General Long Answer:

1. What are you better at now than you were at the end of the previous academic year? Name all of the ways that these improvements were made possible.

This year I became better at reading scientific articles and condensing the information contained therein. This work was supported by the in-class assignments during which we highlighted elements of each of the following sections: introductions, methods, data, results, discussions, and conclusions. 

2. What are you most proud of from the past academic year? Why does this make you proud?

I finished my senior capstone project after much difficulty. The Spring 2023 semester, I took the Earth and Atmospheric Science senior project course. The research that I began that project with was lost due to physical damage to my harddrive. As a consequence, I had to take an incomplete and shift my focus to the summer research I did with another PI. This shift was time consuming and demoralizing, so I felt quite proud to close out that element of my academic duties. This assignment is listed on this website as Assignment #3. 

3. What went well this past academic year? What tools, supports or resources aided your success?

The aforementioned research project process was an excellent learning tool. While the process was not smooth, its difficulties were informative. Working to support a PI through laborious digitizing work was difficult, but informative about the work needed to achieve the goals I have within my field. Additionally, the advisors and mentors I was able to turn to within the structure of the course and the labs I participated in were very responsive and informed regarding both intellectual and practical obstacles I faced (eg. approaching literature review and data storage practices). 

4. What did not go well this past academic year? What was missing that made this experience challenging or undesirable?

The research project for this course (Eng 21003) was a difficult process that did not develop well. The scaffolding process of first developing a thesis, then writing out each section was promising, however poor communication between teammates undid the plans we had. The challenge of communicating with two other people proved so great that one person’s assigned sections nearly went entirely unfinished. These were sections that tied the central arguments of the paper together and the sections I was assigned hinged upon the framework laid out by this initial work that was never done. 

5. What insight did you gain about your own needs for mitigating challenges? Where or how can you fulfill these needs in the future?

Managing my substantial workload proved difficult, especially this course’s final project, as I had scheduled my obligations in such a way that any surprises (e.g. illnesses, deaths, apartment woes, etc.) would throw off the precarious balance. In the case of collaborative work, this has also meant that I must account for the surprises in others’ lives as well. Cutting back my responsibilities and making space for the variability in the commitments and lives of my collaborators are two great lessons from this semester. 

6. What did you learn from overcoming challenges? How will you remember what you learned and apply it when a similar issue arises?

Initially, I was quite hesitant about exchanging phone numbers, as I feared the abuse of this privilege. However, I have learned that opening up all channels of communication can ease the burden of some and allow for more proactive communication to take place. The retroactive scramble to fix issues caused greater stress and difficulties than would have otherwise occurred. 

7. When did you feel happiest or most at ease this year? How can you experience those moments more frequently?

I felt most at ease at the start of the semester, when my best plans were laid. The sense of organization and tidiness permeated throughout the academic, professional, and private elements of my life. This sense of ease hinged upon a sense of stability and order that both steady gainful employment and a comprehensive schedule provided. As I look toward my life post-undergrad, I hope to resume a steady working schedule and balance my responsibilities better with a planner to provide the easiness that a structured life gives. 

8. What moments are you proud of? What can you do to celebrate yourself?

I spoke at the American Geophysical Union conference on Tuesday, December 12 on the topic of “ A GIS Approach for Equitably Prioritizing Ocean Mapping Efforts”. The points I was making were not too grand and the simplicity of both the claims and call I made calmed the nervousness I had about presenting at a large conference. It went well and people asked follow up questions. The road to the conference was difficult, however I want to celebrate a successful career first. I updated my CV and celebrated with a meal with friends while at the conference. This talk is related to the content of “Assignment #3”. 

9. What new ideas, information, resources or research made a positive difference for you this year? What was helpful about these things?

I learned more through observing industry professionals in ocean mapping and adjacent marine and data sciences. The questions that they ask and the concerns they express have outlined the emergent research and discussions taking place in the field I hope to develop into. Concerns of theirs include data formatting, equity in prioritization, metadata standards, and data accessibility. Being privy to those conversations had helped me focus my background research. However, much of what the career researchers and industry professionals discuss is at a higher level than my understanding. My obvious ignorance in the face of these professionals has catalyzed my motivation to bridge these gaps to further that work. 

Short Answer: Course Specific

1. How has your understanding of the scientific writing process changed from what it was before this class?

The break down of the purposes and techniques of each section of a research paper was very helpful, especially the in-class assignment where the methodology section of a literature review. While familiar with the format, haven written them in the past and read many in trying to understand more about a field, I felt like the exact approach had never been so succinctly summarized for me. I now have a basic starting point rather than trying to recreate the format of other papers by working backwards. 

2. Where do you believe the scientists primary responsibilities are, to fellow scientists, or to to the public? Why?

Fellow scientists are part of the public. The label scientist is such a broad term that the work they do can encompass both working for oil companies and toward understanding the exact harms of that industry. Functionally, scientists responsibilities are often to whichever entity is funding them. However, ideally I feel that scientists owe most to the public, of which they are part, for the betterment of the collective lives of that public. 

3. What was your experience with the PSA project? What do you think you learned from it?

The PSA project highlighted my poor science communication skills. I have an overly academic way of writing and communicating, in general. In trying to simplify the language, I started to notice how short succinct phrases are very effective, if lacking in nuance. Trying to communicate both the gravity of the matter and catalyze action is a careful balancing act. I should be mindful of what is omitted in similar work being done out in the world. 

4. What was the most memorable example of forward Facing Science (or science focused on explaining itself to the public)? What made it stand out to you and what did it teach you about the ability to promote science to the public?

The PSA, “The Crying Indian”, is such a striking example of a science-based environmental call to action that focuses almost entirely on racist constructs to communicate its central message. Upon researching it further, I learned it was very effective at shifting the general population away from littering. While outrageously racist in its portrayal of a Native American man (played by an Italian-American man), it was emotionally evocative and therefore effective. It ended with a call to action, which was to get an informational pamphlet on recycling. My takeaway is that putting information first is not a necessary strategy. 

5. What will you most take away from this course, that could be applied to your future classes?

My largest take away will be in how I approach my methodology section for future literature reviews. This is my last semester and when I return to school it will be for a graduate degree. As I develop my interests further into the field of marine sciences, I hope to become better at reading and condensing the methods of other papers, as so much vital information is contained in that part of the process.