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My first encounter with geology was through a mineral identification exercise in 4th grade. After my high school Earth Science classes, I realized I wanted to pursue "geochemistry" as a career. My experience has taught me the importance of exposing young students to geology. I am passionate about communicating geology and planetary science to the broader community. I am also committed to developing innovative and effective teaching tools for Earth Science education.
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teaching as research
As a graduate student at Washington University in St. Louis, I have been actively involved with the university's Teaching Center. I have received the "Preparation in STEM Pedagogy" certification, and I am a member of the CIRTL Network (Center for the Integration of Research, Teaching, and Learning).
Students using AR headset to sketch field outcrop.
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Viewing an AR model of an outcrop in the Azores from a classroom in St. Louis!
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As part of my involvement with the Teaching Center and CIRTL, I am conducting a "Teaching as Research" project. My project investigates the use of augmented reality (AR) headsets in simulating geologic field trips. As part of the Fossett Laboratory for Virtual Planetary Exploration at WashU, we have also developed AR visualizations of crystal structures, and I have facilitated the use of this technology in laboratory activities for multiple undergraduate courses. We are presenting our AR applications in September 2018 at the Focus on Teaching and Technology conference hosted by University of Missouri in St. Louis, and plan to present the results of my CIRTL study at the Geological Society of America Annual Meeting in November 2018.
Classroom ACtivities
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As a graduate teaching assistant, I focused on using active learning techniques to teach undergraduate students mineralogy. For a hands-on approach to silicate mineral structures and polymerization, I guided students through an activity using tetrahedral dice to demonstrate corner-sharing and calculate mineral formulas. I have instructed multiple undergraduate laboratory sessions using our 3D augmented reality mineral structures. This technology engages students and allows them to explore the atomic relationships that constitute the fundamental building blocks of minerals. For hands-on visualization in thermodynamics, I have generated models for 3D printing ternary liquidus surfaces.
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Students use tetrahedral dice to explore varying degrees of polymerization in silicate mineral structures.
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Mineral gazing: students use AR mineral models to visualize the difference between di- and tri-octahedral phyllosilicates. (Di has a hole in the yellow octahedral sheet, tri doesn't!)
K-12 Outreach
Teaching viscosity: the fluidity of lavas can be simulated with condiments (ketchup = basalt, peanut butter = rhyolite, olive oil = komatiite).
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I began visiting K-12 classrooms to teach students about geology and planetary science as an undergraduate student. It is one of my favorite activities because the students are enthusiastic and ask great questions! As a graduate student, I have continued to visit classrooms, both in-person and through the Skype-a-Scientist program, and I look forward to many more events in the future. As both a first-generation college student and a woman scientist, this particular type of outreach is near and dear to my heart because it gives visibility to science that encourages students of any background to reach for their goals.
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I am a science mentor for the ExMASS program through the Lunar and Planetary Science Institute. This program pairs teams of high school students with scientists across the country who guide them through a project related to lunar or asteroid science. Through the ExMASS program I have worked with students from the Omaha Reservation in Nebraska (2016-2017) and Mount Horeb, Wisconsin (2017-2018). In 2018, my team won the opportunity to present their work at the NASA SSERVI Exploration Science Forum (at which their poster presentation received an honorable mention!).
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I met with my ExMASS team while on vacation in Wisconsin. Here, I am teaching them how to use LROC's QuickMap tool (https://quickmap.lroc.asu.edu) to calculate the volume of a volcanic feature on the Moon.
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In 2015 I joined the Letters to a Pre-Scientist program as a pen-pal, and in 2016, I began serving as a classroom coordinator. Letters to a Pre-Scientist is a non-profit organization that pairs K-12 students with scientist pen-pals for a year of letter correspondence. In my role as a coordinator, I act as a liaison between the K-12 classrooms and scientist pen-pals. I enjoy working for this program because it makes science accessible to young students in a unique and personalized way.