. Attend her research presentation at Terra Linda High School, Room 207, from 7:30-8:30 pm on October 21st.

In Dr. Sciligo's words:

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1.      How did you originally get interested in ecology and evolution?

Multiple life events led me down this path. The first was in my high school biology class, when I was taught how to catch insects and curate them as if they were to be kept in a museum (arrange their body parts and pin them so that they would dry out and be preserved). I LOVED it. I thought I would become an entomology museum curator. By the time I entered college though, I had changed my interests and thought I would save the dolphins (this was back in the 90s) and signed up for the marine biology major at UCSC. Then I took a scuba class in my sophomore year and damaged my ears. I realized my place was probably not underwater, so I changed my major to Ecology and Evolution, a new major that had the same prerequisites as marine biology. That’s when I took another entomology class, curated insects again, and was reminded how much I loved them! So from then on, I took classes that allowed me to specialize in the ecology and evolution of plant-insect interactions. And the rest is history.

2. Why did you decide to research sundew plants?

I kind of fell into the study system. Normally, one picks a study system to ask a research question. In this case I had my question in mind (is there pollinator-prey conflict in carnivorous plants in New Zealand and how do they deal with it?) without more than a vague idea of where I would conduct the work. I knew I wanted to study carnivorous plants and to ask this question. I knew that I wanted to go to graduate school in New Zealand. And when I put the two together, I landed on the system of Drosera (sundews), because it was the only feasible carnivorous plant that New Zealand had to offer. At the time, I didn’t realize that Australia, just a hop, skip and a jump away, had close to 200 species of carnivorous plants of many types, while NZ only had 12 species of two types. But I had chosen NZ, so sundews are what I got!

3. How do carnivorous plants satisfy their needs for insect pollinators and insects as food at the same time?

They do a pretty incredible job attracting different kinds of insects to their traps and to their flowers, usually by visual cues such as colors, or by emitting different smells from the traps and flowers. Often, smaller insects like ants and tiny flies will get trapped as prey, which provides the plants with the nutrients they need. Larger flies and bees will visit the flowers to provide pollination. Sometimes pollinators get trapped as prey. Maybe they were visiting the flowers and the trap was too close and the pollinators fall in or get tangled up. This can be bad for the plant if they need that pollinator to bring pollen from another flower in order to make seeds. But if the plant doesn’t need this, if it can self-fertilize without many inbreeding consequences, then catching a big juicy pollinator would provide a great feed for the plant.

4. What impact will your research on crop diversification and bee communities have on agriculture?

My current work is looking not just at how crop diversity improves native bee communities, (which is an important finding on its own as it demonstrates a way to leave land in production and support biodiversity at the same time), but also how crop diversity and other practices such as crop rotation, cover cropping, mixing annual and perennial crops, and planting flower strips or hedgerows affect multiple ecosystem services at once, e.g. pollination, natural pest control, and soil and air quality. This allows us to see whether farming techniques that improve biodiversity on a farm provides benefits or tradeoffs to ecosystem services (e.g. plants that attract pollinators might also attract pests, but then they might also attract natural predators of those pests). Farmers don’t think about each of these things independently, they see their farms as a whole system with pests and pollinators, and birds and everything else all interacting at once. So it’s important that if we are going to conduct research that results in management recommendations, then we need to study the farm as a whole too. Otherwise we might make conservation recommendations that are unfeasible and won’t be adopted.

5. What’s your advice for high school students who are passionate about ecology and environmental science?

Find what aspects about these fields specifically interest you and dive in! If you have a more broad interest then seek out as many opportunities as you can to expose yourself to multiple aspects of these fields (there are many) and run with those that bring you the most curiosity and excitement. Volunteer to teach younger children or other community members. Teaching is the best way to learn about something. And look for opportunities to work in research labs at universities. There you can learn what parts of the scientific process you like the most. And maybe you’ll find a system that really fascinates you and you can end up studying that for a senior thesis project at a university, or on your own if you prefer.

I would add that while the scientific research world needs enthusiastic students like you, there are many important roles for people who love the natural world: scientific research is one way to go, teaching in schools or public forums is another, or sharing your values through writing, painting, song or other artistic avenues is also a great way to inspire others around you to pay attention.

6. One last question: do you have a favorite carnivorous plant?

Well, to be honest, I’m not really familiar with too many species. In NZ, there are only 12 species and most of them are really, really small and easy to miss. For instance, my study species ranged from only 1/2”-4” in height. I always wanted to find Drosera pygmaea, whose sticky-trap rosette is only 0.25” in diameter!! It’s no wonder I never found them though…they are so small.

I am also fascinated by the bladderworts (Utricularia spp.). They too are very small and were also at my study sites. You can only spot them when they send out a tiny flowering stalk from the body of water in which they reside. The traps are underwater and act like a vacuum to catch tiny swimming insects. I don’t know how they manage to lure the insects into their little bladders, which is why I find them so interesting. They also have very pretty flowers of bright colors, which is not characteristic of the sundews.

To find out more, come to the upcoming MSS presentation at Terra Linda High School, on Wednesday, October 21st, 7:30 to 8:30 p.m. at Terra Linda High School, 320 Nova Albion Way in Room 207. 
Dr. Amber Sciligo's Marin Science Seminar profile

An Interview with Dr. Jenna Judge, Marine Biologist

by Talya Klinger, MSS Intern

Driftwood is a common sight on beaches, but what happens to driftwood when it sinks to the seafloor? Dr. Jenna Judge, a recent doctoral graduate of UC Berkeley’s Department of Integrative Biology, researches evolution and ecology in deep-sea habitats, such as driftwood, as well as hydrothermal vents and sunken whale bones. Her research shows that these unusual substrates host diverse, lively communities shaped by the wood they inhabit. Attend her research presentation at Terra Linda High School, Room 207, from 7:30-8:30 pm on September 9th.

In Dr. Judge’s words:

1.   Why did you decide to become a marine biologist in the first place?

Well, I grew up in the mountains, but I was always interested in nature and science. I also loved the beach when my family would go on camping trips to the coast. However, I really decided to pursue marine biology in high school after learning about extreme deep-sea environments and the strange animals that live there from my AP Biology teacher. From there, I looked for colleges that offered a marine biology major for undergraduates and went to UC Santa Barbara. My interests in the ocean and the deep sea in particular were reinforced with each class I took and especially the semester abroad I spent in Australia doing a marine biology program. At the time, the obvious next step for me to take was to apply to graduate school to pursue a career as a marine biologist. While this route has served me well, I usually advise college students to take some time after graduation to explore options before jumping into graduate school. It is a big decision, and it’s important to have a strong sense of yourself and what you want to get out of an advanced program before choosing a program and an adviser.

2.  How did you decide to research driftwood?

I ended up studying sunken wood as a habitat for deep-sea animals after learning that the communities on wood are similar to other deep-sea ecosystems I was initially interested in, but had been much less studied. These ecosystems were hydrothermal vents (basically deep-sea volcanoes), cold seeps, and whale falls, which I’ll explain more about in my talk. Due to a series of conversations with scientists at the Monterey Bay Aquarium Research Institute, I was given the opportunity to test whether the kind of wood matters in shaping animal communities by sinking a bunch of wood at about 2 miles deep and waiting 2 years to see what happened. You’ll see what happened during my talk.

3.   How does your work on communities that form around driftwood relate to other ecosystems?

The experiment I did on sunken wood showed that, like forests and other terrestrial (land) ecosystems, the immediate habitat can act as a filter that shapes the community that colonizes that habitat. This means that the ocean isn’t just a big bathtub with a soup of organisms floating or swimming through it, but that even on small scales, the complexity of a habitat can significantly affect who decides to settle down there. I see all ecosystems as a connected web across the Earth, and I am especially interested in links between the land and the ocean, like wood, but also how the increase in artificial materials like plastic is affecting marine ecosystems.

4.  What advice do you have for high school students who aspire to be biologists?

Follow your curiosity! Ask questions and read about what interests you to keep learning and following your interests. Reach out to people who are doing things you find interesting. Scientists are always happy to hear from people who appreciate what they are doing, and it will help you learn more about what it might be like to pursue certain career paths. And once you have some ideas, research colleges that will support that passion and allow you to fully explore and develop your passion. You might find that the best program for you isn’t at the “top” university in the state or the country. For me, I was only looking at CA schools, and I was really excited about marine biology. So, I focused on applying to schools that had specific aquatic or marine biology majors like UCSB and UCSC, but I did not bother applying to UC Berkeley or UCLA even though they rank higher overall. I encourage you to find a good fit for your interests (and of course a good personal fit!) when choosing a college, and if you don’t have a clear idea about what you want to pursue (most people don’t, I was unusually focused), take your time. If you are looking to pursue marine biology in particular, here is a good site that lists all the programs across states: http://marinebio.org/marinebio/careers/us-schools/.

5.  One final question: do you have a favorite driftwood-dwelling creature?

My favorite wood-dwelling creatures would have to be limpets, since they are what led me to studying sunken wood in the first place. Limpets are snails that have no coil in their shell and a particular group of them are specialized to live in a wide range of deep-sea habitats, including hydrothermal vents, cold seeps, whale falls, and sunken wood. They also  live on empty shark egg cases, crab carapaces, worm tubes, squid beaks, algal holdfasts, and likely other organic substrates that sink to the bottom. 

Join us Wednesday, September 9th, 2015, 7:30 - 8:30 pm at Terra Linda HS, 320 Nova Albion, San Rafael - Room 207 - to hear Dr. Judge talk about her work.  Link to Dr. Judge's Marin Science Seminar profile. 

Interview with Alex Gunderson, Ph.D: The Price is Wrong

Join us Wednesday, November 19th, 2014 for:

Interview with Alex Gunderson Ph.D.
by Isobel Wright, MSS Intern, Tamalpais HS

How can you compare a game show to climate change and its effect on animals? Well, Alex Gunderson has. Alex Gunderson, Ph.D is a physiological ecologist who specializes in thermal biology and is currently a Postdoctoral Fellow at UC Berkeley. His current research is aimed at answering these questions. How do physiology and behavior interact to influence the vulnerability of ectotherms to climate warming?  How do divergent climatic habitats shape physiological phenotypes, and how does physiological divergence contribute to evolutionary radiations? To answer these questions, he has studied the Caribbean Anolis lizards but is now exploring the crustacean systems. Read the following interview to learn more about his life and work as a physiological ecologist. 

Alex Gunderson, Ph. D.

1.    How did you decide to enter this line of work, as it is so specialized?

I think I gravitated toward biology as a profession because I love being in nature. I grew up in a very rural part of the Midwest where I spent a lot of time outside, on lakes and in the woods. That led me to be interested in how the natural world works.

2. Why did you decide to use the Price is Right as an analogy for the effects of global warming?

The Price is Right was as easy choice for me because it is one of my favorite game shows. When I was in grade school and would get sick and stay home, it was the show I looked forward to watching most. I have always wanted to spin the big wheel!

Anole Lizard

3. What have you learned from working with the Caribbean Anolis lizards?

I have learned a lot! Maybe one of the biggest things is how subtle nature can be. On Puerto Rico there are ten different species of Anolis lizard and to most people they all just sort of look like a generic lizard. But when you look closely, you see that they have evolved all of these small differences that allow them to live and thrive in different habitats. It really is amazing!

4. What level of education do you need to do what you do?

It depends on what your ultimate goal is. You can get paid to do biology with a Bachelor’s degree, but many positions require graduate degrees like a Master's or PhD. My goal is to be a college professor, so a PhD is required.  

5.  If there was one thing you could tell us to do to prevent climate change, what would it be?

The biggest road-block to making progress on climate change is political inaction, so speak up about it through your vote (if you are 18!), letters to politicians, and outreach activities. On a personal level, there are a lot of things you can do to reduce your contribution to climate change. The Nature Conservancy has a great website where you can calculate your carbon footprint and learn about ways to reduce it: http://www.nature.org/greenliving/carboncalculator/ 

6. What was your biggest “Aha” moment in life so far, relating to your work?

I think the biggest "Aha" moment I had was when I decided that I wanted to study how animals adapt to different climates. It was my first year as a PhD student, and I was in Puerto Rico for the first time. I thought I wanted to study the evolution of animal signals, or how animals communicate with one another. I had been studying one species in northern Puerto Rico, but I knew the same species also lived in southern Puerto Rico so I decided to drive down there. I was driving south through the mountains with my cousin Neil (he was helping me do my research) and all of a sudden, the landscape changed dramatically. It went from cool, shady tropical rainforest to hot, dry desert in just a few miles. I thought there was no way the same species could live in such different conditions. But sure enough, the same species was there. I wanted to know how they did it, and my fascination with thermal biology was born!

7. What are the best parts of your job? What are the worst parts?

There are two things that I think are best about my job. First, my job takes me amazing places to study amazing animals. Over the years, I have studied lizards in the Caribbean, frogs in the back-country wilderness of Montana, and seabirds in the Galapagos, to name a few. Hard to beat. Second, in many ways, I am my own boss. With some caveats, I get to decide what I study, where I study it, and how I study it. That kind of freedom is hard to come by in many professions.

The worst part of my job? Writing grants. Because most scientific research doesn’t generate profits like a business, you have to convince other people to give you money to do it. Those “other people” are usually government agencies like the National Science Foundation and the National Institutes of Health. It’s fantastic that they give the money, but the grant writing itself is often extremely tedious. 

Learn more about Alex Gunderson and his research here. 

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