Course Reflection

The Course Reflection page serves as an insightful overview of our journey through the PhD degree-NRES Course. Here, we reflect on each week's learning experiences, emphasizing the importance of trust in knowledge transmission. This space is dedicated to understanding how our comprehensive materials and expert faculty guidance contribute to your educational journey.

Trust and Knowledge in Research

Reflecting on Week 1:
This week marked the beginning of our course, and it was an introduction to both the technical and emotional complexities of conducting research, particularly in environmental science. One of the most striking discussions was about trust—trust in knowledge, in research methodologies, and in communication with the public. I had never thought about trust in research so explicitly before. It became clear to me that, as researchers, we often take for granted the trust that the public and other stakeholders place in scientific knowledge. However, the conversation also highlighted how trust can be fragile and how easy it is to erode if research practices aren’t transparent or well communicated.

The discussion about imposter syndrome resonated with me. As a PhD student, it's easy to feel as though you don’t "belong" in academia, especially when encountering high expectations. I have often experienced this sense of self-doubt when participating in high-level academic discussions. But reflecting on this in the context of trust—it makes sense that self-trust is just as critical as trust in the research itself. Without the confidence to trust your own capabilities and knowledge, communicating research effectively is difficult.

I feel like the first class set the tone for the course, emphasizing that research is not just about data and findings; it’s about relationships—building trust, overcoming doubts, and ensuring the process is transparent.

Questions for future reflection:

How can I cultivate trust in my own research and overcome moments of imposter syndrome?
What strategies can I use to build trust when communicating my research to diverse audiences?

Reframing Wicked Problems

Reflecting on Week 2:
This week, we delved into the concept of wicked problems—complex, multi-dimensional issues that lack a clear solution. The case studies of wildfires and climate justice particularly stood out for me. These issues are not isolated; they are interconnected with political, social, and environmental factors that vary across regions. As a researcher, the complexity of these problems challenges traditional approaches to scientific inquiry, which typically favor more straightforward, linear solutions. I realized that wicked problems require research to be approached in an interdisciplinary way, considering multiple perspectives and drawing from diverse fields of study.

What struck me most was the discussion on climate justice. Climate change disproportionately affects vulnerable populations, yet those most affected are often the ones with the least power to influence environmental policies. This brings an ethical dimension into research that I hadn’t fully considered before. Moving forward, I now see that research in climate justice cannot be conducted in isolation from societal, economic, and political realities.

Personal Reflection:
Thinking about my own research, I realize that environmental challenges in my area of interest may be part of a broader wicked problem. How can I address these broader systemic issues while staying focused on specific aspects of my research?

Questions for future reflection:

How can interdisciplinary approaches help address wicked problems in environmental science?
What role can environmental justice play in my future research, and how can I ensure that my work contributes to both scientific understanding and social change?

Systems Theory and Citizen Science

Reflecting on Week 3:
This week, the introduction to systems theory challenged my thinking about how environmental issues should be understood and studied. Rather than viewing problems in isolation, systems theory teaches us to see the interconnectedness of various factors. For example, wildfires are not simply the result of dry conditions—they are influenced by human activity, policy decisions, ecological health, and social factors. This holistic perspective will inform my own research moving forward, encouraging me to approach problems from multiple angles.

The second half of the class on citizen science was equally impactful. The potential for public participation in scientific research is enormous, yet it comes with challenges. Citizen science can generate valuable data, but it requires proper training and the right tools to ensure the quality and accuracy of the data. This made me think critically about how I might incorporate public engagement into my own research. Could I involve local communities in data collection? How can I ensure that citizen science efforts align with the goals of the research?

Personal Reflection:
I think this session helped me better understand how my research can benefit from collaboration with non-experts. In the future, I plan to explore ways to include citizen science components in my work, as I believe it can create a more inclusive and comprehensive research process.

Questions for future reflection:

How can I incorporate systems thinking into my research to ensure I am addressing environmental problems in a holistic way?
What are the ethical and practical challenges of integrating citizen science into my research, and how can I overcome them?

Truth, Reconciliation, and Indigenization in Academia

Reflecting on Week 4:
This week’s discussion on Truth & Reconciliation and the need for Indigenization in academia was deeply thought-provoking. The acknowledgment that academic systems have historically marginalized Indigenous knowledge and ways of knowing made me rethink how we approach environmental research. Often, Western scientific knowledge is privileged over Indigenous practices, despite the fact that Indigenous communities have been stewards of the land for millennia.

The idea of decolonizing education is something I hadn’t fully considered before. Academia has often treated Indigenous knowledge as anecdotal or not as “scientific” as Western paradigms. However, I now realize that incorporating Indigenous perspectives into environmental research isn’t just a matter of diversity—it’s a necessity for more sustainable and inclusive solutions. There’s so much we can learn from Indigenous ways of knowing, which are often more holistic and long-term in their thinking.

Personal Reflection:
As I think about my own work, I wonder how I can more meaningfully integrate Indigenous knowledge into my research. I recognize this is not something I can do superficially—it requires a deep respect and understanding of these knowledge systems, and a commitment to building trust and respectful relationships with Indigenous communities.

Questions for future reflection:

How can I build my understanding of Indigenous knowledge systems to incorporate them meaningfully into my research?
What role does decolonizing research play in environmental science, and how can I contribute to this process in my academic work?

Theoretical Frameworks and Interdisciplinary Research

Reflecting on Week 5:
This week’s focus on theoretical and conceptual frameworks was incredibly useful. I’ve learned that frameworks aren’t just theoretical tools—they shape how we approach problems, design our research, and interpret results. A well-thought-out framework allows us to articulate our research questions and connect them to larger concepts, theories, and disciplines. This session has inspired me to revisit my own research and start developing a stronger theoretical framework. What theories will guide my work? How can I use a conceptual framework to tie my research to existing bodies of knowledge?

The conversation about interdisciplinarity was also eye-opening. We were encouraged to think beyond our immediate disciplines and embrace the richness that other fields bring. In environmental research, I see how interdisciplinary collaboration is essential. Whether it’s drawing on sociology to understand human behavior or economics to analyze the financial costs of environmental policies, interdisciplinary work can provide a fuller picture of environmental problems.

Personal Reflection:
I now realize that developing a strong theoretical and conceptual framework will be crucial for my own PhD work. I’ll need to make sure that my research is informed by theories from multiple disciplines to give it depth and breadth.

Questions for future reflection:

How do I ensure that the interdisciplinary frameworks I choose will allow me to not only understand but also address the root causes of environmental issues, especially those that involve social justice and policy dimensions?
What theoretical frameworks are most relevant to my research, and how can I develop a conceptual framework that links these theories to my research questions?

The Ethics of Being: Ontology and Human Subjects in Research Practice

Reflecting on Week 6:

In Week 6, we focused on ontology—the study of being and existence—and research ethics, specifically regarding human subjects. The readings on ontology made me question the very nature of the objects and subjects of my research. What do we mean when we say something "exists"? How do our ontological assumptions shape how we approach research questions?

The focus on ethics, particularly when working with human subjects, was another critical takeaway. I realized that the ethics of research are not just about ensuring the safety and consent of participants, but also about the power dynamics involved in conducting research. How do we ensure that vulnerable populations are not exploited in the research process?

Personal Reflection:

As I reflect on my own work, I am now more aware of the ethical implications of my research, especially when it involves marginalized communities or vulnerable individuals. This week’s discussions have given me a clearer framework for thinking about how to address these issues in my own work.

Questions for future reflection:

How do different ontological assumptions (e.g., materialism vs. relationalism) influence the design and ethical considerations of research involving human subjects, and what are the best practices for researchers to align their ontological and ethical commitments with the communities they are researching?

Local Frameworks and Proposal Writing

Reflecting on Week 7:

This week, we delved into local frameworks and proposal writing. The idea that research should be grounded in local contexts really resonated with me. It’s easy to focus on global or theoretical frameworks, but local perspectives and contexts often provide valuable insights that are critical for the success of a project.

In terms of proposal writing, I was reminded of the importance of clarity and focus. Writing proposals is an art in itself, and I’ve realized how critical it is to communicate complex ideas in a concise and accessible way, especially when trying to engage funding bodies or collaborators.

Personal Reflection:

Reflecting on this week’s class, I’m more committed to integrating local perspectives and knowledge into my proposals and ensuring that my research is grounded in the communities I work with. Additionally, I’ve learned that a good proposal is not just about outlining your research—it's about crafting a narrative that speaks to the significance and impact of your work.

Questions for future reflection:

How can local frameworks be used to address global environmental challenges while maintaining cultural sensitivity and avoiding the imposition of external values, and how can these frameworks be translated into effective research proposals that appeal to diverse funding bodies?

Wildfires and the Ethics of Environmental Research

Reflecting on Week 8:

This week, we focused on wildfires, looking at both their environmental and social impacts. Wildfires are an excellent example of wicked problems—complex, multifactorial, and often politically charged. The ethical questions surrounding fire management and the role of humans in exacerbating wildfires were particularly compelling.

I also began to think about how wildfire research could be shaped by political ideologies, particularly when it comes to land management. How do we balance human intervention in nature with the idea of protecting ecosystems? And how do we consider the cultural significance of land to Indigenous peoples in wildfire management?

Personal Reflection:

These reflections have pushed me to think about the ethical dimensions of my own research, particularly in how I engage with different stakeholders and communities. Wildfires are an urgent global issue, and I’m inspired to think about how my research can contribute to solutions that consider both the ecological and social aspects of the problem.

Questions for future reflection:

Nature’s Claim: The Legal and Ethical Revolution of Rights for the Earth

Reflecting on Week 9:

This week’s discussions on research ethics focused on the complexities of working with human subjects, particularly in terms of ensuring informed consent, confidentiality, and the fair treatment of vulnerable populations. One thing that stood out to me was the emphasis on ethics beyond compliance—it’s not just about meeting regulatory requirements, but about being genuinely reflective and ethical in our approach to research.

Personal Reflection:

This class has inspired me to think carefully about how I design my own research projects. It has also reinforced the importance of seeking guidance and mentorship from senior researchers who can help ensure that ethical concerns are addressed throughout the research process.

Questions for future reflection:

How can ethical frameworks in research be expanded beyond traditional informed consent to include power dynamics, community engagement, and long-term impact assessments, particularly in the context of vulnerable or marginalized populations, and how can we measure the ethical outcomes of research on these groups?

Inspiring Women Among Us (IWAU) Event

Reflecting on Week 11:

Reflection on the Inspiring Women Among Us (IWAU) Event

From November 13-20, 2024, I attended several events as part of the Inspiring Women Among Us (IWAU) initiative. These events were incredibly powerful and provided a valuable perspective on Equity, Diversity, and Inclusion (EDI), especially within academic and research contexts. The sessions I attended included panel discussions, keynote speeches, and workshops on women in leadership, social justice, and resilience in the face of adversity.

One key takeaway was the importance of fostering inclusive spaces for marginalized voices, especially women of diverse backgrounds, in academia and beyond. The event emphasized that women, particularly those from historically underrepresented groups, often face unique challenges that prevent them from accessing leadership positions or being fully recognized for their contributions. This resonated with me personally and academically, particularly when thinking about how these barriers exist not only in general professional contexts but also within research communities.

In one of the workshops, we discussed leadership in times of crisis, which immediately brought to mind the complex, multifactorial challenges of wildfires that we studied in earlier classes. Wildfires, much like many other environmental issues, disproportionately affect vulnerable communities—especially Indigenous peoples. This connection between wildfires and the discussions about EDI highlighted how environmental challenges often intersect with social inequalities. For instance, women and marginalized communities in wildfire-prone areas are often left out of leadership roles in disaster management, even though their lived experiences and knowledge could significantly improve the effectiveness of response efforts.

Linking EDI to My Research

This event also reinforced the idea that social equity and environmental issues are inextricably linked. As we have seen in the context of wildfires, the impact of these disasters is not distributed equally. Indigenous communities and marginalized groups often bear the brunt of both the physical and socio-economic impacts of environmental disasters. The rights of nature movement, which was a focus of our Week 12 class, dovetails with the discussions around EDI by advocating for the recognition of nature’s rights alongside human rights, aiming for a more holistic approach to environmental policy and management.

In my own research on environmental issues, I’m now more aware of the need to incorporate equity considerations into my work, not just as a peripheral concern, but as a central element of research design and policy advocacy. The idea that we should not only protect the environment but also ensure that those most impacted by environmental damage have a voice in decision-making will guide my future research.

Honoring the Land: The Rights of Nature and Indigenous Knowledge Systems

Reflecting on Week 12:

Indigenous Knowledge and the Rights of Nature

During the Indigenous ways of knowing and doing session, I was introduced to the importance of Indigenous knowledge systems in addressing environmental challenges, such as wildfires. Indigenous peoples have been living in close connection with the land for millennia and possess unique insights into sustainable land management, resource conservation, and disaster prevention. I was struck by how Indigenous methodologies—which are often grounded in relational understandings of the natural world—contrast with the reductionist models that dominate mainstream environmental science.

For instance, fire management practices in some Indigenous cultures emphasize cultural burning and controlled fires as a way to prevent large, uncontrolled wildfires. These practices are deeply rooted in both ecological knowledge and cultural values, which could be integral in developing more effective, equitable wildfire management strategies that respect both human and environmental rights.

Personal Reflection:

This week’s events and discussions have made me reflect on how crucial it is to adopt an integrated approach to environmental research that does not just focus on the natural environment but also centers social equity. The incorporation of Indigenous knowledge systems into mainstream environmental policy and research is not just a matter of cultural preservation—it is essential for addressing the complexity of environmental crises, such as wildfires. Moreover, these systems are aligned with the broader rights of nature movement, advocating for policies that recognize nature’s rights in the same way we recognize human rights.

Discussion on Indigenous Ways of Knowing emphasized the importance of shifting from an anthropocentric to an earth-centric worldview. This contrasts with the Western perspective, which often places humanity above nature, treating the Earth as something to be controlled rather than revered.

Questions for Future Reflection:

How can I ensure that my own research centers marginalized voices—especially Indigenous communities—when developing solutions to environmental challenges like wildfires?
How do I integrate Indigenous knowledge systems with scientific frameworks to create more inclusive, effective environmental management policies?
What strategies can be employed to ensure that women, particularly those from marginalized communities, are not just participants but leaders in environmental research and policy-making?
How can the rights of nature be more effectively incorporated into environmental policies to create a balance between human needs and environmental preservation?

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