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Practical earthquake Science

 


During my first few years in high school, I proudly told my colleagues that my research on seismic risk mitigation technology would save countless lives and help prevent trillions of dollars from damaging infrastructure. I did not lie. My counselor and I really felt close to making a breakthrough in technology. But our confidence collapsed one afternoon, when we met representatives of a government agency to discuss moving our work beyond the trial range. “The dangers of using a new technology are very high. One official told us that the approval and implementation process can take decades. I left the meeting feeling empty.”

Interpretation: Robert Nobaker

“I have realized that my scientific experience is valuable in other fields.”

I went home and thought deeply about my priorities. I’ve seen real problems in the world: natural hazards, environmental injustice, social injustice – and the list goes on. I went to high school because I wanted to make a difference. I felt the world was burning, and I wanted to help people here and now, not decades in the future. Suddenly, it became clear that this would not happen.

I tried to pivot my project so that it could be implemented more quickly. But Ph.D. The committee was not enthusiastic. One of the committee members went so far as to tell me that if I went in that direction, I would waste time.

I have been installed. I seriously thought about quitting smoking, and I had hesitated for months about whether my work was worthwhile. But I sunk years into high school at that point, so I tried to stick to it.

One day, I imagined that research might not be the only way to make a difference. I started exchanging ideas outside of academia that would marry my interests in science, politics, and communication. But I had no idea how to get started. So, I attended a workshop in Washington, DC, that taught scientists how to communicate with lawmakers and their staff. She met other graduate and post-doctoral students from all over the country who were disappointed with academic work and wanted to influence science policy. It was convenient to discover that I am not alone.

When I returned to my graduate program in Arizona, I used my free time to start a statewide science policy network with the goal of helping scientists early in their careers interact with policymakers and the general public. As part of this work, I organized a “Science Day” at the Arizona State Capitol, which attracted 12 state politicians and nearly 60 scientists at the start of their careers. During a panel discussion, a student asked, “We see important issues in Arizona! What can we do?” A member of Congress replied, “Call your representative! We want to hear from you.” This response was unsatisfactory to me. I raised my hand and indicated that we wanted to do more. Later, the congressman communicated and agreed to partner with our network to bring in more scientific expertise in decision making. We began meeting with lawmakers regularly, providing written briefs, and witnessing to the committees – a work that we continued to do remotely during the COVID-19 pandemic.

My role with the network has brought me a renewed sense of joy and achievement. I am still pursuing a PhD. Research, and I hope that the technology we develop one day will be implemented. But I realized that I could make an impact in other ways – and that my scientific expertise was valuable in other areas.

Out of academia, I also developed a network of industry professionals, nonprofits, and government. Some of these people gave me helpful notes on Ph.D. Research. And the links I make will be invaluable to my career, when I hope to work in science policy.

I went to graduation school full of enthusiasm. Over the years, I have learned that my academic research itself will not satisfy my longing to make a difference in the world. It was a painful realization, but I am grateful for times of doubt because it pushed me in a new direction. Now, I’m back to feeling proud of all the work I’m doing.

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