Watershed protection requires communication among multiple stakeholders. I hope to build my role in regional conservation efforts by working with public, NGO, and agency groups to plan and communicate the results of useful research projects and by improving science literacy through teaching. Several experiences have shaped my understanding of science communication and teaching so far.
National Park Service Interpretive Park Guide
For five years I was a seasonal park guide at the Delaware Water Gap National Recreation Area, regularly among the ten most-visited NPS units. I guided hikes that highlighted the park's ecology, planned and executed a weekly children's stream ecology program, designed natural history exhibits, and fielded many informal discussions about the park's cultural and natural resources. By interacting with hundreds of visitors each summer I have a broader appreciation for the diverse perspectives that develop around natural resource issues.
Trout Unlimited Embrace-a-Stream Project Co-Lead
I'm currently working with New Hampshire Fish and Game and Trout Unlimited to improve our understanding of the movement ecology and habitat needs of young trout, especially with respect to tributary confluences that are often disconnected from mainstem rivers by dam and road development. This work is supported by 9 Trout Unlimited chapters across New England and hundreds of volunteer hours. I coordinate with NH's coldwater fisheries biologist, Dianne Timmins, to design our science approach, manage volunteer-based sampling events, and communicate our results at landowner management meetings (Dartmouth) and at TU chapter meetings across the region.
Dartmouth College Teaching Assistant
As of Spring 2019 I'll have TAed 5 undergraduate courses at Dartmouth: Ecology; Evolution; Encountering Forests; Environmental Issues of the Earth's Cold Regions; and Watershed Geomorphology. These courses have introduced me to a range of teaching approaches (lecturing, discussion, hands-on activities, project-based), often involve the design and/or implementation of TA-led teaching periods (weekly lab and field sections of 10-20 students), and require providing critical feedback on student's scientific writing and presentations. I will continually improve my contributions to science literacy through graduate and postgraduate teaching opportunities.
Graduate Student Education and Science Communication
Past Cottingham and Olden lab meetings have explored opportunities for graduate students to become more well-rounded scientists and science communicators. Some of our ideas are organized in these papers:
Cottingham, K.L., S.B. Fey, K.J. Fritschie, and J.V. Trout-Haney. 2017. Advancing ecosystem science by promoting greater use of theory and multiple research approaches in graduate education. Ecosystems 20: 267-273.
Kuehne, L.M., L.A. Twardochleb, K.J. Fritschie, M.C. Mims, D.J. Lawrence, P.P. Gibson, B. Stewart-Koster, and J.D. Olden. 2014. Practical science communication strategies for graduate students. Conservation Biology 28: 1225-1235.
For five years I was a seasonal park guide at the Delaware Water Gap National Recreation Area, regularly among the ten most-visited NPS units. I guided hikes that highlighted the park's ecology, planned and executed a weekly children's stream ecology program, designed natural history exhibits, and fielded many informal discussions about the park's cultural and natural resources. By interacting with hundreds of visitors each summer I have a broader appreciation for the diverse perspectives that develop around natural resource issues.
Trout Unlimited Embrace-a-Stream Project Co-Lead
I'm currently working with New Hampshire Fish and Game and Trout Unlimited to improve our understanding of the movement ecology and habitat needs of young trout, especially with respect to tributary confluences that are often disconnected from mainstem rivers by dam and road development. This work is supported by 9 Trout Unlimited chapters across New England and hundreds of volunteer hours. I coordinate with NH's coldwater fisheries biologist, Dianne Timmins, to design our science approach, manage volunteer-based sampling events, and communicate our results at landowner management meetings (Dartmouth) and at TU chapter meetings across the region.
Dartmouth College Teaching Assistant
As of Spring 2019 I'll have TAed 5 undergraduate courses at Dartmouth: Ecology; Evolution; Encountering Forests; Environmental Issues of the Earth's Cold Regions; and Watershed Geomorphology. These courses have introduced me to a range of teaching approaches (lecturing, discussion, hands-on activities, project-based), often involve the design and/or implementation of TA-led teaching periods (weekly lab and field sections of 10-20 students), and require providing critical feedback on student's scientific writing and presentations. I will continually improve my contributions to science literacy through graduate and postgraduate teaching opportunities.
Graduate Student Education and Science Communication
Past Cottingham and Olden lab meetings have explored opportunities for graduate students to become more well-rounded scientists and science communicators. Some of our ideas are organized in these papers:
Cottingham, K.L., S.B. Fey, K.J. Fritschie, and J.V. Trout-Haney. 2017. Advancing ecosystem science by promoting greater use of theory and multiple research approaches in graduate education. Ecosystems 20: 267-273.
Kuehne, L.M., L.A. Twardochleb, K.J. Fritschie, M.C. Mims, D.J. Lawrence, P.P. Gibson, B. Stewart-Koster, and J.D. Olden. 2014. Practical science communication strategies for graduate students. Conservation Biology 28: 1225-1235.