Effective communication to 4th graders about vector borne diseases

This summer I have worked on a vital research project that is important to overall public health. This project has also afforded me the opportunity to develop a lesson plan around this research to be used in an elementary classroom setting. The first part of this research experience has centered around studying how the general public learns best through classroom activities and exhibits. I have expanded my understanding of how people learn by reading several books, articles, and shadowing teachers educators here at NCAR. This preliminary research was important so that I can communicate effectively with 4th grade students. The second part of this research has focused on learning about the vector mosquito Aedes Aegypti and vector borne diseases like zika, yellow fever, and dengue through fieldwork. In addition, to the vector mosquito, this project also looked at the environments that it can survive in as well as the habitats that it chooses to live in. People should care for their health through prevention by learning about what contributes to such vectors and vector borne diseases. It is important that the public including children learn about the dangers of vector borne diseases to the public. After conducting fieldwork this project has now focused on strengthening my writing and speaking skills to be better prepared to inform the public with a focus on 4th grade learners. This research complied from fieldwork and in the classroom inspired the creation of a short book and activity about the vector mosquito Aedes Aegypti. In the end, I have been able to translate my research and fieldwork into the classroom where numerous people/students can learn about the vector and vector borne diseases

The ethics of diversity, equity, inclusion, and justice in the earth system sciences

Institutions’ motivations for pursuing diversity, equity, inclusion and justice (DEIJ) often center on the benefits to the organization, an argument known as the business case for diversity in which diverse teams are more creative, set high bars for research, and produce ideas that are more innovative than those produced by homogeneous groups. As the sole motivation for DEIJ efforts, the business case is flawed and does not address the harmful workplaces many marginalized scholars encounter. Institutions can make more progress towards diversifying the STEM workforce by acknowledging the ethical responsibilities for doing so and transitioning to an equity-centered approach. Emphasizing personal motivations to actively engage in DEIJ work resonates with individuals more, rather than engaging with DEIJ to benefit an institution’s goals. Two recent studies support this argument. The first is an alumni survey and focus groups of postdoctoral fellows in the Advanced Studies Program at the National Center for Atmospheric Research to explore alumni efforts and motivations for engaging in DEIJ work. The second study surveyed attitudes towards DEIJ efforts among STEM graduate students at Colorado State University who took a course on social responsibility in science. Both studies show the motivations for scientists to support and get involved in these efforts and indicate that the business case is misaligned with the motivations of students and professionals in STEM. Understanding the attitudes and motivations that individuals have for DEIJ in STEM presents an opportunity for how institutions can best learn from and support these motivations for systemic change

How COVID-19 Is Affecting Undergraduate Research Experiences

Limitations on summer research internships imposed by the pandemic are impeding students’ engagement in geoscience education and preparation for careers. The community is acting quickly to adapt.</jats:p

Moving Beyond the Business Case for Diversity

Efforts to diversify the geosciences must evolve from transactional to transformational, emphasizing the inclusion of and equity for individuals over the benefits they bring to institutions.</jats:p

Increasing the Diversity of Your Graduate Program: Translating Best Practices into Success

Abstract Despite awareness in the geosciences that our field has a substantial lack of diversity in our workforce and student body, and countless efforts to broaden participation, graduate enrollment in the atmospheric sciences by students who are from traditionally underrepresented groups (i.e., African American, Hispanic, and American Indian students) is only slowly increasing, from 6% in 2005 to about 8.5% currently. In 2005, the Department of Atmospheric Science at Colorado State University (CSU) had a minority enrollment of 3.5%, which was lower than the national enrollment statistics of 6.0%. Through a concerted effort to better reflect the demographic makeup of the United States, the department now boasts a figure closer to 16%. Our students do cutting-edge research, participate in field campaigns, and are actively involved in professional societies, such as the American Meteorological Society (AMS). We expect that many of our students will become faculty or researchers and hopefully will mentor students themselves one day. Our article highlights the strategic initiative we have used to increase the diversity in atmospheric science, in hopes that our findings can present a model that can be replicated in other geoscience departments across the nation.</jats:p

Long-Term Impacts of a Career Development Workshop for Undergraduates

Abstract For 15 years, the Undergraduate Leadership Workshop (ULW) has connected undergraduate students with scientists, engineers, educators, and leadership at the National Center for Atmospheric Research (NCAR) in Boulder, Colorado. The week-long program gives students exposure to research areas and to graduate school and career options in the atmospheric sciences. The ULW provides mentoring, training in leadership and professional skills, and a chance to meet peers in this field. An evaluation of the program, including surveys and focus groups of alumni from the past 15 years, has yielded insights into the program’s short- and long-term impacts. The main themes that have emerged are that the ULW provides 1) exposure to a whole new world of careers in the atmospheric sciences; 2) a sense of belonging to a group of students who are also interested in weather and climate; 3) long-term support and a professional network of peers; and 4) an increase in interest in pursuing a science, technology, engineering, and mathematics (STEM) graduate degree. Results suggest that short but intense programs have significant positive impacts without the investment of effort or cost of a full-fledged internship. The ULW provides a model for a cocurricular learning experience that could be adapted at other research laboratories and universities to serve a larger number of students.</jats:p

Motivations for Engagaing in Diversity, Equity, Inclusion and Justice Efforts in the Earth System Science Community

&amp;lt;p&amp;gt;In the Earth system sciences, the motivations of organizations for pursuing diversity, equity, inclusion and justice (DEIJ) often center on the benefits to the institution or the science enterprise. The argument is known as the &amp;amp;#8220;business case for diversity&amp;amp;#8221; in which diverse teams are more creative, set high bars for research, and produce ideas that are more innovative than those produced by homogeneous groups.&amp;amp;#160;&amp;lt;/p&amp;gt; &amp;lt;p&amp;gt;While true, as the sole motivation for DEIJ efforts, the business case is insufficient and does not address the harmful workplaces many marginalized scholars encounter. Institutions will make more progress towards diversifying the STEM workforce by understanding and articulating their ethical responsibilities and transitioning to an equity-centered approach. Emphasizing personal motivations to actively engage in DEIJ work resonates with individuals more, rather than engaging with DEIJ to benefit an institution&amp;amp;#8217;s goals.&amp;amp;#160;&amp;lt;/p&amp;gt; &amp;lt;p&amp;gt;Two recent studies in the United States support this argument. The first is an alumni study of postdoctoral fellows at the National Center for Atmospheric Research that explored alumni efforts and motivations for engaging in DEIJ work. The second study surveyed attitudes towards DEIJ efforts among STEM graduate students at Colorado State University who took a course on social responsibility in science. Both studies demonstrate the motivations for scientists to support and get involved in these efforts and indicate that the business case is misaligned with the motivations of students and professionals in STEM. Understanding the attitudes and motivations that individuals have for DEIJ in STEM presents an opportunity for how institutions can best learn from and support these motivations for systemic and sustainable change.&amp;lt;/p&amp;gt;</jats:p