1. What do you study related to biodiversity (what are your research questions, what organisms do you work on)?
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 I do applied research. My work integrates the conservation biology research of scientists with the pedagogical research of educators. My applied research question is: How do you integrate what is known about how we learn with what is important to understand about biodiversity to develop citizens capable of taking informed conservation action?
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2. How do you study biodiversity (for example, what technological tools and methodologies do you use in your research)?
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My work requires that I know biodiversity content as well as how to convey that content to diverse audiences in the U.S. and internationally. The content is learned through school and graduate programs, through fieldwork and first hand experience, and through working with scientists at the Field Museum doing research. The most important tool I use to measure whether or not our biodiversity conservation messages and education efforts are making a difference is evaluation. These evaluation efforts over many years are meant to answer the question: How much intervention for how long does it take to bring citizens to informed conservation action?
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3. Where do you study biodiversity?
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The understanding of biodiversity requires the understanding of many sciences: geology, chemistry, physics, and zoology. To study biodiversity necessitates a basic understanding of how ecosystems sustain themselves and function. My geographical interests center on two areas of significant biodiversity: the Midwestern United States (yes, the Chicago region) and the Andes of South America.
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4. How might your research have implications for biological conservation?
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My applied research is directed to bring citizens to informed action through training, capacity building, education, and involvement. Human impacts are the major cause of biodiversity's decrease and the need for conservation. Harboring species in biodiversity reserves “free” of human impacts is not possible. Without education and the applied research I conduct the preservation of biodiversity will not occur.
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5. How did you become interested in science? What made you want to be a scientist, and how did you get to The Field Museum?
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 My interest in science stems from my curious nature and has been influenced by “growing up” at both Chicago’s Field Museum and the Museum of Science and Industry. I’m a “city kid.” and found my calling in science education but have devoted my science focus to environmental science.
I came to the Field Museum for two reasons: 1) the Field Museum’s mission refers to earth and its people: this integration of zoology with anthropology provided the essential ingredients for conservation action and my applied research interests; 2) the unparalleled reputation of the institution makes the achievement of goals possible: i.e. if anyone can make a difference in the preservation of biodiversity locally and globally, The Field Museum can.
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6. Describe important collaborations for your scientific endeavors (describe your work with other researchers, organizations, or scientific groups, local or indigenous peoples, etc.)
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Collaborations are essential to the successful achievement of our conservation education goal. While the names of our collaborators may differ from the Chicago region to South America, they generally involve the same types of people and organizations:
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Local community organizations
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Schools- school districts, teachers, and administrators
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Non-governmental organizations/ not-for-profit environmental groups active locally, regionally, and internationally
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Governmental organizations- local, state, regional, nation, and international
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Our collaborators range from the 160 organizations regionally involved in local biodiversity conservation through Chicago Wilderness to the dozen or so collaborators working to preserve a portion of the South American rainforest. The reality is that conservation “success” and preservation is possible only through working with others.
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