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Hailing from Nigeria and having pursued my education in Ghana before moving to the United States, I have spent most of my life navigating the world as an international student. As a first-generation doctoral graduate, I understand deeply the importance of building community and creating connections, especially in spaces where cultural, financial, and institutional barriers can make academic life feel isolating. My journey has included challenges, from navigating immigration and funding to adjusting to cultural differences, all while trying to find my place in science and higher education.

Teaching climate science to teenagers at the Windmill Library was one of the most energizing outreach experiences I’ve had. My focal group consisted of high school students who were interested in learning about climate change at the library, and the venue offered an open, welcoming environment that encouraged engagement. I wanted to design a program that didn’t just explain climate change but helped young adults to see the connections between atmospheric science, human behavior, and their lived experience.

Since the COVID-19 pandemic, Americans' trust in science has declined 16 percentage points — from 73% to 57% people reporting a positive view of science's societal impact, according to the Pew Research Center. This erosion has had real consequences, including significant research funding cuts in 2025. When the public better understands why scientists conduct research and how it benefits daily life, they are more likely to support that investment. Bridging this gap is the foundation of the High School Science Communication Workshop, developed by the UNLV Radiochemistry Program.

As part of my participation in the STEM Ambassador Program, I had the opportunity to design and implement the educational workshop “Biologists for a Day” for elementary students at Dr. Julio J. Henna School. The activity was originally planned for preschool students and focused on explaining the process of decomposition through a science story. However, I was given the opportunity to adapt the activity for older students, which became a positive challenge and a valuable learning experience.

I did not expect cricket practice to become a place where I would talk about flood mapping. But somewhere between players setting up cones and adjusting field positions, I began to see how naturally the conversation could shift from sport to science.

I recently had the pleasure of attending a seminar given by Dr. Nalini Nadkarni, Professor Emeritus of Biology at the University of Utah. She spoke about her career-long mission to weave a tapestry grounded in ecology—one that tells stories of disturbance and recovery while crossing disciplines and communities. Part of this work culminated in the launch of the STEM Community Alliance Program (STEMCAP), which brings STEM programming to youth in custody and connects them with scientists, artists, and community educators. As a newly designated STEM Ambassador collaborating with STEMCAP, I was scheduled to present my research on plant–bacteria interactions to students at the Slate Canyon Youth Center (SCYC) just two days after her talk. These students are justice-impacted youth (aged ~14-20) participating in an educational program designed to provide structure, support, and opportunities for growth during custody. Feeling a little starstruck, I asked Dr. Nadkarni if she had any last-minute advice. Her response was simple: humanize yourself. Show them that you are a person as well as a scientist.

My STEM Ambassador project is taking place in the Corredor Ecológico del Noreste (CEN) Reserve in Luquillo, Puerto Rico, a protected coastal ecosystem co-managed by the community-based organization Coalición para la Protección del CEN and the Department of Natural and Environmental Resources (DRNA). The Coalition, established in 2005, plays a key role in conservation, education, and community engagement. I have collaborated with this group in the past and continue to work with them through my postdoctoral research within the Reserve. This ongoing relationship has allowed me to observe their essential work in protecting the area and educating visitors. The Reserve receives both local and international tourists, yet it lacks interpretive guides or materials that help visitors understand and appreciate what they are experiencing.

2025 is another packed year for STEMAP!

My focal group was Faneyåkan Sinipok, an elementary CHamoru language immersion program. The group consisted of around 25 students ranging from kindergarten through 5th grade. In this program, students are taught all the usual subjects, but completely in the CHamoru language, along with an emphasis on place-based education. The project title was An Gaige Giya Inalåhan, which translates to When In Inalåhan. The southern village of Inalåhan holds various key sites that display the island’s beautiful landscapes and portray it’s rich history and culture – making it an ideal venue for this group.

As a civil engineering student from Guam, I’ve always seen engineering as more than formulas and blueprints, it’s about solving real problems that affect our island home. This spring, I had the opportunity to lead a community STEM workshop as part of the STEMAP program, where I introduced middle school students to the world of civil engineering in an interactive and culturally relevant way.