Alumni News: Creating Green Spaces and Space for Everyone

Though the campuses are only a few miles apart as the bird flies, alum Maya Hall’s journey from Lowell to American University has been a substantial one, full of self-discovery and a passion for environmental justice. Maya attended Lowell from 2000 to 2006, and just completed her first year of a master’s degree, working in a lab focused on urban tree phenology: the study of natural cycles in plant life.

Her ongoing research builds on previous investigations into urban tree phenology in Washington, DC, encompassing brand new analysis using cameras trained on trees (phenocams) to record their changes over time. With relative affordability and ease of use, she hopes phenocams in urban spaces will allow researchers to obtain repeated images in a specific area and learn how factors such as species, site, and paved surfaces affect variability in an individual tree.

In between time in the lab and the field, Maya visited the Middle School on Social Justice Day in April. During Gathering, she began by introducing her Lowell journey and her belief that science can be executed in myriad ways and by anyone. Maya spoke to students about environmental racism, and some of the stands taken by disadvantaged groups, such as residents protesting garbage dumps or sewage plants in their neighborhoods. She also presented a small workshop on “green justice,” which explored, among other things, the relationship between tree cover and temperatures in the District and which populations are most affected.

Maya returned to Lowell in June to guide an interdisciplinary project about biodiversity and using biocubes. She showed the students how to select a random sample and catalog the plants and animals enclosed in the one-cubic-foot cubes they constructed from PVC piping and joints. “You can scale this project up or down for any age group, and it’s helping to gather important information for a real data survey with the Smithsonian.” What’s more, students compared their data in math class as a way to practice rational equations.

We spoke with her about her research and how her time at Lowell led her down a path of lifelong learning.

Q: When did you choose to study environmental science?

A: I chose environmental science because of my love for nature and I believe that starting my life with Lowell was the catalyst for that love. Lowell taught me to be a curious investigator of the natural world, as well as a critical thinker when it comes to addressing the problems I witness around me. Lowell also showed me that enjoying nature means we should be its stewards.

Q: What led you to your current research project?

A: After graduating from university in 2018, I worked for a variety of environmental nonprofits and organizations. I tried many different types of roles and jobs, but one thing kept popping back into my head. I missed learning, and so I began looking for master’s programs that fit within my interests. In 2019 I worked at the Smithsonian Environmental Research Center on a forest census, which inspired me to investigate forest ecology and opportunities in environmental science. It took some time, but I found a professor and a project that matched my previous experiences and knowledge.

Q: Why is it important to understand the variability of trees in an urban environment?

A: Trees in the urban landscape can keep areas cooler, provide shade, and create valuable wildlife habitats and recreational zones. A cooler and more covered area can reduce the risk of heat-related illness in the hotter months. Trees can also purify the air and water, which can lead to fewer respiratory diseases and cleaner water. Understanding how trees are changing over time is crucial to managing forests and ensuring that they are around for a long time.

Q: What do you hope to achieve with your research?

A: There is still a large barrier to accessing high-quality green spaces in urban areas, so one of my big dreams is to pair my research with education and intentional action to improve accessibility. There are a ton of studies that prove that this kind of access improves people’s quality of life, as well as the overall ecological well-being of an area. I think that by engaging with diverse communities, focusing on scientific research that advocates for culturally inclusive land management techniques, and promoting more environmental education, we can create natural areas in urban zones that benefit all. My research makes me feel prouder and more confident than ever before. I hope it will be meaningful, not just to the environment and plants and animals, but to the people who live in and share this world with me.

Q: How did it feel to give a presentation at Lowell?

A: Everyone was so kind and eager to listen. I particularly liked that I could be my authentic self in front of not just the students, but also the teachers and staff.

Q: Why do you think it’s important to share your story with middle school students?

A: I think it is important because there are still not many people who look like me in ecology or environmental science. I tried to encourage the idea that each student could see themselves in my shoes and feel like they would be making a big difference if they were to pursue a similar path. Science can look like me and science can look like you!

Diversity is important in good science. To have well-rounded science, you need numerous backgrounds, opinions, and lived experiences involved.

I also wanted to share with students the various possibilities available to them as young scientists and remind them that life and growing up is not straightforward. It is more like a puzzle that you have to put together as you go along. Each new experience, lesson, or challenge that comes your way adds a new piece to the puzzle. When you’re a student, it may feel like you should have an entire, completed puzzle in front of you. My hope in talking with the students about environmental science and ecology is that I’m providing them with one more option that they could put in their puzzle if they wanted.

Q: What would you say to young people who are curious about careers in science?

A: My best advice is to be you and trust that you can do science. You are a scientist even on the days you don’t believe it.

My hope is that Lowell students will be advocates for the environment and each other. I hope they continue to inspire their fellow students and the adults in their lives to pay attention to what is happening in the natural world. I hope that they ask questions about the climate and about living sustainably. I hope that when they see trash on the ground or pollution in a river, they think about the reasons why that happened and how they could fix it. Lowell students are already doing a tremendous job of helping the environment by learning about it, actively engaging in environmental conversations, and collaborating on ideas and solutions.

Q: What is a favorite memory from your time at Lowell?

A: One of my absolute favorite things during my time at Lowell was this big showcase involving different species of birds. Each student had to choose a bird and research it. Once the research was complete, we had to craft the bird in whatever style we wished and bring it in, along with a food from the native country of the bird. I chose the South African Blue Crane. I spent hours researching the crane at the library with my mom, and then my dad helped me construct a diorama habitat and cook a South African fried dough dish. The day we brought in all our birds and food was so exciting. I’ll never forget running around to each table to see what my friends created. The entire project brought together so many different elements, from creativity and wildlife research to cooking and project management skills. The thing that makes me smile thinking back on it all these years later is the time I spent with my parents during the project. Lowell brought us all together and reminded us that we are a community.