Box 1.
Testimonials from former volunteers. Thousands of people have volunteered with the Hudson River Eel Project since 2008. The following are a handful of testimonials from people who volunteered in high school or college and went on to build careers in fisheries, ecology, and education.
| Ashawna Abbott, Education Outreach Coordinator, Mohonk Preserve. Discovering the Eel Project during my high school years was like stumbling upon a hidden treasure! What kept me returning was more than just the thrill of discovery, it was the feeling of responsibility and empowerment. Being treated as a respected member of a scientific team, regardless of my age and background, was incredibly empowering. The Eel Project shattered the illusion that one needed specific credentials or a certain image to make a difference in environmental research. It showed me that curiosity and dedication were the only prerequisites for meaningful contribution and entry. This realization deeply aligned with my values of inclusivity and accessibility in outdoor experiences. My journey with the Eel Project wasn't just a chapter in my life; it was the catalyst for a lifelong commitment to connecting people with nature!  |
| Jisun Reiner, Coastal Ecology Research Technician, Nantucket Conservation Foundation. My high school environmental science teacher encouraged students to seek out field opportunities that related to course material. I had no idea that holding a handful of glass eels would lead me to a life of loving and playing in wetlands! I learned that science is simply observation of the world—not a scary, formula-filled, only-crunching-numbers profession. I have been observing landscapes and fueling my passion for the intersection between water systems and people ever since. I certainly grew more confident in sharing my ideas and skills as I met Asian American scientists who related with my life experiences. I hope to make the ecological field more inclusive by equipping people from all backgrounds with the knowledge that anyone can be a scientist! Sometimes, all it takes is holding a glass eel.  |
| Sophia Sagan, High School Science Teacher, Kingston City School District. In High School I got enrolled in a research class and wanted to work with eels! The glass eels were adorable, I loved the environment and marine science, and this opportunity was a great way to get involved in my community, enjoy being outside, and develop my science skills. The Eel Project helped solidify that I wanted to pursue a career in science because I loved data collection and working with animals. I had a few opportunities to share knowledge about eels and I discovered I really liked to teach! Now I am an Earth Science teacher taking students to do the Eel Project—it has come full circle! Many schools face barriers of limited resources or access to science data collecting materials. I love that these programs give kids an opportunity to engage in data collection and citizen science opportunities that they might not get to do at school.  |
| Amanda Simmonds, Fish & Wildlife Technician II, New York State Department of Environmental Conservation. The Eel Project unexpectedly ignited my love for fisheries management, as well as completely altered my career trajectory. Witnessing how being in a stream, counting eels, and releasing them alleviated student's anxieties, and watching their confidence skyrocket over time was truly rewarding. After graduating from college, I found my way back to the eels and became immersed in the fisheries world. I delved into fisheries management, explored different gear types, and gained hands-on experience working with diverse Hudson River fish species. I cherish every aspect of my work, and it's all thanks to the eels that sparked this fulfilling career path! Community science not only benefits the volunteers but is a tremendous resource for fishery management. You never know what one net check can do for a student, or what the data can do for the fishery it is trying to conserve!  |
| Martice Smith, Environmental Educator, New York State Department of Environmental Conservation. Growing up in the city of Poughkeepsie, the thought of local wildlife wasn't at the forefront of anyone's mind, especially the idea that any meaningful research on wildlife could be done in the area. I participated in the project since I was in 10th grade and continued my participation for the rest of my high school years, throughout college and even today. The project gave me greater appreciation for urban ecosystems. My school district was one where most of us walk to and from school. The eel project site in Poughkeepsie was easily accessible to us in a spot we all knew and could get. It was also my first exposure into the environmental field. My participation led to the forging of many personal and professional relationships that helped me along my career path.  |
| Ashawna Abbott, Education Outreach Coordinator, Mohonk Preserve. Discovering the Eel Project during my high school years was like stumbling upon a hidden treasure! What kept me returning was more than just the thrill of discovery, it was the feeling of responsibility and empowerment. Being treated as a respected member of a scientific team, regardless of my age and background, was incredibly empowering. The Eel Project shattered the illusion that one needed specific credentials or a certain image to make a difference in environmental research. It showed me that curiosity and dedication were the only prerequisites for meaningful contribution and entry. This realization deeply aligned with my values of inclusivity and accessibility in outdoor experiences. My journey with the Eel Project wasn't just a chapter in my life; it was the catalyst for a lifelong commitment to connecting people with nature! |
| Jisun Reiner, Coastal Ecology Research Technician, Nantucket Conservation Foundation. My high school environmental science teacher encouraged students to seek out field opportunities that related to course material. I had no idea that holding a handful of glass eels would lead me to a life of loving and playing in wetlands! I learned that science is simply observation of the world—not a scary, formula-filled, only-crunching-numbers profession. I have been observing landscapes and fueling my passion for the intersection between water systems and people ever since. I certainly grew more confident in sharing my ideas and skills as I met Asian American scientists who related with my life experiences. I hope to make the ecological field more inclusive by equipping people from all backgrounds with the knowledge that anyone can be a scientist! Sometimes, all it takes is holding a glass eel. |
| Sophia Sagan, High School Science Teacher, Kingston City School District. In High School I got enrolled in a research class and wanted to work with eels! The glass eels were adorable, I loved the environment and marine science, and this opportunity was a great way to get involved in my community, enjoy being outside, and develop my science skills. The Eel Project helped solidify that I wanted to pursue a career in science because I loved data collection and working with animals. I had a few opportunities to share knowledge about eels and I discovered I really liked to teach! Now I am an Earth Science teacher taking students to do the Eel Project—it has come full circle! Many schools face barriers of limited resources or access to science data collecting materials. I love that these programs give kids an opportunity to engage in data collection and citizen science opportunities that they might not get to do at school. |
| Amanda Simmonds, Fish & Wildlife Technician II, New York State Department of Environmental Conservation. The Eel Project unexpectedly ignited my love for fisheries management, as well as completely altered my career trajectory. Witnessing how being in a stream, counting eels, and releasing them alleviated student's anxieties, and watching their confidence skyrocket over time was truly rewarding. After graduating from college, I found my way back to the eels and became immersed in the fisheries world. I delved into fisheries management, explored different gear types, and gained hands-on experience working with diverse Hudson River fish species. I cherish every aspect of my work, and it's all thanks to the eels that sparked this fulfilling career path! Community science not only benefits the volunteers but is a tremendous resource for fishery management. You never know what one net check can do for a student, or what the data can do for the fishery it is trying to conserve! |
| Martice Smith, Environmental Educator, New York State Department of Environmental Conservation. Growing up in the city of Poughkeepsie, the thought of local wildlife wasn't at the forefront of anyone's mind, especially the idea that any meaningful research on wildlife could be done in the area. I participated in the project since I was in 10th grade and continued my participation for the rest of my high school years, throughout college and even today. The project gave me greater appreciation for urban ecosystems. My school district was one where most of us walk to and from school. The eel project site in Poughkeepsie was easily accessible to us in a spot we all knew and could get. It was also my first exposure into the environmental field. My participation led to the forging of many personal and professional relationships that helped me along my career path. |
| Ashawna Abbott, Education Outreach Coordinator, Mohonk Preserve. Discovering the Eel Project during my high school years was like stumbling upon a hidden treasure! What kept me returning was more than just the thrill of discovery, it was the feeling of responsibility and empowerment. Being treated as a respected member of a scientific team, regardless of my age and background, was incredibly empowering. The Eel Project shattered the illusion that one needed specific credentials or a certain image to make a difference in environmental research. It showed me that curiosity and dedication were the only prerequisites for meaningful contribution and entry. This realization deeply aligned with my values of inclusivity and accessibility in outdoor experiences. My journey with the Eel Project wasn't just a chapter in my life; it was the catalyst for a lifelong commitment to connecting people with nature! |
| Jisun Reiner, Coastal Ecology Research Technician, Nantucket Conservation Foundation. My high school environmental science teacher encouraged students to seek out field opportunities that related to course material. I had no idea that holding a handful of glass eels would lead me to a life of loving and playing in wetlands! I learned that science is simply observation of the world—not a scary, formula-filled, only-crunching-numbers profession. I have been observing landscapes and fueling my passion for the intersection between water systems and people ever since. I certainly grew more confident in sharing my ideas and skills as I met Asian American scientists who related with my life experiences. I hope to make the ecological field more inclusive by equipping people from all backgrounds with the knowledge that anyone can be a scientist! Sometimes, all it takes is holding a glass eel. |
| Sophia Sagan, High School Science Teacher, Kingston City School District. In High School I got enrolled in a research class and wanted to work with eels! The glass eels were adorable, I loved the environment and marine science, and this opportunity was a great way to get involved in my community, enjoy being outside, and develop my science skills. The Eel Project helped solidify that I wanted to pursue a career in science because I loved data collection and working with animals. I had a few opportunities to share knowledge about eels and I discovered I really liked to teach! Now I am an Earth Science teacher taking students to do the Eel Project—it has come full circle! Many schools face barriers of limited resources or access to science data collecting materials. I love that these programs give kids an opportunity to engage in data collection and citizen science opportunities that they might not get to do at school. |
| Amanda Simmonds, Fish & Wildlife Technician II, New York State Department of Environmental Conservation. The Eel Project unexpectedly ignited my love for fisheries management, as well as completely altered my career trajectory. Witnessing how being in a stream, counting eels, and releasing them alleviated student's anxieties, and watching their confidence skyrocket over time was truly rewarding. After graduating from college, I found my way back to the eels and became immersed in the fisheries world. I delved into fisheries management, explored different gear types, and gained hands-on experience working with diverse Hudson River fish species. I cherish every aspect of my work, and it's all thanks to the eels that sparked this fulfilling career path! Community science not only benefits the volunteers but is a tremendous resource for fishery management. You never know what one net check can do for a student, or what the data can do for the fishery it is trying to conserve! |
| Martice Smith, Environmental Educator, New York State Department of Environmental Conservation. Growing up in the city of Poughkeepsie, the thought of local wildlife wasn't at the forefront of anyone's mind, especially the idea that any meaningful research on wildlife could be done in the area. I participated in the project since I was in 10th grade and continued my participation for the rest of my high school years, throughout college and even today. The project gave me greater appreciation for urban ecosystems. My school district was one where most of us walk to and from school. The eel project site in Poughkeepsie was easily accessible to us in a spot we all knew and could get. It was also my first exposure into the environmental field. My participation led to the forging of many personal and professional relationships that helped me along my career path. |
| Ashawna Abbott, Education Outreach Coordinator, Mohonk Preserve. Discovering the Eel Project during my high school years was like stumbling upon a hidden treasure! What kept me returning was more than just the thrill of discovery, it was the feeling of responsibility and empowerment. Being treated as a respected member of a scientific team, regardless of my age and background, was incredibly empowering. The Eel Project shattered the illusion that one needed specific credentials or a certain image to make a difference in environmental research. It showed me that curiosity and dedication were the only prerequisites for meaningful contribution and entry. This realization deeply aligned with my values of inclusivity and accessibility in outdoor experiences. My journey with the Eel Project wasn't just a chapter in my life; it was the catalyst for a lifelong commitment to connecting people with nature! |
| Jisun Reiner, Coastal Ecology Research Technician, Nantucket Conservation Foundation. My high school environmental science teacher encouraged students to seek out field opportunities that related to course material. I had no idea that holding a handful of glass eels would lead me to a life of loving and playing in wetlands! I learned that science is simply observation of the world—not a scary, formula-filled, only-crunching-numbers profession. I have been observing landscapes and fueling my passion for the intersection between water systems and people ever since. I certainly grew more confident in sharing my ideas and skills as I met Asian American scientists who related with my life experiences. I hope to make the ecological field more inclusive by equipping people from all backgrounds with the knowledge that anyone can be a scientist! Sometimes, all it takes is holding a glass eel. |
| Sophia Sagan, High School Science Teacher, Kingston City School District. In High School I got enrolled in a research class and wanted to work with eels! The glass eels were adorable, I loved the environment and marine science, and this opportunity was a great way to get involved in my community, enjoy being outside, and develop my science skills. The Eel Project helped solidify that I wanted to pursue a career in science because I loved data collection and working with animals. I had a few opportunities to share knowledge about eels and I discovered I really liked to teach! Now I am an Earth Science teacher taking students to do the Eel Project—it has come full circle! Many schools face barriers of limited resources or access to science data collecting materials. I love that these programs give kids an opportunity to engage in data collection and citizen science opportunities that they might not get to do at school. |
| Amanda Simmonds, Fish & Wildlife Technician II, New York State Department of Environmental Conservation. The Eel Project unexpectedly ignited my love for fisheries management, as well as completely altered my career trajectory. Witnessing how being in a stream, counting eels, and releasing them alleviated student's anxieties, and watching their confidence skyrocket over time was truly rewarding. After graduating from college, I found my way back to the eels and became immersed in the fisheries world. I delved into fisheries management, explored different gear types, and gained hands-on experience working with diverse Hudson River fish species. I cherish every aspect of my work, and it's all thanks to the eels that sparked this fulfilling career path! Community science not only benefits the volunteers but is a tremendous resource for fishery management. You never know what one net check can do for a student, or what the data can do for the fishery it is trying to conserve! |
| Martice Smith, Environmental Educator, New York State Department of Environmental Conservation. Growing up in the city of Poughkeepsie, the thought of local wildlife wasn't at the forefront of anyone's mind, especially the idea that any meaningful research on wildlife could be done in the area. I participated in the project since I was in 10th grade and continued my participation for the rest of my high school years, throughout college and even today. The project gave me greater appreciation for urban ecosystems. My school district was one where most of us walk to and from school. The eel project site in Poughkeepsie was easily accessible to us in a spot we all knew and could get. It was also my first exposure into the environmental field. My participation led to the forging of many personal and professional relationships that helped me along my career path. |
