STEM Outreach and Education

My work in science education and community outreach started in 2018 with UC Berkeley’s RadWatch project. I began by visiting classrooms, helping out at science fairs, and talking with students, families, and teachers about air quality, carbon dioxide levels, and radiation in the environment. I used tools like Geiger counters, semiconductor detectors, and UV demos to make these ideas hands-on and real. We’d look at everyday examples like x-rays at the dentist or why sunscreen matters, then connect that to how radiation moves through space, how different materials block it, and what the different types mean for health.

Over time, I took on more responsibility and started developing and leading soil sample collection workshops for residents in communities facing environmental harm. These workshops focus on how to collect and label soil samples with care. I walk folks through things like measuring depth, describing soil type, keeping good notes, and understanding why all of that matters when you're trying to understand exposure. We look at real results together and talk through what they mean. If we see cesium, for example, we explain where it likely came from, how the levels compare to natural background radiation like potassium-40, and whether or not it’s something to worry about. The goal is not just to test samples but to build understanding and trust through the process.

Alongside that, I’ve been mentoring high school and undergraduate students, especially during summer internships and community research programs. I help them get familiar with our codebase and data tools, especially around neutron activation analysis and gamma spectroscopy. I teach them how to use Git, SSH, Python, and Jupyter notebooks. We talk through how to find and analyze gamma peaks, how to calculate activity, and how to characterize different detectors. Some students work on building interactive apps with Dash, some integrate GPS or Bluetooth for mobile data collection, and others focus on writing or visualization.

I also help students write and publish short blog posts about their work, which they often use for college applications or personal portfolios. I care a lot about making sure they leave with something tangible they’re proud of, and that they’ve really learned something they can use going forward.

In addition to all of that, I worked as a Program Assistant for Be A Scientist, where I supported middle schoolers as they came up with their own experiments and ran them over a six-week period. It was a great way to practice harm-reduction teaching and make science feel exciting and accessible for younger students.

All of this fits into my larger goal of making science something that belongs to everyone. Whether I’m debugging a student’s code, digging a hole with a local elder, or standing in front of a classroom, I want the people I’m working with to feel like the knowledge is theirs and the process makes sense. Science doesn’t need to be mysterious. It can be clear, collaborative, and connected to people’s lives.