WWiSE Symposium a positive step for women in science

On Tuesday October 30^th, a group of UW alumni, faculty and students gathered in the West Yellowstone Ballroom of the University of Wyoming Student Union for the first ever Wyoming Women in Science and Engineering (WWiSE) Symposium. The symposium featured four female UW graduates who shared their scientific research and personal insights as women working in science professions.

           

Presentation topics included hydrology, biogeochemical modeling, crustal flow of continents, and conservation planning. After presenting, the speakers joined EPSCoR Associate Director Sarah Konrad to discuss the under-representation of women in science and how to remedy it.

Elizabeth Meredith presents on applied hydrology research.

 “Data shows a glass ceiling in science: women and men participate at close to equal numbers at undergraduate level and below, and then there is significant reduction of the percentage of women at every level of employment after that including postdoc, assistant, associate and full professor,” says Konrad, who also helped organize the event. “The attrition continues to happen at every step of the way.”

The speakers—who are all mothers—agreed that the challenging of balancing work and family life is one of the largest contributors to that attrition.

“There needs to be better maternity leave for men and women,” said Kusim Nathani, a graduate from UW’s Program in Ecology and now Assistant Professor in the Department of Biological Sciences at the University of Arkansas. She indicated that in general academia has the poorest maternity leave as compared with other science related jobs.

They also attributed common perceptions of what it takes to be successful in science as a problem for women in science professions.

“There’s a perception in research and academia that if you don’t work long hours, you aren’t serious,” said Elizabeth Meredith, who graduated from UW with a PhD in Geology and now works as a hydrogeologist with Montana Bureau of Mines. But having a family makes those long hours nearly impossible to maintain, and they are not necessarily a true indicator of a serious or successful scientist.

Each offered suggestions for recruiting more women into science fields, including targeting students as early as 5^th grade, and working to provide an environment for young students that doesn’t hand them success, but encourages them to realize their full potential.

Speakers participate in a panel moderated by Sarah
Konrad (left). Panelists from left to right: Elizabeth Meredith,
Kusim Nathani, Elena Miranda and Hannah Griscom

“Self esteem is everything with young female students,” says Elena Miranda, also a PhD graduate from UW’s Geology and Geophysics Department, and now an Associate Professor in the Department of Geological Sciences at California State University. “Female faculty are role models and they need to have confidence in order to impart confidence on others.”

Hannah Griscom, who graduated from UW with a M.S. in Rangeland Ecology and Watershed Management and currently works as a conservation planner with Arizona Game & Fish Department, agrees. “The role of my mentor [at UW] was integral to forming the self confidence that helped me to achieve.”

All in all, the WWiSE Symposium was a great success, and positive step forward for women in science. Says Konrad, “Gathering women scientists who have participated ‘in the trenches’ at all levels of their careers is an excellent opportunity to foster dialog and brainstorm methods to improve female representation in all levels of a scientific career.”

By Manasseh Franklin

The 2014 Summer Research Apprentice Program Begins!

SRAP student Holden meets
his mentor, Franco Basile

With the school year coming to a close, many students are preparing for summer jobs, vacations and relaxation. But for 22 students from around the United States, their summer plans include gearing up for the 2014 Summer Research Apprentice Program (SRAP), a 6-week, intensive research program at the University of Wyoming.

On June 8^th, students arrived in Laramie, WY to begin a summer of research, education and fun. Each student was placed in a lab to work with a mentor, to spend the next six weeks conducting research and learning new concepts. Participating departments on campus represent a diverse array of STEM fields including botany, engineering, psychology, hydrology, geology and geophysics. At the end of the program, each student will write an in-depth research paper and present their research to their peers and mentors.

SRAP 2014 Staff and Program Coordinator, Lisa Abeyta (right)

 “SRAP is a great program to introduce high school students into college life,” says Lisa Abeyta, Student Research Programs Coordinator. “This program not only allows students to gain experience in the lab, but also to gain a sense of independence.”

Over 200 students applied for a spot in the 29^th annual SRAP program. Of that, twenty-two exceptional students were chosen to participate.

Outside of the lab, students will create friendships with other participants, take educational field trips, and enjoy all that Laramie and the surrounding area has to offer.

Last year, students hiked the trails at Vedauwoo, visited the Denver Zoo, took part in an etiquette dinner and practiced yoga, along with other fun activities. Many additional activities are planned for students this year, including a night at the Jelm Mountain Observatory outside Laramie.

SRAP 2014 participants

SRAP is Wyoming EPSCoR’s longest running program. It was started in 1985 to provide minority and first-generation, college-bound students with hands-on experience in the STEM fields.

“We are proud of SRAP and the students that have come through the program,” Lisa says. “Students have gone on to pursue their goals and achieve their dreams.”

Stay tuned to our blog this summer for weekly highlights on SRAP participants and their research! You can read all about past participants by searching “SRAP” in our archives.

By Robin Rasmussen
Photos by Robin Rasmussen and Robert Waggener

UW and CWC Students to Attend SACNAS Conference

On Wednesday, six students from the University of Wyoming and one student from Central Wyoming College will travel to San Antonio, Texas to attend the Society for Advancement of Chicanos and Native Americans in Science (SACNAS) 2013 Conference.

Students will have the opportunity to listen to research presentations, network with other students and faculty members in their field, and visit over 300 exhibits covering research, graduate school, job opportunities and more.

“It’s an amazing conference with many networking opportunities and the opportunity to see what’s out there,” says Lisa Abeyta, Coordinator of Student Research Programs.

The goal of SACNAS and the 2013 Conference is to encourage students to work towards and achieve their goals of higher education and careers in STEM fields.

For more information about SACNAS and 2013 Conference, please visit www.sacnas.org.

By Robin E. Rasmussen

SRAP Student Spotlight: Lydia and Fuel Cell Adhesives

SRAPer: Lydia Frost
Home state: Wyoming
Grade: Freshman in college
Studying: Engineering at LeTourneau University in Texas.

Creating a new form of glue isn’t how most students plan on spending their summer. For Lydia Frost however, that’s exactly what she’ll be doing, and she’s excited about it. For her SRAP project, Lydia is working with Dr. Dongmei (Katie) Li in the Chemical and Petroleum Engineering department. “I’m working with fuel cells. What I’m doing is finding an alternate way to bind the catalyst to the membrane. The catalyst and the membrane assembly is called the MEA, or membrane electrode assembly. It’s the main component of a fuel cell that produces the electricity,” says Lydia. “The normal way to make an MEA generates thermal and mechanical stress, and after a few uses, the electrode starts to pull away from the membrane because it doesn’t have very good interfacial contact. So, I’m just trying to find a different way of gluing it together.”The work that Lydia will be doing on finding an alternative adhesive will be vital for the field of fuel cell research. Not only is this work important, but it’s a great chance for Lydia to practice what she’s learned in school. “It’s fun to actually put the MEA together and work in the lab and get to use the stuff that you read about,” says Lydia. While Lydia now enjoys science, this hasn’t always been the case. An experience at a young age, however, changed that for her. “I guess I started liking science when I took physical science in junior high,” says Lydia. “I really liked it, mostly because I had a really awesome teacher and he made it very cool. So, I got really interested in science.”Her experience in junior high led Lydia to have an interest in STEM fields. She plans to study engineering, and math has always been interesting to her. “My favorite subject in school was math. I like it because it’s really fun to solve problems and understand them,” Lydia says. “It’s just fun to work with something until you understand and are to solve it.”The opportunity to work on a real-life research project is a unique experience for most high school students. While the research that Lydia is doing is challenging, she is gaining knowledge and experience in the field of research that will serve her well in her future.

SRAP is a six-week intensive research program based at the University of Wyoming and sponsored by Wyoming EPSCoR.

By Robin E. Rasmussen and Kali S. McCrackin
Photo by Robin E. Rasmussen
 

SRAP 2013: Beginning a Summer of Research

SRAP students from 2010

The weekend is fast approaching, but for Summer Research Apprentice Program (SRAP) participants and coordinator Lisa Abeyta, that does not mean rest and relaxation. Instead, the twenty-two high school students enrolled in the program will travel to the University of Wyoming and Lisa will be ready to meet them. This weekend’s activities include moving into the Honors House, where the students will live for the six-week program and a welcome lunch with Vice President of the Office of Research and Economic Development, Bill Gern.

On Monday, the students will begin their research in science labs alongside graduate students and professors. These research projects are intended to give SRAP participants real, hands-on experience in scientific research in order to encourage and support students interested in the Science, Technology, Engineering and Math (STEM) fields. Each student will work on a unique project, which will culminate in a written paper and oral presentation.

SRAP was started in 1985 to provide minority and first-generation, college-bound students with hands-on experience in STEM fields. It is Wyoming EPSCoR’s longest running program and this year we are excited to have students working in fields as varied as Watershed Management, Chemical Engineering and Psychology. 

By Kali S. McCrackin

Photo courtesy of Mariah Strike

Faces of Science: Overcoming the difficultly of a path made in leaps and bounds

This is the sixth of a series of blogs about women in science at the University of Wyoming, as we initiate our new NSF-funded program.Throughout the year we will be blogging about women in engineering, earth sciences, biological sciences and beyond. 

Every scientist’s experience and career path is different. For Dr. Indy Burke, director of the Haub School of Environment and Natural Resources at the University of Wyoming, the path was made in leaps and bounds rather than with careful, cautious steps. As Dr. Burke began her career as an ecosystem ecologist she was offered rare opportunities because she was a woman.

Dr. Indy Burke.

“At the time, there were very few women ecosystem ecologists,” says Dr. Burke. “Less than a handful.”

Dr. Burke started her PhD at Dartmouth, but when her adviser there, Dr. William Reiners, moved to Laramie to fill the Department Head position in Botany at tUW, she decided to change her graduate institution to UW as well. From UW, Dr. Burke went to Colorado State University for her post-doc and that’s when her career began to fast forward.

A year into her post-doc, she was offered a faculty position at another university. CSU countered their offer.

“CSU said, ‘Don’t go. We don’t have any women in our College of Natural Resources,’” Dr. Burke explains. “So, I got a job because I was a woman entirely. I didn’t have to compete for the job and that really interfered with the college relationship for a long time. I felt that I really had to over-earn respect.”

In addition to the challenge of strained collegiate relationships, Dr. Burke’s area of expertise did not quite match with her new position.

“I was a rangeland ecologist hired into a forestry department,” Dr. Burke says. Her area of interest is soil nutrient dynamics.

To overcome the difficulties of this opportunity, Dr. Burke worked to be the absolute best she could be.

“I was just really, really focused on trying to bring in more money than anyone else did, write more grant proposals, publish more papers, be a better teacher, and do more outreach,” Dr.  Burke explains. “It was clear to me that I needed to demonstrate that I was excellent.”

In addition to her academic accomplishments, Dr. Burke earned respect in many other ways. In the course of furthering her science career, she married another faculty member in the college, began to raise a family and served on several national and international science boards, including the National Academy of Sciences Committees and Board.

“Being one of the only women ecosystem ecologists for at least the first 15 years of my career gave me the opportunity to get invited to do things before I was really ready in my career, in a way that can actually depress productivity,” Dr. Burke says.

This level of service detracted somewhat from the time she could spend her own research, writing and publishing as well as her personal life.Nonetheless, while the first few years of her professional career were difficult, she has overcome every obstacle. She has published over 150 peer reviewed articles, book chapters and reports, earned numerous large research grants and received prestigious teaching awards.

“I felt that I had to balance all that pressure of representing all women,” Dr. Burke says. “It seemed as though I represented the gender for the whole college (and science field). Fortunately, I have an extremely supportive husband, who is highly productive as a scientist and could do even more than his share at home.”

Today, Dr. Burke balances research, service and family in a different way. As the director of the Haub School and a Fellow of the American Association for the Advancement of Science, she has the opportunity to focus her energy on areas of interest outside research.

 “We have one land grant university in the state of Wyoming. We have one four year institution in the state of Wyoming,” Dr. Burke explains. “When there is a natural resources issue, stakeholders and the decision makers look to this university. So, we have a real opportunity to do the relevant science and synthesize the science to inform decision makers in the debate.”

In addition to her work with science and outreach, Dr, Burke is focused on the future of science through working with students.

“Around 2000, I started to get very, very interested in teaching,” Dr. Burke says. “I felt as though my work was more likely to change the world if I affected people, rather than if I published another paper.”

Part of her teaching passion is encouraging young people from diverse perspectives and backgrounds to pursue science degrees and careers. Part of encouraging students is making them aware and helping connect them to the opportunities available.

Dr. Burke with her horse this summer in front of the Fontanelle Fire. 

“The Haub School of Environment and Natural Resources provides some great opportunities for students of all kinds,” Dr. Burke says. “I think that getting students into the field and overseas is one of the most important things you can do for anyone interested in the environment.”

The Haub School of Environment and Natural Resources provides students with field research opportunities as well as helps connect students to faculty and internships for research experiences. Encouraging students to participate in research, to develop their curiosity and institution, and to empower them to succeed in the science fields is important.

“I feel as though young women get told about challenges and young men get told about opportunities,” Dr. Burke says. “Every career is challenging. Every life situation is challenging. I don’t think emphasizing the challenges is the way to do it. I feel like showing your enthusiasm is the most important thing you can do.”

To all students, especially young women, Dr. Indy advises, “I would say that the best scientists are not those who are good at memorizing formulas or facts or definitions. The best scientists are the people with creative skills and talents. If what you’re interested in is questions and being creative, then science really is the place for you.”

By Kali S. McCrackin
Photos courtesy of Dr. Indy Burke