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Booth: [00:00:00] So today on the Carolina Women's Collective Podcast, I am joined by Liz Baird. Liz is currently the president of the North Carolina Aquarium Society, and she has led a very interesting career. Welcome to the podcast today, Liz. I'm so excited to chat with you.
Liz: Thank you so much. I'm really excited to spend some time with you Booth, and I'm excited to be a part of this.
Booth: Absolutely. So you have a huge love for science and nature and it exudes in everything you do. So I'm gonna kind of start at the beginning of your career. [00:01:00] When you completed both a biology degree and a Master's in science education and you began a career as a teacher, was that your original plan to be a teacher?
Liz: That was not my original plan to be a teacher, although I think if you ask my mother, she would say that I always had teaching instincts. I had younger brothers and would, you know, sit them down and tell them what to do just as if I was a teacher. She had been a teacher, so she was a role model for me and when I was in college, I was a biology major and really thought that medical school was where I wanted to go.
Um, but working for a year in a medical school, right after graduation, I was volunteering at a science museum and realized that my love was really being in the science museum and not being in the medical school. So I never pursued, uh, medical school, but instead jumped right into education. Um, [00:02:00] from, from that.
That moment. And one of the things that, um, doesn't really stand out in the information that I gave you is that I didn't complete my master's for 20 years. So I graduated and then joined the workforce. And then 20 years after I graduated, I went back to get my master's degree. So I took time to figure out what I really wanted to study 'cause.
You know, it's expensive to go to school and making sure I did something that I really loved was important to me.
Booth: Well, I love that and I'm glad you, um, clarified that. And you're, and you're right, it's knowing what you wanna study when you're going into something at that higher level. It is expensive and it is a time commitment.
So kind of knowing where you want to go, that, that break and. Going for that niche. That is, that is great advice as, as a mom of one getting ready to go to college. I like that a lot. So good. Um, so then after you taught for a few years, that is when you joined the North Carolina [00:03:00] Museum of Natural Sciences and you held multiple roles there for 20 plus years, I believe it was.
And these roles did center around. Education, including you did some programs in places like Belize. Can you tell us about these roles and how they help bring about, um, awareness and conservation efforts as well?
Liz: Certainly, this is. Where my heart truly lies is connecting people with the natural world.
There's nothing quite as magical to me as seeing somebody, I don't know, watching a cicada emerge for the first time, or seeing the way that a kid looks when they make the connection that the yellow dandelion flower becomes the puff ball, and that this realization that these things in the world are changing and we can watch them all the time.
I made the transition to join the museum after having experienced one of their programs. I, I [00:04:00] traveled to Belize as a teacher with them, um, and watched the way that an informal setting could provide a different kind of immersive experience. I. It's really different than being in the classroom where there's so many rules and regulations around what you say when you say it.
It used to frustrate me as a teacher when they would have us maybe teach weather in February, and hurricanes happened in September, but you can't talk about hurricanes in September because the curriculum says you teach about them in February. In an informal setting, you can really adapt and be nimble and, and gather people when they're interested in the topic because it's going on in the natural world.
So my, my first role with the museum was helping inspire other teachers and how to use their school grounds to enhance the learning that takes place in the classroom. And it was truly, uh, amazing to [00:05:00] see the effect that having a mini pond, we would build a mini pond on a school ground, having a mini pond and the field guides that helped the students identify the animals that came to the pond to see the way that the students who didn't necessarily want to read would go for the book and try to match the picture and want to know the information because they were in.
Fired by the pond in a different way than they would be inspired if they had a textbook in front of them. That gradually, uh, grew and changed over time where we wanted to reach a bigger audience, and this was a long time ago when you couldn't just call somebody on the computer, but it was the very first use of the internet to do video conferencing to classrooms.
And so I was able to reach students across the state, um, and, and I shipped materials to them. So I would send a box of [00:06:00] materials and I'd have a live animal with me in my studio, and then I would teach the class just as if I was there with them and ask the students, you know, what do you notice about that leaf?
What do you notice about that acorn? How, what do you think is going on with it? And it was, um, almost not quite, but almost as good as being there in person to watch the students interacting with the materials. Um, and it was about that time that I decided to get my master's because I was interested in how shipping the materials to the students changed the way that they interacted with me.
I was no longer a TV show. I was a teacher in the classroom and students would say things like, I've never been so close to a flying squirrel before. And you know, the flying squirrel was with me and I was 300 miles away, but they felt like they were in the classroom with me. I. So, um, I had, I had a [00:07:00] great opportunity to study more about the way people learn and to, uh, integrate that with my, my work experience.
And I think in some ways it made me a better student, a better master's student. 'cause I had some life. Experience. And then I had a job that was linked to what I was studying. So, so that was really useful. Um, and from there, I, the opportunities just grew. I ended up being asked to help, um, with a deep sea expedition and teaching remotely from a ship.
Um, which then turned into about 13 years of heading out to sea and teaching remotely. Um, really initially. Just by emails back and forth. But by the time I finished heading out to see, we were able to connect just like you can today with Zoom. So all of these oppor. Oh, and the teachers. You mentioned Belize, one of the most.
Important things [00:08:00] was helping teachers see the world with fresh eyes, help them connect with the passion for education, and help them give, give them experiences that would enhance their, their teaching and learning. And by taking teachers to Belize. Which in many ways is very much like North Carolina with the mountains of Piedmont, a coast and the mountains in Belize look like the mountains in North Carolina.
Pine trees throwing a few palm trees. You wouldn't know where you were. Um, but we would take teachers and let them be the students in the natural world. Let them see the frogs. Let them, um, watch the the fish swim on the coral reef. While we were snorkeling, let them understand the ecology of the mangroves, and for these teachers who were being asked to teach about tropical environments, asked to teach about ecosystems, asked to teach about diversity, the fact that they could [00:09:00] see it with their own eyes and experience a whole new culture and understand that.
Truly we're all the same. We want the best for our students. We want the best for our families. It was, it was really transformative. So about when, one of the really fun things for me now is I am still in contact with many of the teachers who traveled with me, but it all ties back into that desire and enjoyment out of connecting people with the natural world.
And I had lots of opportunities to do that at the museum.
Booth: That's fantastic. And so you just mentioned, you briefly mentioned your deep sea research, um, expeditions basically. And with those, you um, received some pretty big awards, the national. Oceanographic Partnership Program Excellence and Partnering Award, as well as the United States Department of the [00:10:00] Interior Partners and Conservation Award.
So these expeditions were a big deal. And I think you just said you went on 13 of 'em, is that correct?
Liz: I, I think it was about 13. I would go annually. We'd usually be out at sea for about two weeks, you know, give or take. Um, when I started we were using submersibles. So you would get inside and go down below, below the surface to see the organisms that live down there.
Um, we actually know more about the face of the moon than we do about the deep sea, um, because it's a lot easier to see the moon. Than it is to see what's beneath the waves. Um, over time our technology changed. We started using ROVs, which are remotely operated and it's not quite the same as being there in person because you have to like turn the camera to look to the side.
Whereas when you're sitting in the submersible, you can look this way and look that way much more easily. Um, and by the time I finished, we were using [00:11:00] autonomous vehicles, which are almost like drones that you pre-program and they go and my role. Primarily was the, uh, outreach and education. And so we did broadcast back to the Museum of Natural Sciences where people could interact with us and ask questions of the, of the research team.
We also receive, um, emails from students and teachers who were following along and asking questions every day. I, I loved reading questions where you knew that the students had. Read what was posted the day before and wanted to know more about whatever we had experienced. Um, and the, the Partnership Awards really recognized that it was a global effort to understand the deep sea.
We had, um, a researcher who was with us from Scotland. We had a researcher with us from Canada. The team involved multiple federal agencies. Cs like, um, the United States Geology, geologic Survey, [00:12:00] um, as well as researchers at UNCW and the museum. And, um, there's nothing quite like. Being on a boat for two weeks with the same people where you can't get off, uh, to make sure that you work really well as a team because, um, you can't, you can't go away.
And so you really do have to, um, be very collaborative and. Watching the team. Um, one of, one of my favorite images was we would collect an item, like a piece of coral from the deep sea. And it, it was the first thing that happened was its photo was taken. 'cause you want it to be a fresh photo and then the genetic samples were taken and then it went to the person that would take a piece for this, and then it went to the next person and the next person.
So each researcher benefited from the work and that two weeks worth of work would provide a year's worth of study for them.
Booth: That is so interesting. It's so interesting. People don't normally, [00:13:00] um. Associate the word museum with something, a career so exciting. But like you got to experience a lot of really, really cool things.
It's definitely not a cubicle job. So, um,
Liz: no, no cubicles, no boxes.
Booth: Yeah. Yeah. I love that. I love that. So, kind of along these exciting, um, programs, you've also been involved with the program called Girls in Science. What exactly is that program and what was your involvement with it?
Liz: Girls in Science is a program at the museum that's really focused on keeping girls interested in science by providing them a network of support of other girls as well as adult mentors.
And I would say at this point that program's been probably running 30 years and it was. Inspired by, um, [00:14:00] statistics that indicated that. Girls, like a 6-year-old girl, will claim to love science just as much as a 6-year-old boy. That, that, that recognition is the same, but somewhere around middle school, it stops being cool for a girl to like science, like they're supposed to like other things and not science.
For a girl who grew up catching bugs and, uh, enjoying science, to suddenly have that part of her interest sort of dismissed. Um, you know, it's awkward and heck, middle school is just awkward. Uh, but by having the girls in Science program. We were able to work with a small group of girls who had applied to be a part of it and had a teacher letter supporting the students and provide them with opportunities to both grow in their knowledge, grow in the skill sets that they had, and connect with others and make a, make a difference.
[00:15:00] So the, the program, um, has taken different. Iterations over time. Um, we have offered some residential programs where they might stay at a, a local, um, facility and meet the researchers who are in that area. Um, you know, go camping, go canoeing. Sample the water quality, learn about the insects there. Watch the night sky, learn about the stars.
We also offer a version of it that takes place at the school where we would take materials and train the teacher at the school to help the girls at their school with an afterschool program. And then we also offer it based at the museum where girls from local schools would come in and the, the. Really fun.
Part of that was hearing the girls from their pre-participation survey and their post participation survey. And [00:16:00] hearing them recognize that they had found their village, you know, they'd found their community and that maybe they had not recognized that they wanted to be, um, around other people who were enjoying science.
But now that they, they did, um, it's, it is an important opportunity to support women, um, and, and let them help. Pursue careers of all different kinds, not pigeonhole them. Um, and many, many locations, not just the Museum of Natural Sciences, but many other organizations offer STEM-focused and science-focused opportunities for girls in an exclusive single sex setting so that the girls can really bond with each other.
Booth: That is great. As someone who went to all girls boarding school, I know like that kind of um, environment can really bring, bring you outta your shell, puts you in your comfort zone and lets you pursue things. So [00:17:00] that is a fantastic program. So after the museum, you, when you left there, you became the director at the North Carolina Aquarium in Pine North Shores.
And I have to say that that aquarium holds a special place in my heart because my son and I used to go there a lot when he was little, and he is a huge animal lover, just like me and I. The otters were always our favorite. We would sit there and watch the otters forever. So just have to do that little side note, but can you tell us how, how this role differed from the museum and kinda what your goals were when you went into this new role with the aquarium?
Liz: That's a really great question. I, I loved working at the museum. I still love the museum. I. I wanted to be able to share my leadership a little bit more broadly. And I knew that, um, at that point in [00:18:00] time at the museum, that like I didn't have anywhere to go except to become director of the museum. And that was not an option.
We had a director, um, and I had been a part of the deep sea research. I had always been a part of connecting with the coast, had shared grants. Of people from the Aquariums. The Aquariums are a sister agency in the Department of Natural and Cultural Resources, and when the opportunity to become, uh, the director at Pine North Shores open.
I thought I need to throw my hat in this ring. Like you, I love that aquarium. I grew up camping at Emerald Dial, well camping actually at Salter Path, right up from Emerald dial on boat banks. Um, you know, first crabs ever caught using a, uh, chicken neck was off the, um, off the dock there. And I remember when that aquarium was brand new and.[00:19:00]
I was ready for a bigger challenge and ready to take a leap, and I was honored that they selected me to go be the director. And I, I believe that my, uh, variety of experiences and some of the ways that I had had leadership opportunities through the museum really helped me secure that position because there are not a lot of director of aquarium physicians out there.
So I was very honored to be chosen. It was a big change from being the head of education where my, my challenge was very, um, well delineated in terms of reaching students, teachers, and the general public and, and helping them grow in appreciation of the natural world. Um. Suddenly I was in charge of making sure that the toilets were flushing in the morning and the fish were being fed, and, um, whether or not the computers were [00:20:00] taking the swipe so that people would pay their admission.
Um, and that was complicated. That was complicated enough, but suddenly the pandemic hit, and that was just about three months, four months after. Mm. Five months after I started, um, and, you know, we were closed to the public. We had to figure out not only how to keep the staff safe, but how to keep our animals fed and taken care of.
You can't just close the door and walk away. Um, I was lucky to be a part of a terrific team again with the other directors from the other aquariums. We have an aquarium in Mano Jeanette's peer and an aquarium down near Wilmington at Fort Fisher. And working collectively. We all spent a lot of time solving the problems that were in front of us, making sure that the animals and our staff stay safe during the pandemic.
Um, it's a, it's an [00:21:00] interesting job when you work with live animals and the public every day, um, in a place that might have hurricanes and just making sure that we're balancing. The needs of the animals and the expectations of our guests, and helping everybody leave with a new appreciation and inspiration of the natural world so that they might help protect our, our ocean and, and help, you know, help with the understanding that while we might not know everything that the natural world is.
Is a good place and it's okay to play outside and tumble in the waves and not everything's out to eat you. So it, it was a great, great opportunity and I grew tremendously while I was at the aquarium.
Booth: Well, I would say so because you went from there to becoming president of the North Carolina Aquarium, so [00:22:00] society, and with that, you've, you've not been there a, a long, long time and you have already raised over $68 million to expand and renovate the aquarium.
So tell us about kind of leading this capital campaign and what your vision is for the aquariums.
Liz: The exciting opportunity to become the, uh, president and of the society was, um, presented to me because I, I wasn't really interested in it. I enjoyed running the aquarium, but this opportunity allows me to work with the whole coast because we have a craniums every place.
Um, I get to help transform the coast and continue to connect people with nature and the society is the nonprofit support arm for the aquarium division, which is a state, um, state agency. So I, I. Love the aquariums and [00:23:00] there are a lot of people out there that love the aquariums. And when you have an opportunity to ask somebody if they might like to support the aquariums and a renovation and expansion project, almost everybody says yes because we all have memories.
I mean, I, I think any one of us can close our eyes and picture. Standing there with a child standing there with a parent, the first time you touch one of the skates or you first time you touch a shark or. You let the little hermit crab walk on your hand or coming around the corner and seeing the otters playing.
You know, every person I have talked to has a, a memory of an amazing experience at the Aquariums. So the, the campaign is the first real large campaign that we have done as a society to support the aquariums. It is, uh, primarily funding expansion down at the aquarium at Fort Fisher. They have not had a renovation since.
Um. [00:24:00] 2003, so more than 20 years ago. But there will be renovations at all the locations. Pine Shores will be getting a new touch habitat as well, Rowan Oak Island, and then Jeanette's peers getting some solar panels. And I'm fortunate to work again with a team that has set out to raise these funds. And we've had some incredible support from the community, from family foundations, from large organizations.
Who see the value of the aquariums being a doorway to the sea. Um, for many people, you know, you, if you boat on it, you see the surface. But if you get to the aquarium, you get to see underneath.
Booth: Love that. Fantastic. Fantastic. So I'm gonna kind of take it back to your teaching for, for just a moment. So in addition to all of these other things, you've also, I guess as a side hustle, as we sometimes call it, you have been a lecturer, uh, [00:25:00] for Johns Hopkins University.
So what kinda led you to teaching through there and how has that role kind of helped fulfill your education Passion.
Liz: That I, I'm really glad that you came back to that question. I. Met, uh, several people at Johns Hopkins University when they were looking at whether or not to start a STEM focused museum master's program through their museum education program.
They, they brought a group together, um, to, to talk about those options. And I was one of the people who was invited, um, through that connection and because I presented at conferences and was always. Actively involved. I received an invitation to teach in the museum education section of the master's program.
And initially I, I thought, well, I should try this because I [00:26:00] do like to teach. I, and I like the connection with people and there's something when you're a. Classroom teacher, and you get to see a child grow and learn and evolve over time. And by the end of the school year, you, you have this connection to your students.
And I sort of miss that because in the informal se setting, you, you see somebody usually for just maybe an hour, you know, in a museum or in an aquarium and, and you don't know if your interaction made any difference. So I, I took the leap and started teaching in a completely different way, which was totally asynchronous and online and, uh, adult learners.
Um, and I loved it. And absolutely loved it. Um, the bulk of the work gets done before the class starts because you get the [00:27:00] readings and the videos and the questions and the assignments all lined up. Um, and those are all sitting, waiting in their class portal. And then the fund starts where you get into the discussion groups with them and you see the work that they're doing.
Um, I truly loved. That work because of the connections with the people and knowing that they were gonna go help make the museums and zoos and aquariums and wherever they end up, um, stronger and better because they had, uh, a good founding and education. And again, I've continued to stay connected to some of those students primarily through LinkedIn.
And seeing their success always makes me smile.
Booth: That is fantastic. Just keeps on spreading. I love it. I love it. And so while we're still talking about teaching, I do want to say that you are the recipient of the Environmental Educator of the Year Award for your commitment to sharing science in nature, which [00:28:00] we've heard is your passion.
Very much so. So do you have a main goal with sharing and educating others about science?
Liz: I don't know that I have a main goal, but I, I grew up with a mom who was a science teacher and a dad who was a nuclear physicist, so surrounded by science and I think that. Looking at the world with an understanding of science and the connections that we share with nature and the ways that we can positively impact it or even negatively impact, it helps us become more engaged citizens on the planet.
And it gives you fresh eyes for seeing the world. I mean, any one of us can walk outside our house, our school, our. Job and just take a moment to, you know, look at the way the clouds are moving. Can we predict anything [00:29:00] about the weather or observe a flower blooming or watch something change over time? And, uh, I know that there's a lot of work that's been done on the value of that for human beings.
Um, it taps into all of our senses. It makes us a little bit more three dimensional than just watching something on a screen. Oh, many years ago there was a book that came out called, uh, last Child in the Woods, um, and it's by a gentleman named Richard Luv and he was talking about the importance of children having free time outside in nature.
He's gone on to write a second book about the importance for adults to have free time and nature, and it's really for. Your mental health is for learning. It's for your physical health. And I, I think if I can help somebody tap into, [00:30:00] um, what it's like to be outside and then help them appreciate what's going on in the world, then, then that's my goal.
And for. My selfish goal is to watch those moments happen. To watch the child who's got a butterfly on their finger that's getting ready to take off, or to to watch somebody who's never snorkel before, suddenly see the fish underneath the water or see them watching the sharks in the habitat at the aquarium.
I, I've just been incredibly fortunate to have opportunities that allow me to pursue that vision.
Booth: I love that. It's great. And I, I completely agree. I love, I love being outdoors. I was the mom that kicked my son outside in the yard instead of watching, watching cartoons. So it's, yeah, nature is a, is an amazing, amazing thing.
Um, so as we've heard from you, you obviously had some amazing experiences throughout your career, and you talked earlier about the opportunities that [00:31:00] came your way and how things just presented themselves. How did you go about, you know, seizing the opportunities that came your way? Did you have kind of a decision process in choosing which ones to pursue?
Because I think that's a crossroads a lot of people get hung up at is. Mm-hmm. What opportunities, you know, do I pursue and which ones do I let go? And you've chosen a lot of 'em.
Liz: I have chosen a lot of them. Um, I think that. One is that you have to be willing to accept opportunities when they come to you.
Um, you know, I sometimes will share, oh, you know, the first time I went out to see, um, was in 2001 and you know, I didn't know what to expect and. You know, I, the, my funny story is I thought I had to [00:32:00] bring my own linens and towel. No, that's provided on, on the research vessel. I did not have to bring that, but it was in my suitcase.
Um, but, you know, I got on the boat and I jumped on board with a scientist and I figured, figured out how I could help and what I could write about and, and how to make it work. And people sometimes will be like, oh my gosh, weren't you scared? And I, I wasn't. Scared because, you know, what's the worst that could happen?
I get out there, I can't make the technology work, you know, I'll just ask somebody else to help me. I'm not afraid to ask for assistance. Um, I know the people who are going out on the boat, I want it to be safe, want to be successful. They're not going out to do something bad and I wanna be a part of it.
So being willing to, um. Put aside the fear of the unknown and, and leap into it. [00:33:00] Um, and know that if you do fail, then you'll just have new knowledge and you can make a better choice next time. Um, I also think. Looking at opportunities that, uh, you know, feed who you are as opposed to necessarily the ones that will increase your pocketbook, um, was something that I did, you know, for, for good or for bad.
Um, being a teacher and working at a museum and being a, a public servant for 30 years, you, you're not gonna get wealthy there, but. Did I love the opportunities? Did I feel like I made a difference? Yes. And so I would choose to do something even when I had, um, you know, an opportunity to make more money to leave the field.
I just knew that I really loved what I did at the museum and I wouldn't be happy someplace else. [00:34:00] Um. But I, I do think you have to be willing to take, take a little bit of a leap, and once you've proven yourself willing to take a leap, then somebody's gonna present you with the next leap. Um, so I don't know, I don't know if that works for everybody, but it certainly worked for me.
It makes
Booth: so much sense. And, and like you said, like that, that fulfillment you've gotten through all of this, I mean, that, that's a. A whole different kind of wealth, you know? And so, mm-hmm. I think that, um, especially the younger generations now, they, they're seeking that. Whereas, um, my generation and my parents' generations, they, they really sought the, the pocketbook opportunity.
Mm-hmm. More so. And, um, I, I think that's really, really good advice, how you've, you know, followed what was aligned with, with you. And, um, I love that. A minute ago you were talking for, I think the second or third time about teams and being on these dynamic teams. Um, [00:35:00] what is your approach to, you know, kind of creating a successful teams?
Do you have a certain leadership style? How do you make the teams work?
Liz: We could do a whole book just on teams, um, but I. I kind of view, uh, teams as being intentional. Um, sometimes you don't have the opportunity to build your own team and you just have the team that's given to you. But, um, it's like making a, a really good, um, beef stew. You know, you want, you want some carrots and you want some onions, and you want some beef and you want some potatoes.
You, you don't want. A beef stew, that's just carrots. So everybody on a team brings something to the group and is bringing something to make it better to make the team better and being able to, um, help a group [00:36:00] of people establish the norms, um, is important that, um, if. If I'm in charge of a team, um, I let it be known that, you know, we, we are openly communicating and I would rather you come to me and say, oh my gosh, I really hate this.
Can we change it than try to do something that you really hate, um, that everybody pitches in? Um, I'll, I'll give an example of how proud I am of my team. A couple of weeks ago, we had a mix up with a publication, um, that we were mailing out and we had a firm that had printed this document, was gonna drop it off and, you know, send it out.
Thousands, thousands of magazines and I. This af that afternoon, we got, uh, a knock on the door and they unloaded four pallets of magazines. [00:37:00] And we don't, we don't have a loading dock like these were right outside a little narrow door and it was gonna rain. So I was like, I. Okay, everybody, we need to get these magazines inside and figure out what's going on.
So we, everybody, we just like did a luggage line, like a chain of unloading magazines and stacking them in the hallway. And as things were settling down, I got on the phone and they said, oh no, they weren't supposed to have been delivered there. They were supposed to have gone right to the post office. I mean, they were pre-addressed and stamped and everything.
So. What I, what I love about that, they did come back and get them and take them to the post office, but what I love about that is everybody got involved to help take care of that situation without question, without saying, oh, I'm an address. I can't pick these up. We had people who are. In, you know, finance and people who are in fundraising and people who are answering the telephone.
Everybody came and helped. And that is the expectation is that [00:38:00] we are all in this together for the good of the organization. And, um, you know, hopefully we never have to move magazines again. But knowing that they did was important to me. And then I, I think the. We, I have staff that talk about the sense of being family, and we're not a family.
Um, we, we have some of the same values in terms of caring about each other, but I don't wanna be the mom and I don't wanna be the one who's, um, you know, assigned to cook all the dinners. Like, ah, no, we, we are more equals. And we are working together. Um, and we do care about each other, but it's not, um, like a parent child relationship if that, if that translates.
I don't know if that made any sense or not, but
Booth: it does. You're, yeah. I kind of took it where it's not like so hierarchical. Hierarchical, is that hierarchical? Yeah, hierarchical. Yeah. Yeah. I'm from the [00:39:00] south. I can't pronounce those big words, but, um, I, I was totally following what you were saying. Like it was, everybody was like on an even field and, and I loved the, the beef stew analogy.
That was like one of the best I've ever heard about a team. That was, that was spot on. That, that's awesome. Um, so in addition to all of this work you've done, which is. Been a, a lot of amazing things. You have also served and continue to serve on multiple boards. Mm-hmm. Why do you think it's important to volunteer your time in this way, and what do you, what do you take away from it?
Liz: I. Uh, like you, ironically, I went to an all girls high school as well and we had a lot of commitment to, um, volunteerism when I was in high school. That has just, um, carried on, carried forward, and a group of volunteers can make. [00:40:00] Good change happen, um, in a community, sometimes faster than other organizations.
And you know, I, I think about a friend of mine who volunteers with a literacy group and they can get one-on-one with somebody who's trying to learn to read and make a world of difference for that person in a way that might not be approachable if they were in a big, um, like school setting and. I learn just as much as I give in every volunteer situation I've ever been in, and I truly think that having served on several boards and led several boards, I, I truly think that that experience is what has led me to this role.
Because you have to, as a board member, understand a budget and you have to understand the governing authority, and you have to understand the rules and [00:41:00] regulations, and you're committed to a, a program or a place or a process. But being on the board, you get to see that inside scoop and, and learn how things work or don't work.
And I. Really like the community that a board can be. Um, so when you are part of a board, you also have a group of allies that you might never have connected with. They're not necessarily in your neighborhood, they're not necessarily somebody you went to college with, but it's a group that are united for a common good.
And there's something really powerful about being a part of that group. Um, but I, I would volunteer, um. For almost anything that I care about. I mean, I, I, I know that you saw that I volunteer with a dog rescue organization and it's because that's where I adopted my dog, and then I learned the good work they do, and if they needed somebody to step in and help, well, yeah, I've got [00:42:00] time I can do this.
And I'd much rather spend my time helping make sure dogs have homes and watching something terrible on tv.
Booth: Absolutely. Absolutely. I'm, I'm a huge dog lover myself, so, um, we're, we're right there together on that one. So, um, one last question for you. Mm-hmm. If you could give advice to young women wanting to enter the STEM field, what would it be?
Hmm.
Liz: I am going to answer your question with a little bit of a caveat. Um, we use the word stem, science, technology, engineering, and math, um, in this sort of orb. Of stem. It's the STEM field. It's the stem, whatever. Um, what I don't like about the phrase STEM is that it kind of puts it in [00:43:00] silos. You can either be in science, you can be in technology, you can be in engineering, or you can be in math.
But the, the problems of the world get solved when all of those are working together and the. The approach is more universal. And, um, there's a, an organization here in North Carolina that says that STEM should stand for, strategies that engage minds.
Um, because it really is, STEM thinking is really about, um, figuring out how to use all those skills together. So I will, uh, strategies that engage minds. I'm pretty sure that's the right phrase. Um, so for young women who are interested in these fields, in these opportunities that engage your mind in a different way, I think.
You need to [00:44:00] look for options that tap into your passion and volunteer and, uh, take the hard class and, uh, don't get discouraged if it doesn't come through the first time. Um, I do think that. It's changing, but for a long time if women were told no, they would never ask again. And if men were told no. They just keep asking.
So if you are interested in becoming a engineer and you don't make it in the first time, apply again. Ask questions, do it again. So perseverance, dedication, and taking advantage of opportunities well will expose you to even more things and give you more [00:45:00] opportunities to grow from.
Booth: I love that answer. The, the word perseverance is just one of my favorites, so I love the answer very, very much.
So this has been so fantastic. I can only imagine the number of. Lives you have touched with your passion for education and I just wanna thank you so much for sharing some of your story today and for your time and just for, I mean, I, I learned so much about how museums are really, really interesting and stuff today, so this has been fantastic.
Liz: Well, thank you so much Booth. This has been a really interesting opportunity for me. A lot of times I am asked to, um, speak about. Something related to my career, you know, the value of wetlands or, um, how, how animals react during COVID closure. Um, but to talk just about myself was really, um, an interesting exercise.
So thank you so much for giving me the [00:46:00] opportunity.
Booth: Yeah, absolutely. Yeah. Our, our goal here is to, is to let women tell their their stories and inspire others to, you know, think outside the box and go after those, those things that really do excite you and not that the world just kind of expects you to do so.
Its finger. Thank you. Thank you for your time.