I am a woman in science

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From salmon ecologists and scientific divers to conservation geneticists and marine biologists, the halls of UW’s School of Aquatic and Fishery Sciences and Marine Biology are filled with women in science.

Some are just beginning their journey with undergraduate degrees while others are pursuing research as retired professors, and we’re celebrating them all and the diversity among them.

For the UN International Day of Women and Girls in Science, we share thoughts from more than 20 women, about their inspirations, the barriers they’ve overcome, and tips for being women in science.

Inspiration in science

Growing up by the sea, asking questions, collecting things, facing climate anxiety, scuba diving, taking boat trips, attending summer science school – this is just a snapshot of the inspiration that led these women to become scientists.

For Chris Mantegna, giving back to her community through science is important to her. How does she do this? One way is using molecular techniques to study the genes of oysters and mussels and how they are changed by the environment, to ensure the highest quality and cleanliness.

Aisha Rashid met a biotech teacher who demonstrated that solving small-scale climate issues can translate into big impacts. This transported her out of feeling hopeless in the face of climate anxiety to being inspired to take action.

The unknown is what Sarah Yerrace shared as her big inspiration. Science focuses on answering questions, but what about what we don’t even know we don’t know? The excitement of possibilities and questions we don’t even know to ask yet continues to be a big pull for her.

Overcoming barriers

Recurring themes popped up in discussions about overcoming barriers as women in science. Not seeing yourself represented in a male-centric world, notions of imposter syndrome and not being taken seriously as a woman, were just a few of the barriers shared.

For some, these obstacles reinforced their passion and determination to be in science and to carve out a space of belonging. Samantha-Lynn Martinez, who studies marine biology, wanted to bring her Filipino culture and background into science and especially into her passion for science communication.

Kelly Ann Neal shared insight into the idea of imposter syndrome being a systemic issue and one which women shouldn’t be responsible for overcoming. Instead, tackling the inherent issues in the system that makes women feel like outsiders and unworthy should be the focus instead.

“You know yourself best” is what Kat Lasdin shared. Don’t be afraid of the barriers put upon you because of gender, and instead insist and advocate to get the help you need, to get to where you want to be, and to achieve your goals.

Advice for future scientists

Finding and forming a community in your field is essential. Having supportive mentors – especially female leaders – is helping many women to feel welcome and encouraged in their studies and career. Take chances, ask questions, feel confident in your abilities, be passionate, advocate for yourself, were all sentiments shared by the group.

An insightful piece of advice from Kerry Naish, conservation geneticist and director of the UW Marine Biology program, is to get involved in research as soon as possible. Marta Gomez-Buckley, who has returned to academia after 20 years to get her PhD and is an undergrad mentor, said it is important to give back through mentoring to help students pursue their passion for science.

Science is progress

Science is about progress. Seeing women in the student body, being taught by female professors, working with female researchers and being mentored by female leaders goes a long way to continuing the upward trend of women in science.

Today and every day we celebrate women in science.

A special thanks to all of the women in science who were part of this project: 

Jasmine Armad, Kat Arnet, Emily Bishop, Marta Gomez-Buckley, Juliette Jacquemont, Kat Lasdin, Alyson Liu, Ruimeng Liu, Chris Mantegna, Samantha-Lynn Martinez, Katherine Maslenikov, Natalie Mastick, Katie McElroy, Kerry Naish, Kelly Ann Neal, Quynhnhu Nguyen, Aisha Rashid, Haila Schultz, Frieda Taub, Vera Trainer, Usha Varanasi, Sophia Wassermann, Sarah Yerrace, Marie Zahn

Wet, wet, wet: celebrating World Wetlands Day

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Some of the most biologically diverse ecosystems found on our planet, wetlands are filled with unique plant life and organisms that contribute to the ecological health of the surrounding environment.

An area which is saturated or flooded with water, the distinction of a wetland is the aquatic vegetation which has adapted to thrive in these permanently saturated soils.

Understanding, managing and protecting wetlands has been some of the impetus behind a new Freshwater Minor announced at the School of Aquatic and Fisheries Sciences (SAFS). And on World Wetlands Day, celebrated globally since 1997, new courses specifically focused on freshwater ecosystems are important to highlight.

Led by SAFS Professor Julian Olden, the new Minor recognizes the complex relationships between freshwater ecosystems, such as wetlands, and human societies including topics associated with climate change, land use, watershed management and water pollution.

Delivering a hands-on experience for students to get directly involved in field-based research, the Freshwater Minor at SAFS is focusing on a holistic approach of science, management and sustainability to give students a deeper understanding of the myriad of environmental challenges facing freshwater ecosystems.

Interested in related stories? Find out about the work of the UW Wetland Ecosystem Team.

In relation to everything

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SAFS alum Nancy Huizar exemplifies collaboration and collective action within the Seattle community, proving the environmental sciences are interconnected and in relationship to everything — population health, the strength of local democracy and education equity.

We are hiring! Assistant Teaching Professor in Marine Biology

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The University of Washington School of Aquatic and Fishery Sciences and the School of Oceanography invite applications for a full-time (100% FTE), 9-month, non-tenured faculty position at the level of Assistant or Associate Teaching Professor in the broad field of marine sciences. Primary teaching responsibilities will be in the Marine Biology program at the University of Washington field station, Friday Harbor Laboratories (FHL). The program offers a Bachelor of Science Degree (BS) in Marine Biology housed within the College of the Environment.

The Marine Biology degree is a collaboration between the School of Oceanography and the School of Aquatic and Fishery Sciences, in partnership with the Friday Harbor Laboratories. This collaborative relationship brings together faculty representing multiple dimensions of Marine Biology in a collegial and collaborative culture with many teaching and curriculum development opportunities. Students choose this program to better understand marine ecosystems and their importance to society. The program has grown rapidly since it was established in 2018 and now has over 370 majors.

The position will be based at Friday Harbor Laboratories for daily, in-person instruction. FHL offers rich immersive learning in coastal ecology, oceanography, marine biology, and marine conservation. FHL is about four hours’ travel north of the Seattle campus on the ferry-accessible San Juan Island. The site has excellent access to a variety of marine ecosystems and provides facilities for field and laboratory research and experiential student learning. The position offers a unique opportunity for leadership in the development of an innovative, hands-on, field-based curriculum to meet the growing needs of marine science majors.

The anticipated start date of the position is September 16, 2023. The Assistant or Associate Teaching Professor will be hired on renewable multi-year appointments with a 9-month service period (September 16 through June 15) that may allow for additional opportunities to teach or pursue research or other scholarly activities during the summer. The initial appointment will be for three years with a renewal decision at the end of year two. Although this position is not tenure-eligible, it includes faculty voting rights and a pathway for career advancement and promotion in rank. The base salary range for this position will be $8,000 to $11,000 per month, commensurate with experience and qualifications, or as mandated by a U.S. Department of Labor prevailing wage determination. Other compensation associated with this position may include a moving allowance, a relocation incentive, and/or limited commitment of summer salary in the first year.

All UW faculty engage in teaching, scholarship, and service. Our Teaching Professors are long-term educational professionals who combine instructional excellence with a variety of leadership, community building, outreach, advancement of pedagogy, and scholarship. The successful applicant will:

  1. Teach 4 – 6 courses per year (10-week quarter system) across all levels in the Marine Biology program, based in-person at Specific teaching responsibilities will take into account the candidate’s expertise and curricular needs and may include:
    • Marine science courses that serve core needs in the Marine Biology program and take advantage of the unique educational opportunities at research-based courses aimed at upper division undergraduates in the Marine Biology major that promote independent investigation, interpretation, and
  1. Provide leadership in the direction of the FHL academic-year undergraduate curriculum, aimed at serving Marine Biology and other majors at the University of Washington; serve as the principal liaison between the FHL and main campus to provide opportunities for fulfilling Marine Biology major requirements; and support College of the Environment efforts to promote the growth of the teaching program at
  2. Advance educational scholarship in the teaching program with emphasis on innovative pedagogy and attention to diversity, equity, and This may include contributing to the growing community of pedagogical researchers within the College.
  3. Play an active role in the FHL, MB, College, and University community, for example, by engaging in shared governance, serving on key committees, contributing to the implementation of evidence-based practices throughout the instructional program and the training and mentoring of teaching

Positive factors for consideration include but are not limited to candidates with demonstrated experience in marine science field research, a demonstrated record of curriculum design at the undergraduate level, use of pedagogical innovation, mentoring of undergraduates, and/or demonstrated teaching effectiveness in upper division undergraduate courses

Our Schools strive to create an inclusive and welcoming environment where people of all backgrounds, who bring a range of perspectives and life experiences, are welcomed, heard, and supported. We acknowledge that if the marine sciences do not adequately reflect the diversity of national and local populations, then marine science, policy and management are much less likely to reflect the knowledge, interest, and will of stakeholder. The successful candidate will be expected to contribute substantially to our efforts. We encourage applications from candidates from underrepresented groups.

Qualifications:

Applicants must have a Ph.D. degree, or foreign equivalent, in the biological marine sciences or a related field by the start date of the appointment. In addition, candidates must have a minimum of three years experience as a teaching faculty at the Assistant and/or Associate professor level.

Application Instructions:

Applicants are asked to describe plans for innovative and high-quality teaching and scholarship that contribute to an inclusive and equitable campus environment. We are committed to a holistic review of applicants, recognizing that applicants have varying life circumstances, pandemic experiences, and access to resources. Broad categories to be considered during the reviewing process include an applicant’s research expertise and accomplishments, record and vision for innovative teaching, potential to advance diversity, equity, and inclusion (DEI), and leadership potential at the UW. To apply, applicants should upload the following materials to Interfolio https://apply.interfolio.com/118322 (a cover letter is not requested and will not be included in the review process):

  • a curriculum vitae that includes educational background, positions held, teaching and mentoring experiences, leadership experience, service and engagement, relevant experience with DEI (diversity, equity and inclusion) related activities, funding awarded, a list of publications (including those under review) and The CV should also include the names, affiliations, and contact information for three references who can address some aspect of the candidate’s scholarly accomplishments, teaching record, potential to advance DEI, and leadership potential. Letters will only be requested for shortlisted candidates.
  • a teaching statement (maximum 2 pages). This statement is an opportunity for the applicant to articulate their teaching philosophy and reflect on their formal and informal teaching experiences, reflections on formative teaching moments, evidence of improved performance over time, and implementation of teaching It may also include educational mentoring experiences, experience with evidence-based teaching, approaches to inclusive teaching, and a plan for how they might contribute to the Marine Biology program at a field station. More information can be found by examining the requirements of our undergraduate degrees; Marine Biology, Aquatic and Fishery Sciences, Oceanography, as well as courses offered at Friday Harbor Laboratories. The teaching statement should include an appendix with one sample syllabus, one peer teaching evaluation (if available), and a one-page summary of quantitative student evaluations.
  • a scholarship and leadership statement (maximum 2 pages). This statement is an opportunity for the applicant to outline the strength and creativity of their research accomplishments in the marine sciences and its relevance for teaching at In addition, candidates could outline their experience in the scholarship of teaching and learning (including, for example, funded education research projects, peer-reviewed publications, publication of white papers and teaching material, curriculum and course development, presentations, and undergraduate mentoring). The statement should also include the applicant’s broad vision for future scholarly work in pedagogy and undergraduate student mentoring as part of this position. Finally, the statement should detail their leadership experience in the above and other educational activities and initiatives; for example, in committee management, curriculum design, and student recruitment.
  • a diversity, equity, and inclusion (DEI) statement (maximum 2 pages). This statement is an opportunity for the applicant to highlight experiences with enhancing diversity, equity, and inclusion in academic and other settings, and to describe future goals and specific ways applicants might help or lead efforts to advance the major’s commitments to DEI.

Questions regarding the application process or any potential disability accommodations during the application and interview process can be directed to the Search Committee Chair: Prof. Lorenz Hauser, lhauser@uw.edu.

Review of applications will begin on January 31, 2023 (Priority deadline). Applicants who submit all required documents by this date are guaranteed full consideration. Applications received after the deadline will be reviewed on a weekly basis at the discretion of the search committee until the position is filled or closed.

Equal Employment Opportunity Statement

University of Washington is an affirmative action and equal opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, creed, religion, national origin, sex, sexual orientation, marital status, pregnancy, genetic information, gender identity or expression, age, disability, or protected veteran status.

Commitment to Diversity

The University of Washington is committed to building diversity among its faculty, librarian, staff, and student communities, and articulates that commitment in the UW Diversity Blueprint (http://www.washington.edu/diversity/diversity-blueprint/). Additionally, the University’s Faculty Code recognizes faculty efforts in research, teaching and/or service that address diversity and equal opportunity as important contributions to a faculty member’s academic profile and responsibilities (https://www.washington.edu/admin/rules/policies/FCG/FCCH24.html#2432).

COVID-19 Vaccine Requirements and Information

Under Washington State Governor Inslee’s Proclamation 21-14.1 (https://www.governor.wa.gov/sites/default/files/proclamations/21-14.1%20-%20COVID- 19%20Vax%20Washington%20Amendment.pdf), University of Washington (UW) workers must be fully vaccinated against COVID-19 and provide proof thereof, or receive a UW- approved medical or religious exemption. This requirement will be a condition of any offer associated with this recruitment. For more information, please visit https://www.washington.edu/coronavirus/vaccination-requirement/.

Warming oceans have decimated marine parasites — but that’s not a good thing

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More than a century of preserved fish specimens offer a rare glimpse into long-term trends in parasite populations. New research from the University of Washington with lead author Chelesea Wood from SAFS, shows that fish parasites plummeted from 1880 to 2019, a 140-year stretch when Puget Sound — their habitat and the second largest estuary in the mainland U.S. — warmed significantly.

Engaging a new generation of young scientists: SAFS Spotlight with Rosalind Echols

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We spoke with Rosalind Echols, who gained her PhD from the School of Oceanography in Spring 2022 and is now pursuing her Postdoctoral Scholar studies at SAFS, as part of our Spotlight Series. Our Spotlight Series showcases the researchers at SAFS, how they got here, and the impact their research is having on the wider world.

Combining research with academic outreach, Rosalind pulls from her teaching background to engage a new generation of young scientists through the lens of “communities work together to learn”.

How did you get into your research field? 

Very circuitously! I grew up in Seattle and was extremely fortunate to get to attend some UW Oceanography public lectures as a kid, so I knew both from personal experience and those events that the ocean was extremely cool. I have always loved beaches, tide pools, swimming, and being on boats, and idolized my older brother who pursued a career path in biology. However, I ended up pursuing an undergraduate degree in mechanical and aerospace engineering.

My senior year, I took an introductory oceanography class and got to see how a lot of what I had learned in my engineering courses was also relevant for oceanography. I considered going to grad school immediately, but ultimately decided to go into teaching instead and spent 9 years teaching in the School District of Philadelphia, including 7 years at the Science Leadership Academy. After participating in a NOAA Teacher at Sea Research cruise, I decided that I missed doing research and applied to grad school.

Tell us about your oceanography research at SAFS

I got my PhD last spring from the School of Oceanography at UW. My dissertation ultimately focused on two different scenarios in which upper ocean heating is strongly influenced by the structure of the upper ocean. The first was ocean regions that have a strong freshwater signature relative to the rest of the ocean, and the second was areas with varying concentrations of phytoplankton.

I tackled all of this primarily from the physics side, but one of the huge benefits of being in an interdisciplinary program and being part of the College of the Environment more broadly, is that I was exposed to a lot of other areas of research, including friends and peers doing research in ocean acidification.

My move to SAFS for this Postdoctoral position has involved a huge shift in terms of research focus, and I’ve been learning a lot about shellfish in the process, but it’s also really exciting to learn about things from the organism side as opposed to the ocean side.

Rosalind on a research vessel

What advice would you give to someone looking to join your particular field?

For me it has always been really important not to be afraid to change your mind. At various points in my life, including as an adult, I had a pretty strong idea of what I thought I wanted to do and then ended up changing my mind, and I think that’s okay. There are some caveats to that of course: I come from a relatively privileged background and have a very supportive partner, which eased the financial burden of starting grad school at age 32.

What’s been your favorite research field trip and why? 

All of my actual PhD research used autonomous and remote sensing platforms, i.e. sitting in my office. I did volunteer on a cruise with some researchers from APL (James Girton, Eric Kunze, and John Mickett) to study the North Pacific Subtropical Gyre. This cruise not only allowed me to learn about lots of the ocean physics I’d been studying in classes in real life, but I also discovered the joys of the midnight-noon shift and met a long-lost cousin who also studies the ocean from the biology side. This cruise prompted a lot of thinking for me about the benefits of planning research expeditions with an explicit interdisciplinary lens.

What led you to be so involved with academic outreach?

When I was teaching, I had multiple experiences where someone wanted to do outreach in my classroom and just ended up coming to my class to show some demonstrations that were already part of my curriculum, but without the additional skill of having a strong background in teaching or actually knowing the students and what they needed and wanted.

When I started graduate school, I wanted to approach outreach in a different way.

Tell us about some of the projects you’re involved with in education and how it relates to your research?

I worked with a group of my Oceanography peers to redesign one of the introductory Oceanography lab courses to incorporate more of what we know about how students learn science. It was a really fun project. We met with all of the professors who had previously taught the course to understand what their goals and frustrations were, met with a professor from the UW School of Education who does research about science teaching and learning, and observed the class to understand the experience students were having.

Rosalind in the field teaching students

The redesign of the course was really neat because students reported feeling very challenged but were also very positive about how much they thought they learned, which is an incredibly hard balance to strike when you move away from more traditional pedagogies.

I also helped design a workshop for teachers about the Physics of Climate change in collaboration with the Northwest Educational Service District, and facilitated both an in person and online version. It was really interesting to talk to teachers across a whole range of grades and subject matters about climate change and how they could incorporate learning about it into their classrooms from kindergarten to high school physics. One of the best parts, honestly, was getting to hear from teachers about what they needed, what they were doing, and facilitating opportunities for teachers to talk to one another about their ideas.

Shifting the narrative of science

It’s really important to me that we shift the narrative of science from “individual smart people have brilliant ideas” to “communities work together to learn”. Shifting away from lecture-based learning, supporting student voice in the classroom, and providing access to scientific research in ways that work for students (as opposed to what is easiest to produce) is really important if we are serious about developing a more inclusive science community.

What is your favorite part about academic outreach?

Students are amazing. I think the thing we miss when we don’t center students in our teaching and outreach is opportunities to hear what they are thinking, and they are always thinking! Every chance I get to talk to students, I hear interesting things. A huge part of my job currently is to try to understand what students already know and are already curious about and to incorporate that into connecting with the type of science that is happening at research labs at SAFS and elsewhere.

New Freshwater Science and Management Minor launched

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A new Minor has been launched at SAFS. Explore the physical, biological, and social dimensions of freshwater ecosystems to help solve the sustainability challenges of today and tomorrow, with the Freshwater Science and Management Minor.

SEAS hosts the Seattle Aquarium Youth Ocean Advocates at SAFS

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Ending the year with a special outreach event, the Students Explore Aquatic Sciences (SEAS) group hosted the Seattle Aquarium Youth Ocean Advocate volunteers.

With a tour of SAFS, the UW Fish Collection and other labs in the College of the Environment, the group – made up of local high school students – had insight into the extensive research and scientific projects across UW’s marine science programs.

The students started off with a tour of the Fish Collection which is home to millions of specimens of fish, egg, larvae, and otoliths (the ear stones of fish). Next up they visited the Argo Float Lab, part of School of Oceanography, and finished off with a tour of the Zooplankton Lab.

Student outreach is an important part of SAFS work, encouraging and engaging a new generation of young scientists to get involved with aquatic and fishery research.

Interested in being involved in the work of SEAS whilst studying at UW? Want to organize an outreach event at your education institution? Get in contact with SEAS.