Erin Shibley is the Program Manager for the Smithsonian's National Zoo and Conservation Biology Institute's Virginia Working Landscapes Program. Virginia Working Landscapes is a Smithsonian-led research program that promotes the conservation of native biodiversity and sustainable land-use through research, education and community engagement. Shibley’s role is to coordinate and promote ecological monitoring activities and serve as a key liaison between SCBI, participatory scientists, landowners, research collaborators, and agency/NGO partners. 

Along with a team of ecologists, Shibley supports Virginia Working Landscapes’ research-based program that works with community volunteers to collect standardized inventory and long-term ecological data with the purpose of informing conservation approaches for native biodiversity. Her focus is to coordinate and execute biodiversity monitoring surveys on sites in the Northern Virginia Piedmont and Shenandoah Valley region. Erin conducts field surveys, implements internal and external research projects, oversees the participatory science program, and summarizes research results to share with resource specialists and land managers. 

Erin received her Bachelor’s degree in Biology from James Madison University and her Master’s degree in Wildlife and Fisheries Biology from Frostburg State University. Her career experience has included implementing community-centered conservation programming, developing ecological monitoring protocols, training participatory scientists, and leading conservation-focused outreach and education initiatives. Erin’s interest in the co-development of wildlife conservation programming alongside farmers, managers, and private landowners led her to the Smithsonian where she enjoys engaging the community in ecological research to advance regional conservation initiatives. 

Article

• Thady, Erin L., Harlon, Emily K., Edwards, Sabrina, and Lambert, Thomas D. 2021. "Influence of off-road vehicle trails on small mammal community structure in western Maryland." Journal of the Pennsylvania Academy of Science, 94, (1-2) 39–52. https://doi.org/10.5325/jpennacadscie.94.1-2.0039. 2021