MSc Student, Disaster Analysis, Badal Pokharel @GarnetBadal: A Day in the GeoLife Series

Badal Pokharel, MSc Student in Geological Engineering

NAME:  Badal Pokharel

CURRENT TITLE:  MSc Student

AREA OF EXPERTISE: Geological Engineering, Disaster Analysis, Geographic Information System (GIS)

EDUCATION:  Enrolled as MSc Engineering Geology student (Third Semester). After completing my BSc in 2014, I worked mostly around disaster and its analysis in GIS. After the Gorkha earthquake in April 2015, I worked on a project for the Japanese International Cooperative Agency (Nepal). The project dealt with an earthquake risk assessment in Kathmandu Valley.

WEBSITE: http://www.badal.com.np

TWITTER:  @GarnetBadal

What’s your job like?

My class begins at 7 am and goes to 2.30 pm. We do a lot of practical works and field trips along with theory subjects. Basically, our area of concern is applying geological principles​ in engineering construction.

What’s a typical day like?

The study time typically runs for 7 to 8 hours. There are theory and practicals. To add, field excursion is also done once a month. There is a separate field work excursion for 15 days.

What’s fun?

The fun is learning and exploring new things in geology. The interesting part is how a small parameter in engineering is driven by the geology of the site. Field trips are the amazing chapters.

What’s challenging?

The challenging part is judgement as a learner of geology. Like, in most of the cases, we are asked to give our analytical ideas on the occurrence of disaster (in most of the cases landslides). It’s hard to make the local people understand risk, probability and vulnerability of disaster. Most of the time, people seek 100% guarantee in occurrence of future catastrophes.

What’s your advice to students?

I hear a lot of issues on difficulties girls face in field work. I want to say that sometimes it’s up to the determination a girl has to learn and unravel the mysteries. It is not only the situation or people who create the hard things. Everyone has potential. It’s about the choice. Geology is a beautiful subject. Once you dive with interest and passion, you will go high.

===Thank you for reading. Check out Badal’s great blog at the website link above. If you would like to ask Badal any questions, please comment below.

Environmental Geologist, Kevin McAndrews @kevincobarno: A Day in the GeoLife Series

environmental geologist

Kevin McAndrews, Project Manager and Environmental Geologist. Photo credit: Kevin McAndrews

NAME:  Kevin McAndrews

CURRENT TITLE:  Project Manager and Environmental Geologist

AREA OF EXPERTISE:  Environmental consulting, contaminate remediation, hydrogeology, and vapor intrusion

YEARS OF EXPERIENCE:  5 years at a small environmental consulting firm

EDUCATION:  Bachelors of Science in Geological Sciences, Salem State University, Salem, Massachusetts, United States

WEBSITE:  www.cleansoils.com

TWITTER:  www.twitter.com/kevincobarno

What’s your job like?

My job consists of both managing projects from the office and conducting environmental fieldwork which typically averages a 50/50 split. The scope of work for each project varies depending upon the degree of contamination; however, a significant amount of my work consists of providing oversight, sampling, and closure report writing for sudden oil and hazardous material spill site cleanups. Other projects revolve around property transaction due diligence, where I evaluate the site history, direct test boring and groundwater monitoring well installations, observe test pit excavations, install sub-slab soil gas probes, and sample various media including soil, groundwater, sediment, soil gas, and indoor air for potential contamination. At properties where historic contamination is identified, I conduct subsurface nature and extent delineation studies, prepare hydrogeologic contaminant plume migration models, develop remedial action plans, and implement the actual cleanup which ranges from excavating and dewatering a site to injecting remedial additives for in-situ contaminant degradation. Following the cleanup, I prepare closure reports which involve data analysis and risk assessment.

tank closure

Underground Storage Tank Closure and Removal. Photo credit: Kevin McAndrews

What’s a typical day like?

A typical day in the office consists of arriving early and meeting with my team to go over the ongoing projects and delegate the daily tasks. Some mornings will involve a conference call with a client regarding the status of an ongoing project or with a state regulator for additional approvals at a cleanup site. Answering project inquiries and preparing cost proposals is very common. Some office days, I will see 2 or 3 cost proposals leave my desk. The remainder of my office work is tied to preparing reports of varying complexities, ranging from Limited Environmental Reviews and Phase I Environmental Site Assessments for property transactions, all the way to state-required Permanent Solution Reports for cleanups. Such cleanup reports involve drafting site plan figures, tabulating analytical data, and developing conceptual site models in order to assess the environmental risk associated with residual contamination left in place. These reports are then sent to the Licensed Site Professional (LSP) for final review before being submitted to the state Department of Environmental Protection for closure.

A typical field day of drilling involves preparing a sampling plan, directing the driller to the correct location and depth, observing the soil boring cores retrieved and preparing logs based upon lithology, preparing soil core samples to be field screened via photoionization detector (PID) for total organic vapors, and submitting select samples to be laboratory analyzed for the contaminants of concern.

Photoionization Detector

Field Screening Contaminated Soil via Photoionization Detector (PID). Photo credit: Kevin McAndrews

soil sample collection

Preparing Soil Samples for Laboratory Analysis. Photo credit: Kevin McAndrews

Following the soil boring core samples, the driller will install a groundwater monitoring well within the boring.

Direct Push Technology

Limited Access Soil Boring Advancement via Direct Push Technology. Photo credit: Kevin McAndrews

Hollow Stem Auger

Deep Soil Boring Advancement via Hollow Stem Auger Technology. Photo credit: Kevin McAndrews

The well is gauged, developed, purged, and sampled for similar contaminants of concern.

environmental sampling

Groundwater Quality Monitoring and Environmental Sampling. Photo credit: Kevin McAndrews

Most sites will require a potentiometric map to be developed by conducting an elevation survey of all the wellheads.

well elevation survey

Conducting a Well Elevation Survey for a Potentiometric Surface Map. Photo Credit: Kevin McAndrews

Other field work consists of directing cleanup crews during active excavation work to remove contaminated soil, most often related to a tractor trailer crash that released diesel fuel oil to the roadway shoulder soil.

soil excavation

Roadway Diesel Spill Cleanup Via Excavator. Photo credit: Kevin McAndrews

In some limited access locations, we will bring in a high-powered vacuum truck to remove the contaminated soil.

vacuum truck

Roadway Diesel Spill Cleanup Via Vacuum Truck. Photo credit: Kevin McAndrews

The dirty dirt is then brought to an approved facility for recycling. Most often, the oil-affected soil is sent for thermal desorption into a usable material such as roadway base. Lastly, I conduct vapor intrusion assessments to determine whether off-gassing from contaminated sites is affecting the breathable air of a building. For these studies, I install sub-slab soil gas probes beneath the basement concrete slab in order to test the soil gas air beneath a building as well as collect ambient indoor air samples.

What’s fun?

The best part about being an environmental consultant is that I’m literally a contamination detective. I have to research the history of a property and the surrounding area which usually turns up some interesting historical facts. This research ranges from visiting local libraries and local government offices, to reviewing historic Sanborn fire insurance maps, aerial photographs, city directories, and conducting interviews with anyone who will talk to me. Once all that information is compiled, I conduct a site visit in order to confirm the findings and observe for any further areas of likely contamination. The clues from potential contamination can range from something as innocuous as an old floor drain in a former dry cleaner to a large oil stain on soil beneath an old tractor. If the presence or likely presence of contamination is identified, the next step is to collect analytical data in order to confirm or dismiss the contamination. More often than not, I run into sites with historic contamination in-place where further assessment is necessary and eventually remediated. The investigation portion of my job collides with my love for geology where going into the ground to collect samples reveals the glacial and post-glacial history of the New England region where I work. A majority of the soil boring cores I collect consist primarily of glaciofluvial deposits, marine clays, and anthropogenic fill. The remnants left in the ground following the industrial revolution and subsequent developments provide an intriguing look into how businesses such as manufactured gas plants, textile mills, auto service stations, and dry cleaners operated prior to the hazardous waste regulations put in place during the mid-1980s.

soil boring cores

Soil Boring Cores with Visible Staining From Former Auto Service Station. Photo credit: Kevin McAndrews

What’s challenging?

The most challenging aspect of my job is the client interface when presenting unfavorable findings and recommendations. As a scientist, presenting data in an easy-to-understand way is important for helping the client make informed decisions regarding the environmental conditions of a property.  Also, as an environmental advocate, it is difficult to stand by as the decision to leave contamination in place is made. I have dealt with several properties where the current owner had inherited the property, we identified a high level of contamination, and they decided to leave the property vacant instead of cleaning it up during a redevelopment.

What’s your advice for students?

field geologist

Fieldwork Fun! Photo credit: Kevin McAndrews

My advice to students is to network as much as possible. You never know who might have a job opening or know someone who is looking for an immediate hire. A significant amount of my colleagues have been in the right place at the right time to land a job due to an immediate opening after someone had left the company. No matter what position you start out with, stay with it for at least 1 year in order to build up your experience and try to learn everything you can. Have a positive attitude and take every opportunity to build your skill set. Learning what you don’t like about a job or industry will help guide you in a better direction in the future.

PhD Research, Volcanology, Sam Poppe @SamPVolcano: A Day in the GeoLife Series

NAME:  Sam Poppe

CURRENT TITLE:  PhD aspirant (FWO-Flanders)

AREA OF EXPERTISE:  Volcanology

YEARS OF EXPERIENCE:  4 (2 years of Master’s research followed by 2 years of PhD research)

EDUCATION:  Ongoing PhD in Volcanology (Vrije Universiteit Brussel, Belgium), MSc in Geology (Ghent University, Belgium), BSc in Geology (Ghent University)

WEBSITE:  http://we.vub.ac.be/en/sam-poppe

volcanology

Sam Poppe, Volcanology Research on the Karthala volcano in the Comores Islands. Photo copyright: Sam Poppe

What’s your job like?

I’m living my dream job every single day. My research is a fun combination of field work, laboratory (lab) modelling and desk work. I have worked in the field mainly on African volcanoes such as the Virunga volcanoes [Democratic Republic of Congo (DRC), Rwanda] and Karthala volcano (Comores Islands). I have also studied ancient volcanic terrains such as the Oslo Rift in Norway. Since my BSc internship in 2009, I’ve been specialising mainly in analogue lab modelling. I have simulated gravitational deformation such as spreading and sagging and depletion-induced collapse of pit craters and calderas. Currently, for my PhD project, I am simulating the propagation of magmatic intrusions. I am especially motivated in pushing the technology forward and am developing techniques to visualise and quantitatively analyse the lab models in full 4D (3D + time), using X-ray Computed Tomography (CT) in advanced micro-CT laboratory set-ups and hospital CT scanners. All of this hands-on work alternates with periods of “desk work,” where data is analysed, summarised and written into scientific papers which are pulled through the process of getting the work published. Besides that, I have (limited) teaching duties in which I am responsible for the practical sessions of two university courses a year. We have developed a Serious Game called “Hazagora: will you survive the next disaster” at our department. We play with secondary school students (ages 16-17) and attempt to raise awareness for natural hazards and their impact on the society. Lastly, I present my research work at international conferences at least once per year or partake in some workshops applicable to my research.

 

What’s a typical day like?

I wouldn’t say a typical day exists, actually. If I am not in the field, running lab experiments, or attending a conference, you may find me behind my desk (with an awesome view over Brussels, but sadly no volcano…) analysing my data or drafting up figures or text for my upcoming scientific papers. Occasionally, I’m teaching or responding to questions from students. I live in Ghent which is approximately one hour away by train from Brussels, so my day would surely start around 7 a.m. with opening my laptop on the train and trying to write some paper or conference abstract and planning my week, while not being disturbed by any colleague, student or supervisor at the office. I do the same in the evening after I leave the office at 4-5 p.m. A typical day once too often includes still going through some e-mails in the evening, since I am also co-leading a current effort of setting up an Early-Career Scientist Network (EC-Net) within the International Association for Volcanology and Chemistry of the Earth’s Interior (IAVCEI).

What’s fun?

The variation is the most fun. A real “typical day” does not exist, since there are periods of field work often several weeks at a time, lab work, desk work, etc. This ensures I can alternate sitting and reading/writing behind my desk with practical things in the lab or the field, even going shopping for lab gear. Currently, I am thrilled with the lab work, since it includes visiting the University Hospital UZBrussel often to run some XCT-scans on my experiments with one of the most advanced machines currently around. The resulting images are just fascinating and exciting, since they keep me believing I am (trying) to push the boundaries of our current knowledge. Also, the interaction with our African colleagues and students and satisfaction when our science gets picked up into useful contingeny plans (as happened in the city of Goma in East-DRC) or the media, are making the hard work and long days definitely worth it. In the end, I am just realising every single day that I have fun at what I do (which is studying the planet we live on) and am free to focus my work on what I personally find fascinating.

volcanoes

Sam Poppe researching the Karthala volcano, Comores Islands.

What’s challenging?

In my case, the challenge lies in the combination of things. Since I finished my Master’s thesis in 2012, I have had to advance a current project, while valorising the work done in a previous one. For instance, I was involved in volcanic hazard assessments in the Virunga Volcanic Province in the GeoRisCA-project from 2012 to 2014, but at the same time, I am still writing up a paper summarising some results and staying involved in the yearly reports of the project. In the mean time, I have to advance my experimental set-ups and research for my PhD project, which is just over half way done now — and I already know that I will have data left to valorise when I finish the PhD in two years time. This means a steep learning curve in time and data management, as well as managing the ongoing (publication) pressure any science project brings along. Working in lab modelling, there is also the logistic and technical challenge of setting up a properly functioning experiment, because of the novel application of X-ray CT imaging with very little precedents. This means a month-long process of trial and error, over and over again, until we reach a set up which performs well.

What’s your advice to students?

Try out and find the topic and work setting which works best for you. I’ve learned this automatically means you’ll fail once too often, but that’s part of the process when running a PhD project. It’s all about continuously being prepared to search for solutions and not being afraid to ask for assistance from people who you think could provide valuable input. Note: don’t hesitate contacting anyone, such as a senior or expert because someone is valued — it doesn’t matter! Since my own supervisor lacks expertise in certain parts of my PhD, I have simply reached out to several others who have the expertise, and they only enrich my work and life! I personally feel (scientific) isolation is a choice and can be overcome by simple courage (and patience — lots of patience). And finally, enjoy what you are doing. If you are chronically not doing so, don’t carry on, but choose to speak out (sometimes up to your supervisor) and adapt your strategy. Face the challenges, don’t avoid them — you’ll be a happier person in the end.

 

PhD Student, Volcanology, Claire Harnett @claire_harnett1: A Day in the GeoLife Series

volcanology

Claire Harnett, PhD Student at the University of Leeds, studying volcanology and geomechanics. @2016 Claire Harnett

NAME:  Claire Harnett

CURRENT TITLE:  PhD Student at the University of Leeds

AREA OF EXPERTISE:  Volcanology and geomechanics

YEARS OF EXPERIENCE:  3 years of laboratory experience at the University of Portsmouth

EDUCATION:  BSc Geological Hazards at the University of Portsmouth. First year PhD student at the University of Leeds.

TWITTER:  @claire_harnett1

What’s your job like?

I’m currently a first year PhD student, so I’m starting to get into the swing of my research. I am exploring the geotechnical properties of volcanic domes and trying to figure out the failure mechanisms of these domes. Hopefully by putting those two things together, I’ll be able to build a numerical model that looks at forecasting dome collapse and therefore ultimately reducing their hazard.

I guess a PhD is about asking questions and then getting a few steps closer to figuring out the answer…or maybe just learning how to ask a better question. I know I won’t be able to solve the problem as a whole by the end of my PhD, but contributing even a small piece of knowledge that we don’t currently have would make my job worthwhile.

Alongside my project, I try to get involved in some outreach in local primary schools. We’ve done a few sessions teaching plate tectonics and looking at volcanic rocks, and I find it always confirms and rejuvenates my passion for the subject to see school children so excited about what I get to study every day. Recently, we taught a session looking at earthquake-proof buildings using marshmallows and spaghetti, and it was a great success!

earthquake proof

Claire Harnett, PhD Student at the University of Leeds preparing session to teach children about earthquake-proofing buildings using marshmallows and spaghetti. ©2016 Claire Harnett

What’s a typical day like?

Just like most people who work in the geosciences, my typical day varies quite a lot. If I’m away on fieldwork, my days tend to involve hiking to the site (or if I’m lucky, taking a helicopter!) and collecting rock samples or mapping the geology and discontinuity patterns. Lately, I’ve been busy in the lab coring and preparing samples that are ready for testing their strength properties. I tend to spend a lot of a normal work week reading around my subject and getting on with my research at my desk. As my PhD progresses, I think a typical day will start to focus more on numerical modelling and debugging my code.

 

Montserrat

Claire Harnett boarding a helicopter during fieldwork at Soufriere Hills, Montserrat. ©2016 Claire Harnett

What’s fun?

Unsurprisingly, I love field trips! I spent three weeks in Montserrat in the Caribbean, and I am heading to Japan very soon. I love that both trips take me to regions that I would otherwise probably not have explored. The thing I have always found most enjoyable is laboratory work. There is something about the hum of machines in a laboratory that makes me feel like I’m in my natural environment.

Exciting trips and cool machines aside, one of my favourite things about my day-to-day job is always being immersed in academia. Whether it’s discussing how to improve the concept of your model with your research group or simply deliberating which biscuit best withholds its strength when dunked into tea, there is always something scientific to talk about and people whose curiosities spark my own.

Claire Harnett

Claire Harnett, PhD student, volcanology studying lava in El Hierro, Canary Islands. ©2016 Claire Harnett

What’s challenging?

I often find it challenging to be at the start of my career and feeling confident in presenting my research to people with much more experience than me. The further I get into my PhD, the more I am learning to let that fear present an opportunity to be really honest about the things I don’t know and just ask and learn as much as possible.

What’s your advice to students?

Make sure you have a way to unwind after a day of number crunching or laboratory work! Almost every geologist I know does some form of regular exercise or is a keen baker or chef. Whatever it is that you choose, I think switching off for an hour a day makes you so much more productive and efficient when working.

And never be afraid to ask everything and anything. Whether it be questions about science or opportunities, always ask. I think at school and even university, sometimes you don’t want to feel like the person who always asks questions. I really believe that curiosity in science is never a bad quality. It just means you want to expand your knowledge, and I think that is the first and most important step in being a great scientist.

Science Diplomacy, Melody Brown Burkins @mbbvt: A Day in the GeoLife Series

science diplomacy

Dr. Melody Brown Burkins, Associate Director/Adjunct Professor, Dartmouth College

NAME: Melody Brown Burkins

CURRENT TITLES: Associate Director at John Sloan Dickey Center for International Understanding and Adjunct Professor of Environmental Studies, Dartmouth College; Chair, United States National Committee to the International Union of Geological Sciences (USNC-IUGS) and Member, Board on International Scientific Organizations (BISO), The National Academies

AREAS OF EXPERTISE: Emerging interests in science policy and diplomacy; strategic management and leadership of higher education initiatives; supervision of international program management teams; development of opportunities for innovative public-private collaboration and partnerships; fundraising and sustainable budget development; mentorship for women’s leadership and student success

YEARS OF EXPERIENCE: Over 20 years working in higher education leadership, research and policy development, and government service.

EDUCATION:  PhD in Earth, Ecosystem, and Ecological Sciences; Dartmouth College [McMurdo Long-Term Ecological Research (LTER) – study of carbon and nitrogen cycling in Antarctic soil ecosystems]; MS in Earth Sciences (genesis of Irish ore deposit), Dartmouth College; BS in Geology, Yale University

What’s your job like?

I recently made a significant career shift from senior administration of research strategies at a public university to the small leadership team of an innovative – and rapidly growing – international center at Dartmouth College. Drawn to the opportunity both as a career challenge and to develop (and teach) emerging ideas in science policy and diplomacy, I jumped in with both feet early last year. Science diplomacy is an issue I prioritized in my role as Chair of the United States National Committee to the International Union of Geological Sciences (USNC-IUGS). I also serve on the governing council of the Science Policy Exchange, a consortium dedicated to advancing the best science into environmental policy decisions.

Much of what I do day-to-day at Dartmouth continues to be strategic management of higher education priorities: I work to advance the global engagement mission of Dartmouth College through Center activities, from globally-engaged, policy-relevant scholarship to supporting international experiential education opportunities for our students. I spend time developing sustainable annual budgets, supervising a (wonderful!) team of international program staff and student service professionals, strategizing about fundraising, and engaging with a diversity of excellent faculty, staff, and administrators across campus to achieve common goals. I also represent the Center at alumni events and international conferences.

In addition, and through my appointment as Adjunct Professor in Environmental Studies, I have the opportunity to pursue new scholarship ideas, teach new courses, and advise students about their course work and future careers. My focus is on developing a new understanding of the exciting potential for science policy and diplomacy activities and international engagement in the Academy and beyond.

What’s a typical day like?

A typical day includes coming to the office and checking in with everyone working on student programs. We send over 80 students around the world on self-directed, experiential international programs each year and provide a diverse, on-campus program on international issues, so I look for common threads and ideas to share and ensure the team has the resources they need for success. I also work to find ways our Center can develop new levels of visibility in its successful work, including touting its accomplishments by looking over our social media presence, communications, and common themes we can amplify with external partners. I look at the progress on new scholarship initiatives as well as maintaining our distinctive niche on current programs and trouble-shoot high level administrative challenges. There are lots of emails, meetings, outreach, and promotion of Center work with Dartmouth alumni relations, admissions, research interests, and student organizations. I have meetings with new people on campus (often in administration) or lead a student group to talk with them and introduce them to our programs, from research grants to classroom enhancement funding to reviews of early manuscripts. I set aside time to meet with individual students, graduate students, postdocs, and even faculty who want to talk more about how they can engage in science policy. Last but not least, I take some time to think about how I will develop programs to advance science policy and diplomacy programs, especially in coordination with our internationally-recognized programs in Arctic studies and growing Global Health Initiative. I also tweet, think about international network opportunities, and seek out fundraising opportunities with foundations, federal agencies, and alumni focused on international engagement.

For at least a few hours a week, I also make sure I put on my geologist hat to advance the United States National Committee to the International Union of Geological Science (USNC-IUGS) issues with my program officer at The National Academies from science diplomacy to global geoheritage efforts. My role as Chair is also to work with others in the United States geoscience leadership including The Geological Society of America (GSA), the United States Geological Survey (USGS), and the American Geosciences Institute (AGI) to move nominations forward for United States geologists to international leadership positions, engage young geoscientists in international scientific organizations, and think about the role of geoscience information in foreign policy and diplomacy activities. In my spare time, I also think about the role – and critical perspective – of powerful women leaders in science, science diplomacy, and foreign policy.

What’s fun?

Everything. I love working with fascinating and innovative faculty and students who want to engage in programs that may inform and influence policy and diplomacy activities. I also love connecting with key decision-makers in science policy areas from the Arctic to security to global health, gender, and development, and seeing where Dartmouth may have unique scholarship that can inform the future of the practice. And I love working with an incredible professional team. All are individuals with a keen depth of knowledge around student success and research administration, and we work together to make our Center a hub for connecting ideas, advancing international engagement, and supporting the elevation of voices from indigenous communities as well as youth voices in international policy development. I also love that my core training is in the geosciences, which is a very “systems focused” field of study, where we must be both creative storytellers about the history of the earth but also rigorous in our development of field evidence and lab-based data to support those stories. This underpins my perspective in approaching the importance of having informed earth and ecosystem science research voices at the table during global discussions of sustainability and socially-equitable economic progress.

What’s challenging?

The most challenging work is integrating diverse and exciting programmatic activities into a coherent story of the mission of our Center, showcasing our distinctive suite of programs and accomplishments and how they might showcase a new model for academic leadership in both experiential education and faculty engagement. My international center is also situated in a small New England town with a small population, far from major metropolitan centers where many international and innovation ideas are actively developed. So, I spend time thinking of how to best leverage our unique strengths in new ways to have international visibility, both for our Center and for Dartmouth College. It is also a constant challenge to develop the opportunities for our excellent scholars in which they may think of themselves as knowledge diplomats and international ambassadors in their field work and research programs. Geoscientists, for example, are understandably focused on basic research or specific programs in collaboration with major industry in mining, energy, and natural disaster relief. Yet, I like to show my colleagues how those efforts can be intentionally framed as core knowledge-informing activities aligned with the recently adopted Global Sustainable Development Goals (SDGs). In fact, this was the focus of my invited GSA talk in Baltimore this past November. There’s just too much to do in far too little time. I am also a wife, mother of two wonderful sons, knitter, and avid runner who also loves to tune out the world and read terrible political mystery novels whenever possible. So, finding time for it all can be overwhelming!

What’s your advice to students?

My advice to students is to not be discouraged about the challenges of marrying their interests in science (including the geosciences) with their interests in social justice, responsible and informed advocacy, and global impact. I think this is the future of new scholarship, rife with new challenges, but vast opportunities. I talk with them about a bright line between scientific activities and research that needs to be clearly separated (and disclosed) from their activities in social activism, but that there are ways to navigate and connect the two worlds to ensure that their scientific voices are heard by decision-makers in international policy and diplomacy. I also argue that we need more science at the table (not just as advisory groups) in international negotiations around sustainable energy economies, international security, gender empowerment, access to resources, global health, and the future of our planet. I want my students to believe this, to develop the ideas, and to be the next generation of leaders in this emerging connection of science, policy, and diplomacy for the United States and the world.

science diplomacy

Dr. Melody Brown Burkins, Associate Director/Adjunct Professor, Dartmouth College