I always had a strong interest in nature and a curiosity about the "critters" that lived along the shorelines and within lakes and rivers. We, as a family, spent summer vacations at a cottage along the shoreline of Lake Huron, and had Sunday picnics at local lakes. I had opportunities to swim, fish, and catch and observe these watery life forms (from tiny bugs in a jar to fish in large tubs). At college, I majored in a science-related field, but in my junior year I changed my major to limnology, the study of freshwater. After getting my undergraduate degree, I continued on with my studies as a graduate student. The graduate project involved describing biological communities in western Lake Erie. The project involved several other graduate students, each examining a different component of the lake's ecosystem. My thesis research was on the abundance and distribution of zooplankton. Zooplankton are tiny invertebrates that drift in the water, feed on algae, and are fed upon by fish. Working on this project gave me a true appreciation for the complexity of a lake's ecosystem and how the many different life forms are interconnected. After completing my graduate work, my first job was as an aquatic biologist with the government. I traveled the country collecting biological samples to determine the extent of pollution at specific locations. Some typical projects involved mercury levels in fish, impacts of thermal discharges on zooplankton, and response of bottom life to pulp and paper mill effluents. Over the years, I gained valuable experience in assessing biological changes in lakes and rivers resulting from pollution.

I am a biologist who specializes in examining changes in the invertebrates that live in and on the lake bottom (termed the "benthos"). These organisms are important for several reasons. First, changes in the numbers and kinds of these animals give a good indication of whether lake conditions, in terms of pollution, are getting better or worse over time. Most forms of pollution (nutrients, organic contaminants,etc.) become associated with the bottom sediments over time, and populations of these bottom-living invertebrates reflect changing pollution levels. Second, fish feed heavily on many of these organisms, and any changes in benthic populations will affect fish. Recently, I have been involved with studies that examine impacts of zebra mussels on Great Lakes ecosystems. The zebra mussel, because it has become so abundant and widespread, and because it filters so much algae from the water, has caused dramatic changes in all other life forms found in the Great Lakes. In a sense, invading species such as the zebra mussel might be termed "biological" pollution.

The Great Lakes are a dynamic system, and there is always something new or different that needs to be examined and explained. Most of my research project progresses in a sequence of phases or steps, and it is this variety that keeps the job interesting. Each project/study begins by formulating a hypothesis with clear objectives (what do we want to know? why is it important?). Next comes the data gathering phase, which usually consists of going out on the ship/boat and collecting samples. Getting outdoors and on the water is what attracts many to this type of career (including myself), but sample collection can be the most challenging and unpredictable aspect of the project. After data collection, the data is analyzed and interpreted, and results are communicated to other scientists and the public. The latter generally occurs in the form of a paper being published in a scientific journal or a talk at a scientific conference. For me, perhaps, the most enjoyable and exciting part of the process is the data analysis phase. At this point, it becomes clear what new information resulted from the study, and how it may contribute to our understanding of populations in the lake. Often, this research leads to a new hypothesis and new objectives that build upon prior results; this is how science progresses.

Perhaps the least enjoyable part of the job is the laboratory analysis of the samples. Because invertebrate populations can be highly variable over space and time, a large number of replicated samples need to be taken. Thus, there is a long time lag between when the samples are collected and when the results are known (several years). At times this can be frustrating, particularly now when changes are occurring so rapidly in the Great Lakes because of invading species such as the zebra mussel.

Opportunities to be a scientist working on the Great Lakes have fluctuated widely over the past several decades depending on funding levels to do research. Even for the jobs that do become available, the competition is intense. The person with excellence in education, a broad background in experiences and skills, and a demonstrated dedication will have the advantage.

A career in biology and the environmental sciences can be quite rewarding. Most scientists studying the Great Lakes did not pursue this career for personal gain, but rather had a strong desire to preserve and protect these magnificent bodies of water. I personally feel that, in some small way, my research projects are contributing to decisions on how to manage the lakes wisely. Effective management and conservation practices must be based on scientific fact. In pursuing this field as a career, a strong background in math and statistics, chemistry, computer sciences, biology, and physics is a necessity. These disciplines provide the background needed to examine organisms and how they interact with their environment. Not to be overlooked is the development of communication skills such as writing and speaking. No matter how great your research findings may be, they must be communicated to others in a way that is understandable. Finally, research in the aquatic sciences, and most other science-oriented disciplines, demands perseverance and an inquisitive mind.