Aidden Tapia ’21

Biography

I was born and raised in the city of Chicago, where I developed an interest in natural sciences very early on in my life. For most students, this would take the form of camping trips in the woods, nature walks, or even visits to the zoo. However, in the city I had access to various institutions of science like the Chicago Botanic Garden, Field Museum, Shedd Aquarium, and Lincoln Park Zoo. Nearly a decade later, my mother and I continue to travel downtown and visit these institutions year after year. Only after my senior year of high school did I begin to engage a different perspective during these visits. I enrolled in my high school’s first sustainable development course, where I learned about global conservation issues. It was a whirlwind of information, and I had never quite experienced that degree of passion toward an academic interest in my entire life. This convinced me that I needed to pursue a career in conservation. In order to do that I needed to acquire a degree in environmental science. This led me to Taylor University, where I earned my undergraduate degree. Courses like Systems Ecology, Hydrogeology, and Agroecology had a large part in shaping my long-term career goals. These career goals included attending graduate school and pursuing a career in conservation science. With the help of Professors Rob Reber and Mike Guebert, I applied to the program in Plant Biology and Conservation (PBC) at Northwestern University. Since graduating from Taylor in 2021, I have wrapped up my first year of coursework with the PBC program and am now collecting data for my thesis research. My work is part of a larger project researching the ecological benefits of Lawn Alternatives in urban areas. The project is analyzing factors such as carbon sequestration, soil health, stormwater runoff, and species diversity. I am researching benefits to pollinator populations. My research will be used to inform restoration efforts on the efficacy of certain plants regarding pollinator preferences. My post-grad plans are to become a conservation scientist or restoration manager. I hope to work at an institution like the Field Museum or Chicago Botanic Garden.

What were some of your most valuable experiences at Taylor?

Perhaps the most influential experience that I had at Taylor had occurred in the Field Natural History of the Black Hills course. During the summer of 2019, a group of fellow students, professors, and I traveled to the Black Hills of South Dakota for a four-week class to explore the geology and ecology (plant and animal) of the region. A typical day consisted of plant identification and collection, conducting forestry-sampling practices, wildlife observation (an occasional, unprecedented black bear sighting), and a lot of hiking. In addition to the fieldwork experience, this trip also provided me with the opportunity to recognize real-world problems in the field of plant conservation. I could not help but notice the swaths of invasive yellow sweet clover along the roadsides and herbaceous communities of the area. I also observed the hollowed remains of ponderosa pine slopes, destroyed by the Mountain Pine Beetle. Once we got back to campus, I realized that these conservation issues were not exclusive to the Black Hills. Bush honeysuckle was dominating all the edge communities around the woodlots and farm fields in the local area. Additionally, Dutch elm disease and the Emerald Ash Borer have decimated elm and ash trees. If these primary producers and the systems they dwell in are threatened, then the whole system is compromised. It was at this point that I realized that a career in plant conservation was what I desired. I wanted to work in preserving the integrity of our natural systems, and potentially restoring other compromised communities. In short, my time during the Black Hills really opened my eye to conservation science as a potential vocation.

How did your classes or interactions with professors at Taylor impact your growth?

During the time spent at Taylor University, my interest in environmental science and conservation flourished immensely. This was primarily due to the engaging nature of the coursework, but I also attribute this to the change in my geographic location. Taylor University is located in east-central Indiana, enveloped by corn as far as the eye can see. If there was ever a location that served as the geographical antithesis of Chicago, this was it. I never had access to prairies, woodlots, or wetlands during my childhood. I began visiting these locations for fieldwork during my first Principles of Ecology course, and I became enamored with them. Through courses like Geospatial Analysis, I became familiar and quite adept with ArcGIS. During my Systems Ecology course, I worked with fellow students across the semester on a wetland delineation project. Plant Taxonomy was another course that caught me by surprise, I had always assumed that my interest in environmental science would be principally related to the charismatic megafauna I had been accustomed to seeing on TV and at the zoo. However, I quickly became engrossed not only in the identification of vascular plants, but also in the biological purposes behind the differences in plant families. The professors in the department facilitated all of this fieldwork experience. Professors Reber, Guebert, and Grabowski all have experience in their fields of instruction. This experience really came through in the coursework. Their passion for their disciplines integrated well with the course fieldwork. They created a learning environment that felt more purposeful. This helped instill myself with that same sense of intentionality.

How can Taylor graduates use their unique Taylor education and its liberal arts foundational core as an asset in your discipline?

I think a unique element of Taylor’s education is certainly the intentionality of why you want to do the work of your chosen vocation. I did not realize how vital this is for one’s work until I left Taylor. Courses like Environmental Ethics with Professor Guebert, put you in a position where you deeply think about your calling. This is an experience that is notably absent from my current graduate school coursework, and it is definitely missed.

What advice or encouragement could you provide for Taylor students in your vocational discipline?

Finding a job after graduation, particularly in environmental science, is not only about the degree, but also about experience and connections. While your degree will be valuable, many environmental jobs will require familiarity with specific methodologies. Experience with techniques such as wetland delineation, soil sampling, herbicide application, prescribed burnings, and regulatory paperwork are invaluable during the job search. Hopefully, you will build connections while gaining this experience. These connections will be vital for your career path post-graduation. If you are not sure what type of environmental work you want, do not worry! I was uncertain. Apply to internships, gain experiences, and make a decision about where you want to be. The last thing you want to do is commit to a full-time job when you are unsure. One thing I would urge you to think about is what sector of environmental work you want to pursue. From my experience, there are four primary categories of environmental jobs: education, research, government work, and the private sector (consulting, environmental management). Do some research and determine what area would be the best fit for your abilities.