TeachingWe aim to inspire the next generation to pursue environmental sciences through education
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mentoringCounseling, Career Preparation, Research & Education
Working with students ranging from primary to graduate school These activities are tagged with: 
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JDEIBJustice, Diversity, Equity, Inclusion, and Belonging in STEM and the Academy
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The objective of this Chapter shall be to encourage research and education in ecology and its applications within Latin America (Mexico, Central America, South America, and the Caribbean) and to facilitate the participation of Latin American students and scientists in the Ecological Society of America. The Chapter shall foster communication and development of collaborative links among ecologists by supporting regional scientific meetings, conferences, online seminars (“webinars”), projects, mentorship, workshops and courses. To these ends, the Latin American Chapter will seek collaboration from existing academic and professional organizations in the region. The Latin American Chapter shall be a subdivision of the Ecological Society of America and shall be governed in all of its operations by the Constitution and Bylaws of that Society.
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Harvard Forest Code of Conduct Writing Team |
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Member of the Code of Conduct Writing Team
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Harvard Forest is committed to fostering a respectful, open, and inclusive community that supports and implements our mission: to address environmental challenges through excellence in science, education, and engagement with society to help guide stewardship of the planet.
All members of the Harvard Forest community are expected to adhere to high standards of civility, integrity, and inclusion while on-site and while carrying out our work in the wider world. Federal and state laws and various university policies create a framework for our expectations, which apply not only to staff, students, faculty, and fellows, but also to visitors, contractors, and guests. Beyond this framework, our role as a diverse community calls us each to show, expect, and hold each other accountable for growth in, compassion, patience, empathy, courage, and learning as we understand and embrace our differences. We are all responsible for holding our community to high standards of conduct. In addition to following all applicable Harvard University policies (see appendix and any other applicable policy given the situation at hand), we ask all members of the Harvard Forest community to uphold the core values of Harvard Forest, including Diversity and Inclusion, Collaboration, and Stewardship. |
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We are working to build trust and community with the Nipmuc People, on whose land we reside. As part of this effort, I am a project lead for the funded “To Be Seen” project, which seeks to amplify the voices of local Indigenous communities and to enhance a sense of belonging for all Indigenous community members. Through careful reflection on the signage in our built and natural landscapes, we strive to create a model for institutions to amplify local Indigenous voices and to interrupt the dominant colonizer narrative that excludes and devalues the lived experience of Indigenous community members.
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Project Pitch Video from 2022
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The Harvard Forest Summer Research Program in Ecology is an 11-week immersive research experience connecting undergraduate students to mentors and researchers in the pursuit of scientific inquiry.
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Course and Community created by Stanford Earth Graduate Students aimed at:
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Program created by myself in collaboration with community partners in the Bay Area to:
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Poster presented in Spring 2019 on YBEEPS. Click on the link below to view:
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STANFORD'S SUMMER UNDERGRADUATE RESEARCH IN GEOSCIENCE AND ENGINEERING PROGRAM (SURGE) |
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A summer research program by the Office of Multicultural Affairs, bringing students from under-represented communities to Stanford. I have been involved continuously since the summer of 2014 were I was a student-scholar. Now I have served as a Volunteer, Panelist, Mentor, Program Assistant.
Closely managed and mentored a small cohort of scholars. Developed weekly seminars on graduate school preparedness and scientific presentations. Facilitated program-wide events.
On a project we developed on mapping the coarse root biomass of trees in the southern Sierra Nevadas. The project focused on the biomass differences between trees which either survived or died due to drought conditions.
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Course description:"SURGE provides undergraduates from a U.S. institution the opportunity to gain mentored research experience at Stanford University in the geosciences and engineering. The underlying philosophy of SURGE is to train students by creating a supportive and rigorous work environment. We set high expectations for our scholars: to prepare them for a potential career in the field of geoscience and engineering, and to ensure that they get the most from their stay at Stanford. Each SURGE scholar is matched with a faculty member from the School of Earth, Energy and Environmental Sciences and has the opportunity to work in a research group or laboratory. SURGE also includes workshops on preparing for the GRE, applying to graduate school, and understanding geoscience and engineering careers. The program culminates with a research symposium at Stanford, where scholars present results from their summer projects to faculty, mentors, and colleagues."
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Enhancing Diversity in Graduate Education (EDGE) |
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A program by the Stanford Vice Provost for Graduate Education aimed at helping students from diverse backgrounds exceed in graduate school. I have served as a peer-mentor and panelist.
EDGE-STEM Graduate MentorServe as a mentor for two EDGE-STEM scholars in the Earth System Science department. Meet regularly to discuss research, personal life, and any problems that the scholars may have. I have also served on panels for EDGE Fellows university-wide |
Image with my personal EDGE mentor (Dan Ibarra), and co-mentee (Kat Gonzalez), at the AGU Fall Meeting in New Orleans, LA (2017)
Check out this video on advice for challenges encountered during research (first 47 seconds)
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Canopy |
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Canopy is an organization focused on increasing environmental education and urban forestry, balancing the discrepancies between Palo Alto and the under-served community of East Palo Alto.
member of the INAUGURAL education committeeCommittee created to oversee and steer the direction of Canopy's education programs.
Teen urban forester workshopsLead frequent workshops for high school students of East Palo Alto, aimed at teaching plant sciences and tree care.
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Vice provost for teaching and learning (VPTL)
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Teaching Liaison and Mentor in Teaching for the Department of Earth System Science and the School of EARTH
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VPTL Liaison:"foster two-way communication between VPTL and their home departments by promoting VPTL programs and resources, working with VPTL to customize teaching services, and supporting an energetic exchange of ideas."
Mentor in teaching (MINT):"trains experienced TAs to become department-based Teaching Mentors. After training, they support their departments’ TAs in specific courses, implement activities for the TAs to improve their teaching skills, provide feedback to departments about what TAs need to be effective in their duties, and act as a resource on teaching in general."
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Earth system science peer mentor |
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Annually serve as a peer-mentor for incoming students in the Earth System Science department to help with their transition to graduate school throughout their first two years. Also serve on panels giving advice to incoming students, and regularly answer questions they may have through our community chat network.
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Image of current mentee (Emily Lacroix), teaching high school students about soil science during a co-hosted event.
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Control of nature (ESS/EARTHSYS 107) |
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Teaching Assistant for Dr. Rob Jackson in 2016 & 2019. Developed weekly lectures based on current scientific and ethical dilemmas.
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Course description:"Think controlling the earth's climate is science fiction? It is when you watch Snowpiercer or Dune, but scientists are already devising geoengineering schemes to slow climate change. Will we ever resurrect the woolly mammoth or even a T. Rex (think Jurassic Park)? Based on current research, that day will come in your lifetime. Who gets to decide what species to save? And more generally, what scientific and ethical principles should guide our decisions to control nature? In this course, we will examine the science behind ways that people alter and engineer the earth, critically examining the positive and negative consequences. We'll explore these issues first through popular movies and books and then, more substantively, in scientific research."
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Colegio San benito Emergency relief fund |
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Together with the Sigma Alpha Epsilon Chapter at Stanford University, I supported my former school in Puerto Rico after Hurricane Maria by sending the necessary generators and resources to power their offices and cafeterias, allowing for school to start before the return of electricity.
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Ernest Houston johnson scholars (EJHS) |
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Program sponsored by the Black Community Services Center, providing networking and professional opportunities to Stanford undergraduates. I mentored four scholars throughout the two iterations of this program.
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Photo of the 1891 Stanford football team featuring Ernest Houston Johnson (bottom left) the first African-American student to attend Stanford University (Courtesy Stanford Archive). His legacy serves as the namesake and inspiration for this program.
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Stanford earth young investigators (SEYI) |
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As the Teaching Assistant for SEYI in 2016, I managed a cohort of over 30 high school students from the bay area representing diverse backgrounds aimed at introducing research and earth sciences at an early age. Furthermore, I taught college preparedness seminars, and gave 1 on 1 guidance.
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Course description:"At the School of Earth, Energy & Environmental Sciences, high school students spend the summer working in research laboratories. The students become involved in existing research projects and are supervised directly by graduate students, post docs and lab managers. This program enables graduate students to serve as supervisors, prepares high schools students for college and helps strengthen the connections between Stanford and local high schools. Since 2004, over 250 high school students have worked in research labs in the School of Earth, Energy & Environmental Sciences and learned about the process of science first hand. We offer several different options, with different areas of focus and time commitments. Applicants can apply to more than one option and must indicate what they want to be considered for."
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early education outreach |
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hosting college vists |
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