What do you do on an average work day? He aha tō mahi ia rā, ia rā?

My days are extremely variable. I nearly always have an aspect of ‘Project Reef Life’ to manage (for which I am one of the Project leads). I follow and engage with matters that I think are important for our future – most recently the AI forum held in Auckland. During the day I try and take photographs, and more recently have begun writing a marine based book! I enjoy being involved in community matters e.g. providing community feedback for Taranaki 2050, being on a group involved with a local civic centre, forum opportunities with Wild for Taranaki and submitting in local government (district and regional council) consultation processes.

I enjoy cycling, walking along the local beaches, gardening or using I-naturalist to capture observations! I fairly regularly have a chat via messenger with my daughters in Auckland and New York. In the afternoons or evenings, I attend meetings or club nights (some examples: Institute of Directors, BPW Hawera, Camera Club, Geological Society, public talks).

What did you study at school? And after high school? I ako koe i te aha i te kura? I aha koe whai muri i te kura tuarua?

I studied accounting, economics, maths and English. After High School, I attended Massey University where I did a Bachelor of Business Studies majoring in accounting and finance. I then qualified as a Chartered Accountant whilst I worked for Audit New Zealand. After leaving Audit NZ I did a number of management accountant roles. I have held a number of voluntary community roles throughout my life also. Whilst my daughters were studying music and singing, I learnt at the same time and sat exams in music (piano) and singing. The past five years my focus has been on educating myself on marine matters.

Was your study directly related to what you do now? He ōrite tāu mahi i taua wā ki tāu mahi o ināianei?

No, my study was not directly related – though skills developed have come in very useful. Funding, finance, the need for good audit trails and the soft skills of working alongside colleagues and clients - are aspects that impact on all sectors.

What would you like to share with young women who are thinking about their career choices right now? He aha āu kupu hei āwhina i ngā rangatahi wahine e whakaaro ana ki tā rātou mahi mō te wā kei mua i te aroaro?

Fuel your sense of curiosity and commit to lifelong learning. Widen your horizons by engaging with wide sectors of the community. Follow research both nationally and internationally. Consider joining memberships – I have joined the AI Forum, NZ Coastal Society and the Institute of Directors. The value of a career can be monetary but there are numerous non-monetary rewards that provide career satisfaction and ultimately life satisfaction (having been a volunteer hospice biographer I can vouch for this). Enjoy being innovative and be brave enough to challenge existing paradigms. By far the most enjoyable career and one where I have learnt vast amounts has been the role of a mother.

What are some of your career highlights so far? He aha ngā painga o te umanga e whāia ana e koe?

A highlight has been learning about the marine environment - in particular my local marine environment - and learning about methods we could use to survey it. I have had a world of sponges, bryozoans, plankton, hydroids, fish, oceanography, bathymetry and geology opened up to me. I appreciate greatly that I now work with an incredibly dedicated and innovative Project Team, collaborate with scientists from around NZ, educate and inspire youth and community of all ages and engage on marine policy matters.

Highlights, such as formal recognition through winning environmental awards, invitations to do a TEDx talk and be a Curious Minds Ambassador -are just as important as my highlights when a person says “I used to fear the ocean, but after your presentation I have changed my mind” and the highlight when a classroom of young children gasp in delight when they watch one of the Project videos. I can’t resist letting you know about another, slightly unusual highlight - finding a new species of sponge on my local beach – which is now a holotype with NIWA!

Why do you believe engaging in science, technology, engineering and maths (STEM) is important to New Zealand? He aha a STEM (pūtaiao, hangarau, pūkaha, pāngarau) e whai take ana ki Aotearoa?

I believe STEM, that incorporates art also i.e. STEAM, is vitally important. Science enriches us, as it helps us understand our world and empowers us to communicate, engage and work on matters that impact on the health and wealth of people and the environment. How we communicate, engage and understand all sectors of the community is very important, and this is the role of many mediums - including art. I greatly enjoy seeing the high school students we work with become confident and familiar with marine terminology, scientific methods, the technology we use and most importantly developing a questioning mind and wisdom for seeking the limitations of results. We have used art to inspire curiosity and educate –a large mural depicting the reef has been completed, and now in progress - the installation of metal shapes depicting local marine species and a scuba diver (the Project Reef is 23m deep) on high poles leading to the ocean.

Why is it important to have more women working in STEM? He aha te take me whai wāhi ngā wāhine ki STEM?

Purely on a personal stance - I have never thought of myself ‘being a woman working in a STEM field’ (rather I am a person who is ‘a member of a Team’) but I appreciate that people respond and are inspired by others they can relate to, which can at times be linked to gender. I think diversity in a multitude of spectrums makes for stronger and more innovative outcomes– this should be the ultimate aim.

In Karen's early career she was in accounting, now she is involved in a community-led marine based project investigating reefs offshore South Taranaki.

Extreme Science II builds on the success of the Chatham Islands science engagement expedition, to return and extend science outreach to Stewart Island, Bay of Islands and Aotearoa's remotest rural schools and communities.

This collaborative and hands-on 8-week programme builds confidence in STEAM (Science, Technology, Engineering, Art, and Mathematics) for Year 3-4 students. With diversity and accessibility at its heart, Nanogirl’s Lab is delivered in communities nationwide.

A touring ‘circus’ of air-themed experiments and experiences will prompt schoolchildren to create collaborative data, art, and stories which will be virtually curated and shared to support peer-to-peer learning.

Adapting and using the Stream Ecological Valuation tool to involve Papa Taiao Earthcare students in waterways restoration projects in Raglan and Porirua.

STEAMS Kits engage youth in the rural districts with digital technology by providing them with an opportunity to learn and explore programmable electronics.

The Māori-Game-Development project is a programme designed to empower rangatahi in underserved areas to design and develop Māori digital learning games, giving them skills in computer science and programming.

Working in partnership with local and regional kura (Māori immersion schools) we plan to continue and expand our programme of pūtaiao and science, to have fun and create learning opportunities.

The Aquavan will travel from sea to source, engaging new audiences and building community skill in environmental monitoring and knowledge mapping, expanding the 2018 project, ‘Aquavan... Discovering our Coastal Connections’.

Hoani Waititi rangatahi will utilise digital technologies to automate watering their edible garden and feeding their chickens. The project will strengthen linkages between te ao Māori and the digital world.

This project will empower students, teachers and communities with tools to monitor the health of their local waterways by making low-cost light-based kits for measuring chemical pollutants in water.

Our experience of place is unique, diverse and very personal. In this session, three writers talk about how the scientific lens has influenced their understanding of the natural world. They discuss how perspective, context and history are expressed through their creative work to enable the Guardianship of (our) place as we face the difficult and troubling times ahead.

This is an event involved in the Featherston Booktown Festival on Friday 10th, Saturday 11th & Sunday 12th May celebrating everything to do with books, writers and reading. The three-day programme includes writing workshops; poetry readings; talks by leading authors and illustrators; and a book fair including stalls with rare and second-hand books. There are also events specifically for children.

Now in its fifty-fourth year, Wildlife Photographer of the Year showcases extraordinary animal behaviour and the breathtaking diversity of life on Earth. Explore the world's best nature photography, exhibited in 100 exquisite images. Experience the changing face of nature and uncover the surprising, and sometimes challenging, stories behind the photographs. Chosen from over 45,000 entries by expert judges, the images were awarded for their creativity, originality and technical excellence. Produced and internationally toured by the Natural History Museum, London

This project aims to introduce students to skills and showcase career opportunities in Geographic Information Systems and Unpersoned Aerial Vehicles through field trips and experiential learning during a multi-day camp.

As cities grow, so do impacts associated with noise. Using a novel approach, this project will evaluate Auckland’s coastal ecosystem health through the recording and analysis of underwater soundscapes.

Students will learn how scientists work with biosecurity threats in Aotearoa, comparing myrtle rust with other rust fungi, discovering fungal life cycles and concepts about research into unwanted plant diseases.

What do you do on an average work day? He aha tō mahi ia rā, ia rā?

It’s not average – I work remotely and plan for my day the night before. Working remotely sounds grand but actually its harder because you have to be a lot more organised, learn to take your own breaks and create a coffee moment with a team member who is on the other side of the country. I also work within the community which is complex. Its not a one size fits all and just because I happen to be from a community – it doesn’t mean I am trusted. I have to ensure that the relationships are authentic and not transactional – and that can be hard especially if they have been hurt by other agencies.

What did you study at school? And after high school? I ako koe i te aha i te kura? I aha koe whai muri i te kura tuarua?

I was one of those students who frustrated teachers because they saw so much potential – so when I was good I was your model student but when I was bad – I was leading a revolt. I always loved English – loved to read and write and fortunately public speaking was something that I had developed as a skill so could write a speech, present an idea and say thank you to important people when called on. It was these soft skills that helped me develop myself into the roles I eventually did that kick started what I now know was a career.

Was your study directly related to what you do now? He ōrite tāu mahi i taua wā ki tāu mahi o ināianei?

Not at all – I dabbled in lots of different majors before finally settling on Journalism and communictions. At that point I then had 3 children under 7 and was still unsure of what I wanted to do. I applied for a number of roles and failed several times all because I was underselling myself or unable to provide real experience. I then took a risk and promoted myself as Chief Executive of a small corporation also known as mamahood. It was what won me the opportunity in my first public service role. Before this role at Stats NZ I was actually a Career Consultant for a tertiary provider. I have a keen interest in knowing how or why people chase a dream. It was a real honour to hear people’s stories – the thing I do know is that the drive to aspire to success is something all people have in common. The point of difference is usually circumstance.

What would you like to share with young women who are thinking about their career choices right now? He aha āu kupu hei āwhina i ngā rangatahi wahine e whakaaro ana ki tā rātou mahi mō te wā kei mua i te aroaro?

You are growing up in a time where information is at your fingertips, there are more options and people have an opinion on everything including those silent voices of people who don’t know you but appear to have a lot of say on your direction through the click of a ‘like’ or ‘heart.’ To stand out you need to go beyond this and be able to work on skills that are transferrable. Even the challenges you have faced have a lesson to offer and will help you build your resilience.

What are some of your career highlights so far? He aha ngā painga o te umanga e whāia ana e koe?

I’ve survived a lot before I got here – I’m at a place where I never thought I would be and I will keep going. I also need to send the elevator down to those developing their leadership. Being able to recruit people for their unique skills and ability to engage with real people rather than through a logarithm. Listening to people tell me the 10 reasons they can’t and then eventually realising that they can. Watching those who I have counselled graduate and reading their names out correctly at graduation. I failed to secure a role that I really wanted at my former work place and was not even shortlisted. My ego could have driven me to shut down and leave but I stayed, continued to do my role and was shoulder tapped for the role I am in now

Why do you believe engaging in science, technology, engineering and maths (STEM) is important to New Zealand? He aha a STEM (pūtaiao, hangarau, pūkaha, pāngarau) e whai take ana ki Aotearoa?

I will tell you about what I have learnt through working in this role in a STEM based environment. The thing I love about my role is that I get to see visibly witness innovation and where science meets art in communities who have the solutions to their community challenges. I have learnt that the voices in my community can be even more powerful if they understand and are able to share an evidence-based narrative that provides an accurate snapshot of what is happening. The strongest part of this is also the ability to disempower the voices that have been making those decisions based on an assumption. This is why I do what I do – despite the fact that I often wonder how the hell I got here. I know that there is a voice that needs to be heard from the community and innovation that needs to be acknowledged and resourced.

Why is it important to have more women working in STEM? He aha te take me whai wāhi ngā wāhine ki STEM?

I have more questions than answers for this topic. I think the real question here is why are there so few? How do we counteract any bias that may exist that has continued to encourage particular groups into this field and if the numbers are likely to grow in the future – what will the value be of woman in these roles especially when it comes to pay equity and progression. I am all for women in these roles – I just want to ensure that it isn’t just another promo opportunity to increase numbers but does not have the support to ensure that they are able to grow within the sector and be valued for the skills that they bring.

Malo le soifua maua ma le lagi e mama. Alongside her birth name, Maria was bestowed the chiefly title of Magele from her mum’s village Iva in 2015. Her father is Tauiliili Tumua Uluilelata who comes from Luatuanu’u and Afega, and her mum comes from Iva and Nofoali’i. For Maria family is everything- her foundation and biggest supporters. Maria works for Stats NZ as a Community Engagement Lead which requires her to work in communities to assist them in understanding how data can provide an evidence base for their stories.

This profile is part of our series of girls and women in STEM.

What do you do on an average work day? He aha tō mahi ia rā, ia rā?

No day is the same in my role. I can be in classrooms doing observations, running PD (professional development), attending meetings, relieving in a class, working with students to create our school news programme, taking specialised lessons, working with groups, testing, completing paperwork, answering emails, working with students on behaviour, attending assemblies and so much more.

My day is constantly changing and you have to be ready to be flexible and adaptable but working with students makes it all worth it.

What did you study at school? And after high school? I ako koe i te aha i te kura? I aha koe whai muri i te kura tuarua?

When I finished high school I left New Zealand for the very first time. I was from a small town called Opotiki in the Bay of Plenty and other than my travels in New Zealand I hadn’t been overseas. I bought a one way ticket to England, where I worked and travelled for 2 years broadening my horizons and having some great life experiences before returning to New Zealand.

I completed my Bachelor of Teaching at Waikato University and stayed to do a further year to gain my honours degree. While studying and teaching I completed a Te Ara Reo Maori course at the Te Wānanga O Aotearoa, a Graduate Certificate in Primary Science Teaching at the Open Polytechnic and undertook other upskilling in digital technology and ICT.

Was your study directly related to what you do now?

My study got me started in teaching and I am continually upskilling and learning about changes in education and how I can do better for our students. One of my favourite quotes is by Nelson Mandela: “Education is the most powerful weapon which you can use to change the world”.

What would you like to share with young women who are thinking about their career choices right now? He aha āu kupu hei āwhina i ngā rangatahi wahine e whakaaro ana ki tā rātou mahi mō te wā kei mua i te aroaro?

It is okay not to have everything worked out from the beginning - start with something you are interested in.

Your experiences change who you are and what you want to do with your life. Get involved, visit places, talk to others about what they do and love, ask questions and never stop learning.

What are some of your career highlights so far? He aha ngā painga o te umanga e whāia ana e koe?

I have taught from Year 1 to Year 6 and watched students grow and learn. When past students come back and tell you what they have been up to and the memories they have it is extremely rewarding.

One of my highlights is from my students over the last few years being involved in a PSP project where they re-designed a wētā house. They researched, spoke to experts, created prototypes, visited the wētā breeding team at the zoo, worked with engineers, sent their prototypes out to be tested and featured on TV on shows like Fanimals. There was so much learning involved and this allowed all students to be successful regardless of prior experiences or academic ability.

Why do you believe engaging in science, technology, engineering and maths (STEM) is important to New Zealand? He aha a STEM (pūtaiao, hangarau, pūkaha, pāngarau) e whai take ana ki Aotearoa?

The world is continually changing and the differences from when I went to school, compared to when I started teaching and again to today are vast. The opportunities out there are limitless and by engaging in STEM you are providing hands on learning that is relevant to students, it gives them perspective on the world around them, and the skills and drive needed to be successful and make a difference to the world around us.

Why is it important to have more women working in STEM? He aha te take me whai wāhi ngā wāhine ki STEM?

Women make up half the world’s population but they do not represent anywhere near half of those working in STEM. STEM is increasingly evident and important to our economy and it is imperative to gain a variety of insights and have role models that show girls that is not only an option for them but a desirable choice where they can thrive.

Tarayn is an Associate Principal at Dawson Primary School in Ōtara.

This profile is part of our series of girls and women in STEM.

Tauira (students) at Kura Kaupapa Māori (Māori language immersion schools) and kura kāinga (home schools) are forging strong foundations in mātauranga Māori (Indigenous knowledge) and science to shape future actions around protecting our taiao moana (seascapes).

The rangatahi are doing this through Te Kura Moana, a year-long programme delivered entirely in te reo Māori that ties together oral histories, cultural mapping, mātauranga and science through hands-on experiences and kura-driven research.

This project is co-run by Te Kawa Robb (Ngāti Ranginui, Ngāti Awa) at Mountains to Sea Wellington, Te Atawhai Kumar (Ngāpuhi, Te Rarawa) at Te Aho Tū Roa, and four kura kaupapa Māori: Te Kura-ā-Iwi o Whakatupuranga Rua Mano, Te Kura Kaupapa Māori o Te Rito, Te Kura Kaupapa Māori o Ngā Mokopuna and Te Ara Whānui Kura Kaupapa Māori o Ngā Kōhanga Reo o Te Awakairangi.

“We co-developed Te Kura Moana with the kura, instead of just saying, ‘here’s a plan we already made, do you want to do it?’” Te Kawa explains. “The purpose is to have a ground-up approach rather than just translate science into te reo Māori. Each kura has its own kaupapa [approach] and levels, which we adapt to – so all the kura are defining what Te Kura Moana means to them and taking ownership of it.”

Te Atawhai adds, “Ngā Mokopuna has taken a whole-school approach with all subjects at all levels being interlinked with Te Kura Moana, while Te Ara Whānui are using waka navigation and Matariki to build their connections with the sea.”

Learning experiences have included dissecting kuku (green-lipped mussels) and kahawai along with exploring coastal wildlife in Maraenui (Seatoun), Te Motukairangi (Miramar Peninsula), Pukerua Bay and Kāpiti Island,

Tauira also recorded the tides and linked them with maramataka (Māori lunar calendar) practices, observed underwater life through snorkelling, and measured and compared the richness of wildlife in marine reserves with that in unprotected areas.

Ko tā Jade te Hira, tētahi tauira o Te Kura Kaupapa Māori o Ngā Mokopuna, “Ko te mahi pārekareka ki au e pā ana ki ngā mahi a Te Kura Moana ko ngā mahi ruku ngongo hā nō te mea ka taea e au te kite i ngā momo hua ora me ngā uri ā Tangaroa, me tana hauora hoki.”

Jade te Hira, a student at Te Kura Kaupapa Māori o Ngā Mokopuna, says, “I really enjoyed the snorkelling experience in Te Kura Moana, and seeing all the different species of Tangaroa in an ecosystem that looks pretty healthy.”

The project involves local Māori scientists, especially experts such as kaumātua (elders) and pakeke (parents) from their hapori (community), for tauira to build relationships as well as learn.

In one class at Te Kura Kaupapa Māori o Ngā Mokopuna, Dr Ocean Mercier (Ngāti Porou) from Victoria University of Wellington helped tauira apply their knowledge of te reo Māori to uncover significant place names and their meanings on some of the earliest maps of Maraenui, where their school is located, and across Wellington Harbour.

Ānei ko tā Manaia Ringiao, he tauira anō, “I tirohia mātou ki runga i tēnei mahere [i Te Whanganui-a-Tara] me te kimi i ngā kupu hou kāore mātou ka mōhio, ā, me te ohorere ō mātou ki te kite i ngā wāhi rerekē.”

Another student Manaia Ringiao says, “[In class] we looked at this map [of Wellington harbour] and identified all the place names that we didn’t know about – it was surprising to see so many different places within this space.”

Tauira and kaiako (teachers) also carry out actual research as part of the project, including investigating different methods of marine management and protection, and assessing and documenting the current state of their local environment.

“I haere mātou ki te tātahi ki te kimi i ngā rāpihi ririki me ngā pāpaka kaumātua,” te kī a Manaia.

“We visited our local beach to collect micro-plastics, as well as observe giant crabs,” Manaia says.

Ānei ko tā Hamuera Va’a, he tauira anō hoki, “I haere te akomanga tau teina tau tuākana ki Kirikiritātangi ki te tiki i ngā mea ka whakamāuiui i ngā tamariki ā Tangaroa, i ngā uri ā Tangaroa – pērā ki ngā tohorā me ngā mea e tino pai ana ki a Tangaroa. I kitea ngā ngongo, me ngā kai, me ngā kirihou me te kōata, pepa hoki. I āhua pōuri, nā te mea he mea kore i te pai ki te moana, ki ngā tamariki ā Tangaroa hoki.”

Hamuera Va’a, also a student, says, “The junior and senior classes visited Kirikiritātangi to collect objects that are polluting the waters of Tangaroa and impacting on his children – like the whales, for example.  We collected straws, food packets, plastics, paper and glass. We were saddened at how damaging this is for our moana, and for Tangaroa and his children.”

The kura intend to keep using the tools and framework that Te Kura Moana has given them to explore other ways to look after te taiao (the environment). One on-going project, for instance, is focused around Waitī - the star in the Matariki constellation representing freshwater - and īnanga (whitebait).

Kura are also sharing their experiences with the wider community, inspiring other locals to care more for te taiao moana, while Te Atawhai and Te Kawa continue to receive requests to run Te Kura Moana in kura in other rohe (tribal regions) in the future.

Photos: Te Kawa Robb/Mountains to Sea Wellington.

About the project

Te Kura Moana is a kaupapa Māori experiential programme run by Mountains to Sea Wellington in partnership with Te Aho Tū Roa, with support from WWF, Henderson Trust, Friends of Taputeranga Marine Reserve, Greater Wellington Regional Council and the Unlocking Curious Minds contestable fund. 

Te Kura Moana acknowledges the many experts and holders of knowledge that donated time and energy to support the kaupapa and learning of tauira within Ōtaki, Te Awakairangi and Pōneke.

Unlocking Curious Minds

Unlocking Curious Minds supports projects that excite and engage New Zealanders who have fewer opportunities to experience and connect with science and technology.

Find out more

Funding news:

Funding has now closed for all regions for 2019.South Auckland

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What is the Participatory Science Platform?

All New Zealanders should feel encouraged and equipped to deal with the challenges and opportunities presented by science and technology, and be capable of participating in the debates involving science. We also need an environment that helps New Zealanders use our natural curiosity to interrogate, decide on and make the most of new developments and technologies.

Going beyond citizen science

Participatory science is a method of undertaking scientific research where volunteers can be meaningfully involved in the development and progression of locally relevant research projects with science and technology professionals. It goes beyond the idea of scientists crowd-sourcing their data, to build a true partnership between scientists/technologists and the broader community. 

The Participatory Science Platform (PSP) is a world-first initiative that aims to engage communities of all kinds in research projects that are locally relevant and have robust science/technology outputs with quality learning outcomes.

It spans across and weaves together the key action areas outlined in the plan A Nation of Curious Minds - He Whenua Hiriri I Te Mahara .

Our Actions

What we're doing towards our ten-year goal for enabling better connectivity and engagement between science, technology and society.

Read about our goal and actions

The PSP builds on the popularity of citizen science, but re-balances the lay person/scientist relationship through a highly collaborative approach. Through the PSP, we fund projects that:

Projects: Participatory Science Platform

See the different kinds of collaborative community research projects that have been funded through the Participatory Science Platform.

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