American Geophysical Union 2018

Rose here –

Last December I got a chance to do two things I have never done before: Visit Washington D.C. and attend the American Geophysical Union (AGU) fall meeting. The AGU fall meeting is one of the biggest geology conferences and is held every year in December. This year they broke records with 26,000+ attendees and 28,000+ abstracts submitted!

Here I am with my advisor, Dr. Wade Bishop from the UT School of Information Sciences, at the Data Help Desk in the exhibit hall, where we spent most of the conference.

My advisor was working on a project which required surveying attendees of the meeting and he was able to pay for me to come as well to help out with that. While I had to spend much of my time there at the Earth Science Information Partners (ESIP) Data Help Desk in the exhibit hall, I was able to get away and attend some talks and poster sessions. The project I was helping with was asking scientists who came for help at the Help Desk about their experiences, so we can figure out how to make the Help Desk more relevant and helpful for scientists at future meetings.

I flew in a whole day early so I could explore around D.C., because I knew once the conference started there would be so much going on it would be hard to get away. It was quite cold out so I bundled up in my jacket, hat, and scarf and headed out to see what I could find. I headed toward the National Mall, excited to finally visit the Smithsonian and all the memorials. I walked all the way to the far end of the mall first so I could see the various memorials. I visited the World War II, Korean War, Vietnam War, Lincoln, and Martin Luther King Jr. memorials. As a geologist, my favorite was the WWII memorial because of the variety of rocks used in cool ways. I also learned that besides the regular Vietnam War memorial wall, there is a memorial to the women who served the country and made great contributions during that time.

One of my favorite exhibits at the National Museum of Natural History. All of the minerals in this case are specimens of Corundum, also known as Ruby or Sapphire.

Next I visited the National Museum of Natural History. I had seen it in movies, but I was excited to see all the exhibits in person. This being AGU week, the most packed section was the rock and mineral exhibit. There was a line to even get in, and once in the excitement in the room was quite noticeable. It was so fun to see everyone excitedly discussing the different minerals, where they came from, and why they looked the way they did. These are the things we do for fun when you get a bunch of geologists together!

At the conference, while I did spend most of my time working in the exhibit hall, I had picked a few sessions of science talks to attend. The cool thing about conferences like these is that there are many simultaneous sessions in multiple fields of geology, so I could go see talks on anything I want. I often hop around to talks in fields other than what I work on, but since I had limited time to see talks this time I picked a few planetary science sessions to go see, and a few in areas that are important to me, like promoting equity and inclusion and dealing with sexual harassment in the geosciences. One of my favorite sessions was a lunchtime special session on the last day. AGU held a session celebrating the start of their 100th year, where they had speakers from many of their 25 sections give talks on how our scientific understanding has changed in the last 100 years in their field.

Visiting the map collection at the Library of Congress!

One of the coolest things I got to do was on the last day, right before we left D.C. My advisor knows someone who works at the Library of Congress (LOC) with the map collection, so we got to go and get a behind the scenes tour at the LOC. I loved seeing all the old and unusual maps they have there. The room where they store the maps is as long as 3 football fields! As a geologist it was especially exciting to see their collection of notes and maps from Marie Tharp, who used data from instruments on research ships to produce the first scientific map of the seafloor. This map was important because it showed us where the seafloor was spreading and gave us more evidence for plate tectonics.

I am so glad I was able to go to AGU in D.C. for the start of their Centennial celebrations, and I look forward to going again!

Society for the Preservation of Natural History Collections

Jen here –

Walking from the Field Museum to the Hilton to get my registration set up.

I recently attended the annual meeting for the Society for the Preservation of Natural History Collections (SPNHC). This meeting is where museum staff from around the world come together–mainly those that work in some regard with natural history collections. This can be zoological collections, herbaria, paleontological, or geological and there are many different aspects of collections care. Some attendees were curators, others collections managers, and many faculty that had smaller collections that they were working to organize and make available.

Paul Mayer of the Field Museum introducing the conference.

I was attending as representative of the FOSSIL Project. Over the past year I have been working with web-developers to modify the current upload process on the myFOSSIL web-platform. Anyone can upload their fossil collections to this site but we want to make the data that are really high quality available for anyone to see – this is done by sending the data to data aggregators like iDigBio and GBIF. These are portals that anyone can use to search for organism data. iDigBio is primarily the home for museum collections data and is a great tool for finding where specimens are located that you may want to do research on.

These aggregators are very powerful. Are you interested in when and where a certain animal lived? This is something you can easily determine with the data input into the portal. In many cases the data are not complete, but it is an excellent way to start thinking about really big questions about biogeography, ecology, evolutionary history, and biodiversity through time.

So, this conference was an opportunity for me to present the work that we have been doing to make the myFOSSIL platform set up in a way to easily send the data to these aggregators. I participated in a full day workshop on the Natural History Collections Club Network, a relatively recent project to create a network of student led organizations associated with natural history collections. This was a lot of fun getting to learn about how people had set up these clubs at their universities and to listen to what worked and didn’t work as they aged.

The second day of the conference was rather short and focused on the keynote speakers of the event. For the majority of the day we were all in one large room listening to these talks. The first was by someone at GBIF and he spoke about all of the available data and how things operate on their end. It was really interesting, especially since I am so interested in data mobilization (through making specimen data available online). The next talk was by the in-house artist at the Field Museum. She spoke about how she goes about her work and the different processes and timelines that go into large projects. It was incredibly fun to listen to her talk about art, natural history, and all of the connections. The third and final talk was by the author of The Feather Thief, a book about a young man stealing exotic birds from the Natural History Museum in London to sell to people to make fishing flies. Read more about the plenary talks by clicking here.

Kyle Copas on GBIF!
Peggy Macnamara on collections and creation.
Kirk Johnson on Lessons of the Feather Thief and the Tring Heist.

Although we sat in the same room for most of the day, I was able to connect with some really interesting people from all over the country. I tend to not be incredibly social, I’m a quiet introverted person for the most part. But when things got too loud, I would simply walk off and find a quiet spot – often, it wasn’t just me doing this, so I was able to chat with other introverts as well =]

The third and fourth days of the conference were filled with 15-minute talks by many different people. These talks were organized by themes, so you had to decide what sort of theme you were most interested at each point in the day. There was also a special session called ‘Specimen Spotlight”. Where you had 5 minutes and 1 slide to discuss an important and impactful specimen from your collection. I did not participate in this session but did sit in for almost an hour of specimens! It was really fun and an exciting way to learn about lots of different things very quickly. Check out a few that I was able to tweet about by clicking here.

I gave a talk on the fourth afternoon about our work and it was pretty well attended considering it was 4 PM!!! Everyone gets pretty tired that late in the day. I had a few good questions and then stayed for the group discussion at the end of the session. It was really productive and exciting hearing about how we can better serve and support small collections. I also participated in an education share fair on Friday morning. This was two 30-minute sessions where presenters shared information on an activity, lesson, or resource that may be of interest to others in the community. I walked through the myFOSSIL website and asked questions to the group about involving amateur paleontologists in the collections, how they could use the platform in their classrooms, or even when training their volunteers as a database management example before setting people loose on their own system.

Standing with a Quetzalcoatl reconstruction! Very impressive!
SUE’s new home in the Field Museum!

Overall this was a hugely fun and rewarding experience. I learned an immense amount about museum collections and networked with many different people. I never felt uncomfortable or unwelcome and everyone was very kind to me. As my first SPNHC meeting I say it was a huge success!!!

Check out #SPNHC2019 on Twitter for all the updates!

Southeastern Geological Society of America Meeting

Jen and Cam here –

Cam ready to present his poster!

This past March we attended the Southeastern Geological Society of America Meeting in Charleston, South Carolina. Adriane and Jen set up a GoFundMe account to help raise money to support Cam’s travel to the event. This endeavor resulted in a fully funded conference for Cam – and his first professional geology conference experience. If you are interested in reading the abstract we submitted click here.

Cam presented a poster on our use of the #FossilFriday hash tag on social media. His poster was on Thursday morning and he was constantly busy! The data we collected to assess the success of the hash tag was from Facebook, Twitter, Instagram, and Google Analytics. We looked at how many people the Fossil Friday posts reach and then how many people interacted with the posts – this includes shares, reactions, comments, and clicks on the post. The metrics are slightly different for each social media platform. We also wanted to see if these posts were increasing traffic to the site or if the engagement was mostly constrained to the social media platforms.

These posts are often our highest performing posts – meaning they reach a large amount of people and many of these people interact with the content. So we gathered all of the social media data, calculated a rate of engagement for each post on each platform, and then compared this to our overall site traffic data from Google Analytics. We found that this hashtag did not bring more traffic to our website, even though they are reaching many people outside of our normal community.

This was the very first scientific conference I (Cam) was able to have the pleasure of attending. It was also the first time I did a poster presentation. At the beginning I was quite nervous. I didn’t know what to expect from SE GSA. It wasn’t until I met Jen Bauer that I become comfortable. I did practice sessions with Adriane and Jen many times via Google Hangouts, but I still had a difficult time explaining the information on the poster. When the day for me to present my poster came, I was excited and yet still nervous. I did a practice session with Jen early in the morning and I finally felt confident and motivated. While at GSA I met so many paleontologists. Many of the paleontologists I met already knew me from my constant activity on social media. This just shows how many positives outcomes can come from social media and networking. I didn’t feel out of place at GSA either. Everyone was so nice and welcoming. It was like a big family. There was also a good amount of diversity as well. There was a great amount of scientists with so many different research backgrounds. I received many encouraging words and advice as well.

Crocodile lower jaw (Galvialosuchus) from the collections at the Mace Brown Museum of Natural History.
Crocodile lower jaw (Galvialosuchus) from the collections at the Mace Brown Museum of Natural History.

On the last day at SE GSA I was invited by my good friends and paleontologists Bobby and Sarah Boessenecker to the Mace Brown Museum of Natural History which is part of the Charleston College to check out the fossil preparation lab and the vertebrate fossil collections. The cetacean (whale, dolphin, and porpoises) fossils were absolutely stunning. I was able to see Dr. Boessenecker clean a whale skull still encased in matrix (rock or sediment that the fossil was found in) that has not yet been published. I was told that the whale was not only a new species but it probably belonged to a new group as well. It’s not everyday you get to see a new species of fossil organism being cleaned right in front of you. Overall, my first GSA trip was great and I can’t wait to embark on other scientific conferences in the future.

Check out Cam talking more about his experience here:

We (Jen and Adriane) hope that one day we can provide more opportunities like this for up-and-coming geologists and paleontologists through Time Scavengers! It was a whirlwind of a few days but Cam greatly benefited from the experience of engaging and networking with so many professionals. He has a wide network of friends on Facebook and many people were very excited to see him in person! One Facebook friend even brought him supplies for his outreach work.

Jen recorded herself describing the poster, check it out here:

I, Jen, also brought several students up from the FOSSIL project to talk about work they have been doing analyzing social media as a tool for reaching audiences online. The two project interns spoke about their work with Instagram. Sam Ocon examined how we can evaluate Instagram stories for their success (abstract here). So thinking about how many people watch a story through to completion and if users interact with the different engagement tools. Mary Jane looked at what sort of Instagram content performs best in terms of posts (abstract here). This has been worked on by our colleagues for some time on Facebook and Twitter so we used their work as a baseline and determined that posts that have informational content and opportunities to visit a museum, apply for job, etc. do the best in terms of users stop to interact with the post, share the post, and so on. MacKenzie spoke about his work with creating YouTube videos and if there was a type of video that performed better in the first 30 days (abstract here). His data was a little all over the place but in general the shift in creating shorter more information filled videos has been beneficial for the channel.

A few of our shark friends came up with us too from the department you can read their abstracts here and here.

It was really great getting to see some old friends from the University of Tennessee at the meeting. I got to catch up with a lot of close geology friends. These small meetings are so excellent and I really enjoy helping prepare students for their first academic conference!

MacKenzie presenting his talk on the FOSSIL YouTube channel!
Sam presenting her poster on Instagram stories!
Mary Jane presenting her poster on Instagram post content!

Meet the Museum: McClung Museum of Natural History and Culture

Jen here –

Outside the McClung Museum with Monty, the Edmontosaurus!
The McClung Museum of Natural History and Culture is located in Knoxville, Tennessee on the University of Tennessee campus. The museum is open from 9:00 am – 5:00 pm Monday through Saturday and 1:00 pm – 5:00 pm on Sunday. The museum is free to the public with special paid events. There are a variety of education opportunities from pre-K to lifelong learners, click here to find out more. Inviting you into the museum facilities is large metal Edmontosaurus, a delightful hadrosaur (duck billed dinosaur) named Monty. The museum has regular ‘Family Fun Days’ and an annual ‘Can you dig it?’ event to celebrate geology and archaeology. Read about the most recent Can you dig it? event by clicking here and check out the McClung’s event page by clicking here.

The McClung Museum has several permanent exhibits and one rotating exhibit. Please look through their exhibit archive by clicking here to see the upcoming, special, permanent, and past exhibitions!

Jen in the Geology Gallery with the fossil summer camp group!
On the main level you can explore the Geology & Fossil History of Tennessee from 500 million years ago until the most recent Ice Age all while a mosasaur hangs from the ceiling above you. Around the corner you can explore Archaeology & the Native Peoples of Tennessee through a variety of artifacts and interactive displays based on more than 65 years of research done at UT. By entering through a pyramid doorway you are transported to Ancient Egypt: The Eternal Voice where you can explore the interested culture of the ancient people of the Nile valley. The last exhibit on the main level is the Decorative Experience that explores art as one of the unifying elements of human culture.

Heading to the lower level there are several more excellent exhibits. Tennessee Freshwater Mussels showcases the biology and diversity of these creatures and this provides and excellent look into the impressive malacology exhibits the McClung houses. This exhibit is almost hidden around a corner but is a must see! The Civil War in Knoxville: The Battle of Fort Sanders follows along a main hall way and details the aspects of the war that took place in Eastern Tennessee. Many of these sites are historical markers and are easily accessible around town. The last permanent exhibit is Human Origins: Searching for our Fossil Ancestors. This exhibit is compact and filled with valuable information and specimens. Difficult concepts are easily explained through engaging diagrams and exhibits.

Follow them on social media for updates and upcoming event details: Facebook, Twitter, and Instagram.

Read our other posts that mention the McClung Museum:

UMass Undergraduate Research Conference

This year’s pamphlet for the 25th Annual UMass URC! This is the first year the conference has gone ‘green’, meaning the program is now in a downloadable app instead of printed.

Adriane here-

Every Spring, the University of Massachusetts Amherst has a one day event for undergraduate students to present their research, called the UMass Undergraduate Research Conference. This year was the conference’s 25th anniversary. During this event, over 1,000 undergraduate students from the commonwealth’s 28 public colleges and universities come to UMass to present the research they have been conducting, in the form of posters, e-posters, and talks. The conference is open to the public, and is totally free. In addition, the conference is open to students in any and all disciplines, such as Anthropology, History, Nursing, Sociology, Kinesiology, Social Work, and Political Science, just to name a few. The conference is set up so that there are eight sessions, each 45 minutes long, where students present their posters or e-posters (entire 45 minutes) or give talks in sessions (each talk is 15 minutes long, so three per session).

This year, the undergraduate student I have been working with, Solveig, presented her research on the northwest Pacific Ocean. In addition, there was one other student, Kurt, who also presented his research on reconstructing temperatures from sediments in the high northern latitudes. Both of our UMass students did great, and were continuously talking with professors, the public, and other students about the research they have been working hard on this past year.

A row of poster presentations. Altogether, there were probably around 6 to 8 rows of posters!

While our UMass students were presenting, I walked around to chat with students about their research. In short, I was totally blown away by all the cool research being done at campuses across Massachusetts! The first student I talked to was from the nursing school here at UMass. She compiled data that has already been published to quantify how nurses and doctors introduced themselves to their patients. Interestingly, her findings suggested that not every nurse or doctor likes to introduce themselves by their first and last names, as they felt this might give away too much information, and might lead their patients to distrusting them more.

The second student I talked to developed a survey to assess how much trust the public has in their family, community, local government, and national government and agencies with respect to climate resiliency. She surveyed adults in western Massachusetts from a more liberal demographic and found some interesting results. Firstly, she found that people are willing to trust their family, friends, neighbors, and local governments more than national government agencies. This result is a bit off-putting because money for remediation after natural disasters comes mainly from national agencies, not local communities. Secondly, the results from the survey indicate that when it comes to investing in climate resiliency, people would rather put funding towards cleaner energy sources. This is interesting because making a switch to clean energy is something that should be done to curb climate change rather than a resiliency effort.

Solveig presenting her poster to our UMass Geosciences professors.

The third student I talked to had built a model for where clean energy plants should be built in Mexico. This student was in the Department of Engineering, and his data and  models could be given to policy makers to help them determine where to build such plants. From this student, I also learned that Mexico has very ambitious national sustainability goals. They plan to generate 35% of their electricity from clean energy sources by 2024, and 50% by 2050! The last students I chatted with were working with moths to determine how their bodies change during metamorphosis. The students put moth larvae (pupa) into a machine that determines the lean mass and total body fat of small animals in a non-invasive way. I had never heard of such a technique, but here at UMass, there is a lab that uses this technology to scan birds to determine how much body fat they lose during migration. These students were the first to ever use the technology on moths! The students first began the study by keeping the pupa in the machine for a few days. They then injected the pupa with hormones to make the animal’s body think it is a certain time a year, and will thus begin the process of metamorphosis. The machine measures the amount of body fat throughout this process until the pupa hatches into an adult moth. They found that the process of metamorphosis takes a lot of energy, and thus uses up a lot of fat. The undergraduate students are writing up the results of their findings for a journal, which will eventually be published!

All in all, this was a wonderful experience for the undergraduate students that attended and presented. They received crucial feedback on their projects, and were asked questions by professors outside of their respective departments. Because members of the public were also there, the students had to think about how to talk about their research to non-scientists. I would love to see such a conference at other large state universities, as this was a wonderful event for everyone who attended!

Amherst Elementary Science Night!

Solveig at the fossil table. Here, she is telling kids and parents about whale baleens. Visible on the table is a walrus vertebrae and a piece of a whale vertebrae (the large, plate-sized fossil).

Adriane here-

Recently, I participated in the first-ever Amherst Elementary Science Night. This event, held at one of the local middle schools in Amherst, Massachusetts, was designed to introduce elementary-aged children to the different areas of science. Several professors, graduate, and undergraduate students  from the University of Massachusetts Amherst attended to help out with fun activities for the kids! Several professors and students from our department also attended to teach the kids about aspects of geology. Of course, I was there to tell anyone who would listen about the wonderful world of paleontology and showcase different fossils.

The event was held in the cafeteria space of the middle school, which was divided into two areas. The first area included tables with activities and fun science stuff for the younger kids. The second area was for older kids, with more advanced science activities. Altogether, there were eight of us from the geology department who attended, with three of us (me, Solveig, and our advisor, Mark) who were in the younger section with a table full of fossils!

Helen working with kids at the core table. In front of her is an image of a sediment core.

At our fossil table, we brought specimens from the three major time periods: the Paleozoic to show people what early life looked like, the Mesozoic (or time when the dinosaurs were alive), and the Cenozoic (the time after the dinosaurs went extinct to today). Some of the awesome fossils we brought along were stromatolites (fossil cyanobacteria), brachiopods, a piece of a Triceratops dinosaur bone,  a ~350 million year old coral fossil, coprolite (fossil poop), a mammoth tooth, whale ear bone, a piece of whale baleen, and a modern coral (to compare to the fossil coral). Of course all the kids wanted to touch the dinosaur bone, and the mammoth tooth is always a big hit! But my favorite part of the night was asking kids what they thought the coprolite was. Most didn’t know, whereas other kids would throw out a guess. When I told them it was fossil poop, almost all immediately started giggling, and some even made some really funny faces! It was great fun!

In the second room, two of our UMass Geoscience professors (Bill and Julie) and three other graduate students (Helen, Hanna, and Justin) ran two other tables. Julie and Helen did an activity in which they taught kids about sediment lake cores, and the different types of sediment layers in cores that can be used to interpret Earth’s ancient climates. To do this, they rolled different-colored Play-Doh into thin layers and stacked them into bowls. The different colors represented different sediment layers on the seafloor or lake bed. The kids then took their own ‘cores’ from the Play-Doh using segments of clear plastic straws! Helen and Julie also had images of real sediment cores laid out on the tables so the kids could see what these look like.

Justin (foreground) and Bill (background) at the sandbox.

Next to Julie and Helen’s table was Bill, Hanna, and Justin. They brought along our sandbox, which we use in our classes to illustrate how faults are made. The sandbox is a bit more complex than it sounds: the box is wooden, with clear plastic sides. One side of the box has a hand crank, which will push the side of the box towards the other, thus pushing the sand in front of it. The sandbox is meant to demonstrate plate tectonics, specifically what happens when one tectonic plate moves towards another. The sand represents the upper layer of our Earth’s crust. To begin, we fill the sandbox with a neutral-colored sand, then add a thin layer of blue sand, another thin layer of neutral sand, and a second layer of blue sand. Then, when we crank the handle and the sand is pushed, it creates tiny ‘faults’ that can be seen in the sand layers. This is always a fun activity for the kids (and our students!), and is a great way to communicate how an otherwise complicated geologic phenomenon occurs.

The event only lasted about two hours, but we all interacted with several kids, their siblings, and parents! Doing outreach activities like this is always fun, and reminds me of when I was younger and excited about the natural sciences. For us scientists who do a lot of serious work, events like these are important reminders of why we love doing what we do, and share that passion with others around us.

 

Life Discovery Conference

Jen here –

I was recently part of the 5th Life Discovery – Doing Science Biology Education, a conference for science educators that is part of the Ecological Society of America. This year had a theme of “Microbiomes to Ecosystems: Evolution and Biodiversity Across Scale, Space and Time” and was hosted in Gainesville, Florida! There were a few local partners including iDigBio, UF Biodiversity Institute, Florida Museum, and Howard Hughes Medical Institute. I’ve been working on a few projects with various iDigBio team members and their education and outreach coordinator, Molly, reached out to me to see if I would be interested in participating in the Life Discovery Conference.

The Life Discovery Conference header. A really interesting way to tie together all of the aspects of biology!

I was representing the Florida Museum, Thompson Earth Systems Institute, and the FOSSIL Project! The conference was held over two full days at a local hotel conference center. The first day had an opening keynote presented by the amazing paleontologist, Dr. Lisa White from the University of California, Berkeley. She spoke about all of the digital resources available through the University of California Museum of Paleontology website. Many of which I knew about because I had used them as a tool some time during my academic journey!

Dr. Lisa White presenting on Thursday morning of the conference on a variety of amazing projects to explore paleobiology, evolution, and biodiversity in deep time!!!

The keynote was followed by breakout sessions where we could go learn about different programs, activities, and/or resources that had been implemented or evaluated by educators. This was a lot of fun for me to listen in and engage with. I learned a lot about different programs or lessons that are available for a variety of topics. Then we returned to the main ballroom to do networking discussions on different topics. I was leading a discussion on ‘Teaching Evolution through the Fossil Record.’

In my session we went through a few different questions and talked about successes and challenges that had been faced in the classroom, such as: (1) Do you teach evolution in your classroom and is it met with resistance? (2) Do you already incorporate fossils into your lessons on biodiversity? Would you want to or could you more? (3) New and different ways to include fossils into your lessons. (4) Is geology content a barrier for you or your students? At the end of our discussion we were to determine three takeaways and three recommendations for the future.

One of the break out sessions was on planting science, an online mentoring program to help students engage with different aspects of plant biology!
General takeaways

  • Fossils are important aspects of teaching evolution and biodiversity
  • Tangible and physical evidence such as fossils or the timeline where you walk through
  • Accessibility barriers in terms of cost of fossils and other tools

Recommendations

  • Finding community connections to help get fossils or content expertise
  • Exploiting online resources and technology to 3D print your own fossils
  • Using fossils to teach other subjects outside of evolution

After the discussion session, I had to run across campus for a meeting with the FOSSIL Project team. I missed one session of talks and lunch during my meeting but I was able to return to the conference for the last two sessions where people were sharing content and experiences. The conference adjourned shortly after that and picked up the following day first thing in the morning. I was part of the keynote panel that began promptly at 8 AM. This panel consisted of three early career professionals in related fields. We each gave 5 minute presentations on how our research incorporates large data sets and some information on outreach initiatives we have been part of. Following our presentations we fielded questions from the audience on our research, past experiences, and outreach events. It was a very successful hour and I was very fortunate to be invited to participate!

Overall the conference was a huge success. There were not many participants, maybe 100 at most. So it was a very small intimate conference and everyone had so many fantastic ideas and resources that I really learned a lot!

Information Sciences: What are they?

Rose here –

I study information sciences at the University of Tennessee. Why is it called information sciences and not information science? The information sciences are a very broad field, containing many other fields such as data management, knowledge management, librarianship (public, academic, and specialized), archiving, museum studies, and information-seeking behavior studies, among others. This is really true of most sciences, as biology, geology, physics, and chemistry all contain multitudinous specialized fields within the broad discipline.

Here at UT, we have some undergraduate and doctoral students in the School of Information Sciences, but the majority of the students are in the master’s (MS) program. This is because in the library and information sciences, an MS is considered the terminal degree. It is a professional degree, meaning that rather than a focus on research and producing a thesis or dissertation like many grad school programs, there is a focus on learning theories and practical skills that librarians and information professionals need to do their jobs.

Standing in front of the library at Central Washington University, where I got my undergrad degree in geology. This library was one of my favorite places and I spent many hours there studying or just reading in a quiet corner.
Librarians at many colleges and universities have faculty status, even though they are not doing full-time teaching or research. This is important because the services they provide are integral to all of the research and teaching that occur on campus. Many information professionals and librarians, especially academic librarians, already have graduate or undergrad degrees in other fields, which gives them a good foundation for knowing the potential information needs of the patrons they serve. Many librarians spend some amount of time on their own research, either within the information sciences or in other areas they have expertise in.

I also have a previous graduate degree, an MS in planetary geology. I decided to continue and get another MS in information sciences rather than try to find a job as a geologist right away. I knew I did not want to get a PhD and be a professor doing full-time research or teaching. However, I did want to find a way to stay involved in the planetary research and teaching community in a support role. With a degree in information sciences, I could work as a GIS specialist (What is GIS?), a technical information or data management specialist, or as a librarian specializing in an area related to planetary science. These are all jobs that exist within organizations such as academic and specialized libraries, USGS/NASA/NOAA, and private planetary science institutes and industries.

One of my favorite holiday activities: sitting by the fire reading about awesome women in science!
Since joining the School of Information Sciences last fall, I have had several opportunities to explore career options in this field. I got a position this as a Community Fellow with the Earth Science Information Partners (ESIP). ESIP receives funding from NASA, NOAA, and USGS, and contains many member organizations who are working to improve all aspects of information and data management in the earth sciences. In my position as a fellow I get to attend their two annual meetings for free and to participate in any of their clusters (groups focused on a specific topic), as well as working more closely with one particular cluster. This gives me the opportunity to see what is going on in earth science data, as well as find new people to collaborate with. I have also been able to participate in a couple of research projects focused on Earth and planetary science data. I got the chance to travel to the American Geophysical Union meeting in Washington DC in December to collect data for one of these projects. I had never been to Washington DC before, so that was a cool experience. I will even get to travel to the 4th Planetary Data Workshop in Flagstaff in June to present some of my research, so stay tuned for a post about that!

Advancing Informal STEM Learning PI Meeting 2019

Jen here –

The opening slide for the meeting! Everyone was set up at round tables in the main ballroom of the hotel conference area.
Part of my new job is working on the National Science Foundation (NSF) funded FOSSIL Project that has created a social community that shares resources, help, and more on paleontology related ideas (myfossil.org). Every few years the funding group, Advancing Informal STEM Learning (AISL) has a Principal Investigator (PI) meeting, to bring all of the project leaders together to share updates and brainstorm new ideas. I was selected as the FOSSIL Project representative to attend the event. This involved putting together a poster summarizing our project and what has happened over the past four years the project has been operating. I also included where we hoped to be heading in the future as we are working to make the platforms more community driven.

This was my first real dive into NSF. I had submitted several postdoctoral fellowships to NSF but never really engaged with program officers outside of emails or been in the audience of talks by different NSF staff members. The first day was primarily listening to different NSF staff explain and explore the various outlets of funding through NSF, the different programs to apply for funding, and the importance of the annual report. I took a considerable amount of notes because as an early career professional, it’s likely I will need to know some of these people and programs as I move forward in my career.

This was my first breakout session where we thought about informal learning in strange, or unusual, places.
There were breakout sessions where we could explore specific things in more detail. The first session I attended was on identifying informal places where people have some time to engage in science content. There was a brief introduction to different projects going on right now and then we spent much of the remaining time in small group discussions. We shared our own experiences with conceptualizing and implementing programs in different places and then discussed other spaces where we could introduce people to science. Some of these include: sporting events, airports, bus stations, and much more! Places where people go on a regular basis that we could introduce some brief content into. The next session I attended was on three key components: identity, interest, and engagement. There was a recent task force that really dove into these three topics and interviewed members of the research field to get at the components from all viewpoints. If you are interested in learning more head to: Informal Science.

Here I am with the poster I made for the meeting.
There was a poster session where we could explore the other AISL projects and network with potential collaborators. It was split into two sessions but I didn’t feel this was very effective because the rooms were sort of spread out and no one seemed to really stick to the schedule. So, I didn’t get to interact with as many people as I was hoping to but those that I did engage with were interested in the program and were very friendly. The final day of the event included a morning filled with small group discussions on broadening participation in STEM. I had a really interesting small group and we had a lot of interesting conversations about our projects and experiences.

Overall, this was a greatly informative experience for me. It was sort of a last minute trip but I really made the most of it and left with a lot of knowledge. I think getting to meet and listen to some of the NSF program officers really helped personalize them. It’s difficult sending proposals into the internet void and only having a few interactions with a staff member. Everyone I listened to and interacted with was very eager to help others succeed.

Teaching Science Communication to Biology students

Adriane here-

This semester, I was given the opportunity to do something new: lecture to an undergraduate Biology writing class about how to communicate science to non-scientists! I was invited to speak to this class because the professor knew about my education outreach and blogging experiences with Time Scavengers.

One assignments the class had to do was summarize a published scientific paper for the general public. So I thought it would be a good idea to put together a short slide show for the students about who I am, how I got involved in science communication, and an overview of Time Scavengers. I also told the students about some of the lessons I’ve learned as a science communicator, and some best practices. Although there are several tips and tricks for writing for the general public, here are the four I chose to focus on:

  • Science writing for the public should be the opposite of formal scientific paper.
  • Explain figures in the figure caption, even if it is repetitive with the text
  • Use figures that are simple, labeled, and not too overwhelming
  • Reduce the jargon- include explanations and define any jargon words that are used
The students working on their summaries.

The paper the students summarized was about the amount of microplastics, or very small pieces of plastics, that are found in the southern part of the Marianas Trench. The paper and it’s findings are very important because it highlights the fact that our plastic waste is making it into the farthest reaches of our oceans, into the food chain, and affecting our wildlife. So it was a great paper for the undergrads to practice their science communication skills. There was only one catch: they could only use the ‘ten hundred’ most common words from the English language to write their summaries, thus ensuring they couldn’t use any science jargon words. This was done on the Up-Goer Five Text Editor, which allows you to type text directly into a word box, but notifies you if you use a word that is not part of the 1,000 most common words.

When we began the activity, the students were a bit frustrated at first, as words such as ‘ocean’, ‘Earth’, and ‘salt’ aren’t words they could use! But then, they got creative and began coming up with ways to explain some of the more difficult concepts!

Needless to say, this was a really fun activity that resulted in quite a few laughs! I was impressed at how well the students’ summaries really captured the messages in the paper they were summarizing. This activity really highlighted the fact that we (scientists) don’t have to use large jargon-y words to get across important messages!

Below are some of the students’ summaries:

“Lots of small pieces of things you would find all around you are in deep water where they are hurting animals. Deep water animals are hurt when they eat things that they should not eat. People put these man made things in the water and they break down into small pieces that shouldn’t be eaten. There are lots of different things that can break down, and they’re in bags, computers, phones, clothes, and food packs in stores. The small pieces are all around the animals, and they are eating them all the time. People are worried and are finding lots of truth saying that this is going to make the animals die and hurt how they act with each other and what they eat. It also makes them sick because they can’t get bad things in their body out, and can’t make important things that help the brain and body talk to each other. People lost a lot of the bad things that are in the water, and we have now found them in the really deep water, and it is hurting animals in both deep and upper water now.”

“The fine pieces thrown away by human after using are getting into the deep water and hurting the animals that live in the deep water. Many kinds of these used pieces are found in different places of the water, even in the deepest part. This is because that the pieces on the top of the water would go deeper when the land shakes or water moves. Studying these piece can help us better understand them and clean them from the water, keeping animals save in their home.”

“Humans use a lot of stuff that eventually finds its way into the water. These small pieces of stuff start on land and eventually move to the water where it takes a lot of time to break down. Eventually this bad human stuff finds it’s way to the deep parts of the water where it is not supposed to be. Animals living in the water can easily be hurt and get sick by this bad human stuff. With this stuff in the water it will be very hard to take away. In order to keep a lot of life, humans must do something to clean the water. Clean water will help human life as well.”

“We studied problems in bodies of water like bad things on the ground under water. Further down we go, more build up of the bad things is seen. The deeper down in the water, the worse the problem is. Many pieces of bottles and other man made things sit and bother surrounding life. Another problem that was presented in the reading was the ground taking in the man made things-which makes it harder for animals to eat, breathe, and live. The changes that have happened because of the man made things are still not known and being looked into.”

“A big problem that is growing is making the bodies of water, and what lives there, sick. These bad things are small and can be found more in deep water. Humans are bad because they are not safe with throwing away these things so it hurts water animals by making them sick. The well-being of water and animals needs to be helped by humans. Cleaning up water is good, as well as watching what is put into water to stop the problem before it happens. Water is very important to human and animal life, so bad things being put into bodies of water needs to stop. ”

“Lots of small pieces of things you would find all around you are in deep water where they are hurting animals. Deep water animals are hurt when they eat things that they should not eat. People put these man made things in the water and they break down into small pieces that shouldn’t be eaten. There are lots of different things that can break down, and they’re in bags, computers, phones, clothes, and food packs in stores. The small pieces are all around the animals, and they are eating them all the time. People are worried and are finding lots of truth saying that this is going to make the animals die and hurt how they act with each other and what they eat. It also makes them sick because they can’t get bad things in their body out, and can’t make important things that help the brain and body talk to each other. People lost a lot of the bad things that are in the water, and we have now found them in the really deep water, and it is hurting animals in both deep and upper water now.”

Humans placed too many bad things like bags and bottles in the deep water. This, in the end, hurts the tiny animals living in the water. If this goes on, it will even hurt our entire home later on. We first thought that the bad things were only near the top of the water, however it seems that the bad things are even in the deepest parts of the water as well. The people who study this are explaining how they found this out in this paper.