Larry Collins, PhD Candidate, Geoscience Education Researcher

Me after collecting pyrite concretions in Oktibbeha County, Mississippi.

What is your favorite part about being a scientist and how did you get interested in science in general? Hi!  My name is Larry Collins and I am a PhD Candidate at Washington State University in Pullman, WA.  As a freshman at Mansfield University, I took Physical Geology with Dr. Chris Kopf and he ignited my true passion for geology.  Dedicating time and energy into instruction was what Dr. Kopf did and this made me even more excited to learn about the processes that affect and shape our earth.  After five years of teaching high school earth science, AP Environmental Science, and Ecology, I wanted to pursue graduate education so that I could share this passion with future educators.   

In laymen’s terms, what do you do?  In my master’s program, I was part of a large project that examined pieces of pyrite that were found within the Demopolis Chalk outside of Starkville, MS.  We were attempting to understand the origin of these pieces of pyrite and what they could also tell us about earth’s early atmosphere. While I enjoyed this project, my true passion was understanding more about how people think and learn about the earth.  These are the exact types of questions that Geoscience Education Researchers (like me) tackle. Specifically, my interests are in the nature of science and assessment. I study how students develop an understanding of the nature of science throughout their undergraduate careers and I develop my own instruments and assessments to accomplish this research goal.  I also study performance-based assessments can be used as tools for learning in order to improve geological literacy. 

Pyrite concretions within the Demopolis Chalk. The chalk outcrops are Late Cretaceous in age.

How does your research/goals/outreach contribute to the understanding of climate change, evolution, paleontology, or to the betterment of society in general?Understanding the nature of science is important for when someone encounters new scientific data or media in the news, on the web, or during a scientific presentation.  The ideas that folks holds about the nature of science are linked to their willingness to accept scientific ideas such as climate change and evolution which have been labeled as controversial.  Understanding how students develop conceptions of the nature of science also ensures that they will understand how new knowledge in science develops and be more accepting of ideas that have been deemed as controversial. 

What are your data and how do you obtain your data? I use interviews, performance-based assessments, and surveys with students in order to collect evidence of their understanding of the nature of science.  I draw on my past instruments such as the VNOS and VASI developed by Lederman, Lederman, Schwartz, and colleagues to also inform my work.   

At the Earth Educators’ Rendezvous, here I am leading a workshop on performance-based assessments.

What advice would you give to young aspiring scientists? As a first generation scientist, I would say that you should always apply for any opportunity that you hear of.  Apply even if you feel like you are not good enough for it because imposter syndrome is a real thing and a lot of us in academia have it!  You never know the great opportunities (such as graduate research opportunities) that can come your way by putting yourself out there. It may be tough, but always reach out to scientists that you respect and admire…a lot of them are friendly and always willing to share their career paths with you!