Democracy needs all of us to show up

Since our founding, Engineers & Scientists Acting Locally (ESAL) has called on people with backgrounds in STEM to “show up” and engage in their communities, bringing their expertise to public life and helping shape decisions that affect us all. This call rests on two core beliefs: that communities thrive when everyone participates and that scientists and engineers bring distinctive and valuable perspectives. It also rests on the fundamental promise of democracy: that every member of society has the right to be heard.

As Arti has said before, the fundamental currency of democracy is the right to vote. When we have the ability to choose the elected officials who represent us, they have the obligation to listen. America was founded on the principle that a government is legitimate only when it has the consent of the governed. For much of our history, that promise has gone unfulfilled for the majority of us. 

Over nearly two centuries, countless activists–abolitionists, suffragists, and civil rights champions–mobilized, and in some cases gave their lives, to expand that promise through the 15th and 19th Amendments and the Voting Rights Act (VRA) of 1965. The latter helped make the universal right to vote a more attainable reality by establishing mechanisms to ensure fair ballot access and prevent elected officials from adopting practices that can be used to discriminate on the basis of race. Now, the Supreme Court’s decision in Louisiana v. Callais has weakened the VRA’s protections by raising the bar for demonstrating racial bias in redistricting decisions, putting at risk the ability of all Americans to “show up” and be heard. This ruling arrives as Congress simultaneously considers legislation that will increase the bar for individuals to vote while reducing the ability of state governments to implement policies that have been demonstrated to expand access to voting.

For many of us who have grown up under the VRA’s protections, the threat of systematic disenfranchisement can feel distant or abstract. But the scientific community is already seeing what happens when democratic guardrails are removed. The President recently dismissed the National Science Board, the body created to safeguard the independence of the National Science Foundation and protect America’s commitment to scientific freedom and integrity. This nonpartisan public service mission underpinned one of the world’s most creative and productive engines of innovation.

ESAL has always believed that engineers and scientists have a responsibility to contribute to the health and wellbeing of their communities. That contribution depends on a functioning democracy where every voice counts and every vote matters. Safeguarding those freedoms is up to all of us. When the STEM community comes together with purpose and courage, we can strengthen the systems that make science, innovation, and democratic life possible. Join us in this work.

Here are some ways you can take action:

How Citizen Scientists Are Shaping Conservation Research

Alison Ormsby currently serves as the associate director of design at Adventure Scientists, where she develops global citizen science projects that connect volunteers with large-scale conservation research. She holds a Ph.D. in environmental studies from Antioch University New England and has spent more than two decades teaching environmental studies and sustainability, including leading study-abroad programs in many different countries.

Beyond her professional work, Ormsby remains deeply engaged in environmental policy and community advocacy, regularly sharing her expertise through volunteer opportunities, podcasts, public outreach and international travel, which has spanned more than 55 countries.

This interview has been edited for content and clarity.

JL: Can you walk us through how a conservation question turns into a fully designed Adventure Scientists research project?

Adventure Scientists Logo

Ormsby: Adventure Scientists is a multifaceted organization that develops and implements citizen science projects around the world. We focus on four core areas—forests, freshwater, biodiversity, and climate—and partner with nonprofit organizations, businesses, government agencies, and academic researchers who need lots of data points.

Typically, a partner comes to us with a research question and a need for data that would be difficult or expensive to collect at scale. We work with them to design a project that trained volunteers can carry out in the field. If the partner already has methods, we refine them; if not, we help develop the data collection protocols from scratch. Every project must have a clear theory of change, often informing policy, protecting a species, or supporting the creation of a conservation area. 

One of the most unique aspects of Adventure Scientists is that the data is collected entirely by trained volunteers. People sign up, complete an online training program, pass a certification quiz, and then contribute to projects in their region. We currently have thousands of volunteers around the world. It’s a powerful way to connect everyday people directly with meaningful environmental research and conservation work.

JL: How did your academic career shape the way you approach your work at Adventure Scientists?

Ormsby: For 20 years, research and project design were central to my professorship, particularly as part of the tenure process. I collaborated extensively with students and colleagues around the world on environmental research, so designing studies and thinking rigorously about methods now comes very naturally to me. While teaching in Florida, I participated in a citizen science project about beach-nesting birds, and later at UNC Asheville, I created and taught a course devoted entirely to the topic of citizen or community science. These experiences played a major role in my being hired for this position at Adventure Scientists. 

Beyond research, teaching study-abroad courses was especially formative for me. I am a strong believer in the value of cultural immersion: learning another language, experiencing what it means to be a guest in another country, and viewing environmental challenges through a local lens. I made a point of working with host-country stakeholders by inviting local guest speakers, organizing homestays, and connecting students with local conservation efforts. My goal was to expose students to real-world environmental work and possible career paths while highlighting the incredible work already happening on the ground. That’s one reason I find citizen science so exciting; it gives people a direct way to engage locally and see the impact of their efforts. 

I also worked as a journalist with Earth Negotiations Bulletin, a publication run by a non-profit organization (IISD) that reports on United Nations environmental treaty negotiations. Like conservation research, environmental policy requires people with different perspectives to work toward shared goals and make compromises along the way. That same philosophy continues to guide my work at Adventure Scientists, where we hope to translate citizen participation into lasting changes in personal choices and actions. After each project, we survey volunteers to ask whether their involvement influenced their habits or career paths. It’s inspiring to see how often people report making changes in their lives after participating. While our projects focus on natural science, evaluating those personal outcomes helps us understand the broader impact of engaging communities in conservation.

JL: How do organizations typically partner with Adventure Scientists?

Ormsby: Our executive director often meets corporate and nonprofit partners at conventions or speaking events like our recent talk at the Explorer’s Club, where mission-driven businesses are looking for meaningful ways to support conservation work. Sometimes a partner comes to us with a specific research question and a need for large-scale data sets to support their work. Other times, a company might support a project through sponsorship, equipment for volunteers, lab analysis, or marketing. For example, companies working in areas like environmental DNA (eDNA) analysis may collaborate with us by helping process the samples our volunteers collect.

Every project has a live data dashboard that shows where volunteers are needed and where projects are currently active, so it is easy for people to see opportunities in their region. One of my favorite ongoing efforts is our Tree Tracking work, where each year we focus on a different species with the help of strong conservation partners. These projects have already helped protect forests and raise awareness about the scale of illegal deforestation, which many people do not realize is a threat in many of our national forests. Citizen scientists play a direct role in collecting the data that helps address these challenges and are supported by the partners who help translate that information into research, policy, and on-the-ground conservation action.

JL: Adventure Scientists generates large, volunteer-driven datasets—how are these ultimately used by researchers and policymakers?

Ormsby: Every project involves developing a mobile app that volunteers use to collect data in the field. That information feeds into a live data dashboard, where we review and clean the data, like removing outliers or entries that don’t meet the project protocols, to ensure the final dataset is accurate and reliable. Interested researchers can request access through our website. In general, we believe strongly in open-access data and encourage partners to share it widely whenever possible to contribute to publications and inform policy recommendations. 

A Tree Tracking volunteer measuring a Big Leaf Maple

One example of our research archive came from our global microplastics project, which collected water samples around the world to measure the presence of microplastics. At the time, it produced the largest dataset of its kind and it continues to be one of our most frequently requested datasets by interested organizations and governments. That project helped demonstrate the global scale of microplastic pollution and continues to support ongoing research into its environmental and health impacts.

Some datasets take longer than others to process, particularly when lab analysis is involved. For example, for some of the species in our multi-year Tree Tracking Program, volunteers collected leaves from species like black walnut and eastern white oak and mailed them to the U.S. Forest Service genetics lab in Corvallis, Oregon for analysis. Researchers then created DNA “fingerprints” for individual trees. That genetic database can be used to trace illegally harvested wood back to its origin within about eleven kilometers, and it has already been used as court evidence in legal cases to prosecute suspected timber poaching. Volunteers made a huge impact just by collecting leaves while they’re out hiking, showcasing the strength of citizen science. 

JL: What current or upcoming projects are you especially excited about?

Searching for Killer Whales along the Oregon coast

Ormsby: One of our most exciting current projects is Searching for Killer Whales along the Oregon coast. There’s a well-known population of southern resident killer whales that travel along the West Coast, and while there is strong data from Washington and some from California, there has historically been a major data gap in Oregon. The coastline there is rugged and the weather can be challenging, which makes systematic monitoring difficult. Right now, we have hundreds of volunteers working to document sightings, and that data will go directly to the Oregon Department of Fish and Wildlife and NOAA. It will help inform state and federal management plans, especially efforts to identify critical habitat and understand how close whales are to shore. In the future, this could even support outreach tools that alert boaters when whales are nearby so they can adjust their course and avoid disturbing them.

We’re also working on a Tracking Whitebark Pine project in Washington and Oregon. Whitebark pine is a high-elevation tree species that has been listed as threatened due to disease and mountain pine beetles. Volunteers help locate trees, record their health, and note whether they’re producing cones. That information allows the Forest Service and the Whitebark Pine Ecosystem Foundation to identify healthy trees and collect cones for reforestation and seedling programs.      

Our most recent project has just launched, Preserving Pacific Northwest Forest Biodiversity.  Volunteers in western Oregon, western Washington, and northwestern California can help with acoustic monitoring of wildlife. The project requires off-trail navigation and is a unique chance to explore parts of the Pacific northwest that few ever see.

Our future opportunities are announced through our newsletter, which is the best way for volunteers to stay informed about upcoming projects.

JL: How can I become a citizen scientist?

Ormsby: The best first step is to sign up for our newsletter and then register for a project. Once someone signs up, they gain access to the training materials and can decide whether a project is a good fit for them. We want participation to feel approachable and flexible, and the training ensures volunteers feel confident before heading into the field with a friend.

We always encourage people to explore the website, sign up for updates, follow us on social media (@adventurescientists) and reach out if they have ideas for conservation projects. If you know of a possible project where volunteers can help collect data at scale, we want to hear about it!

How Everyday People Use Science to Protect Their Communities

Enjoying time in the garden with my grandmother Yumie (left) and mother Diana (right)

The backdrop to many of my earliest memories is my mother’s garden in Memphis. Before and after work and school, we’d walk the yard together, sharing our observations. On the weekends, we would turn on some music, pick up the shovels and pruners, and tend to the garden’s seasonal needs. I’d listen to her use Latin names I knew I’d never remember and noticed how her observations were shaping mine. We never used the term at the time, but I now see her as my first science teacher, teaching me both from what was passed to her and what she learned and experienced throughout her life.

Growing up in the city, almost all of my connections to “formal” science were through school. We were taught the information through textbooks and lectures, sometimes had a chance to participate in a lab activity, but often felt as though our lives did not have a role for science and science did not have a role for us. The everyday science I had learned from my mom never felt like it warranted the title of “science.”

When I accepted a job after graduate school, I was introduced to citizen science projects, projects defined by scientists and designed to engage the public in collecting scientific information. I was working for Emory University in the sustainability office and was introduced to the myriad ways people all over the world were participating in citizen science projects to track changes to the natural world. Species, temperatures, weather patterns, and nearly every natural force were and continue to be impacted by human actions, and citizen scientists play an integral role in recording and reporting what’s happening. 

Through citizen science projects, we are all called in to be part of a long legacy of formal citizen science efforts, dating back to the 1800s. We are the observers and recorders who help scientists determine just how impacted our planetary systems and inhabitants are and what that might forebode about humanity’s future. At Emory, we promoted pollinator counts and bird migration tracking opportunities. Eventually, we started using apps, like iNaturalist, regularly to add to information about the species on campus. With the proliferation of smartphones, most of us could contribute to scientific knowledge seamlessly. At the time, I never questioned the directional movement of information from our smartphones to scientists somewhere, using what we reported but never reporting back to us. 

The Urban Heat ATL project changed this for me. This community science project seemed different. Scientist-activists from across the Atlanta region teamed up to map urban heat across the city. They defined the purpose of the project–to determine which residents were most at risk from urban heat–and the design that trained and engaged walkers, bikers, and drivers to collect data using hand-held monitors. They mapped and shared the results, so that anyone could access the data. 

Community Science for Local Agency

Now, through Engineers & Scientists Acting Locally (ESAL), I have been energized to learn about the broader spectrum of citizen science and community science happening in communities across the country. 

In my first year with the team, Cynthia Prieto-Diaz joined us as a local engagement volunteer. She was seeking ways to move multiple environmental health projects forward, including an effort to put air quality monitors into the hands of residents who wanted more information about the air quality around them and who wanted to contribute to filling important data gaps. 

Cynthia noticed pollution near her residence and became a strong advocate for her community's air quality. After her initial complaints through the Bay Area Air District seemed to be ignored, she arranged a meeting with her city council member. She leaned into her scientific background to present an agenda with clear concerns and potential solutions.

“Using my audacity and being wonderfully impatient, I felt the need to bring solutions beyond just complaints,” Cynthia recalled. “That is also why, when I felt my complaints went nowhere and being unfamiliar with the complaint-handling process at the Bay Area Air District, I was interested in applying to join the Community Advisory Council. I thought my participation would help bridge gaps in that complaint process by bringing a community-engineering perspective and blending my lived experience with my technical root-cause analysis. I could help develop solutions grounded in community needs and organizational feasibility.”

Her actions earned her a city leadership award, which she felt was premature. Cynthia started engaging further with the Sustainability Division, petitioning for the introduction of monitors installed near higher-pollution areas and for portable air quality sensors residents could borrow from the library. This would empower residents as community scientists in industrial areas that lacked real-time monitoring. 

Eager to increase the use of air quality sensors, Cynthia connected with the Environmental Protection Agency to promote the program for wider adoption and awareness. Cynthia also organized a three-part series on air quality and environmental justice. The first two workshops were coordinated with facilitation and expertise provided by the Educator Collective for Environmental Justice. Throughout the series, neighbors were trained on using sensors, building DIY home air purifiers, and encouraging participation in zoning and policy decisions to address pollution long term. 

Everyday Citizen Science at Scale

This year, ESAL welcomed Darin Gray to the board of directors. Darin has many local roles, including one as a SciStarter ambassador. Darin and other volunteer ambassadors are trained to raise awareness about citizen science and engage members of their communities in active projects. By being a part of ESAL and SciStarter, Darin envisions everyday people working with scientists and engineers to have agency and a voice in the future of the places where they live and work.

“I became a SciStarter ambassador so I could help kids and their families learn about citizen science by doing activities such as soil testing and air quality monitoring,” Darin shares. “Through our partnerships with the Los Angeles Public Library, kids are using science to learn about their communities.”

This month is Citizen Science Month, an especially important one for SciStarter. Their goal is to engage as many people as possible in at least 2.5 million acts of science by the end of April. There are activities in hundreds of locations and for people with varying accessibilities.

“This year, as a partner of the Los Angeles City Nature Challenge, my team and I will be able to help kids and college students document nature across the greater Los Angeles area which will help scientists learn about the biodiversity of the region,” Darin says.

Science by and for Everyone

If I did not have the chance to grow my scientific curiosity by learning alongside my mother and others, I am not certain I would have expanded my frame of reference to see the power of everyday acts of science and how they can serve community-driven and research purposes. Citizen science and community science can be protective of and empowering to communities. Through the reinvention of research design processes, citizen and community scientists are planting more seeds for future scientists by growing the accessibility of engaging with science. Together, these approaches raise the general belief that science can and should play a central role in our everyday lives and in protecting the health and wellbeing of our states and communities. 

Starting Small, Showing Up: How STEM Professionals Can Engage Locally

Many STEM professionals express the desire to make a difference in their communities. Getting started, however, is oftentimes a challenge. The driver? Not motivation, but rather uncertainty.

If this sounds like you, some of your questions may include: What does civic engagement actually look like? Where should I begin? How much time does it take? And how can my technical expertise be useful, without becoming the sole focus?

These questions have shaped much of the work at Engineers & Scientists Acting Locally (ESAL), from workshops and storytelling initiatives to peer learning spaces. Most recently, they also informed the development of ESAL’s new on-demand video course: The Local Civic Engagement Toolkit.  This resource is designed to help STEM professionals move from curiosity to confident participation.

ESAL’s Program Manager, Al Licata, and Workshops Director, Chris Jackson co-developed the course, with Jackson serving as the narrator in the course videos. In conversation, they reflected on what helps people move from interest to action and why local civic engagement becomes more approachable when it is broken into smaller, more practical steps.

Start with values, not tactics

A values-first mindset is central to the new course. Rather than focusing exclusively on policy mechanics or advocacy tactics, the course guides learners through the same reflective process that has shaped ESAL’s mission and storytelling work: understanding personal motivations, learning how local systems function, and identifying meaningful entry points for engagement.

By combining video interviews, practical exercises and curated resources, the course draws on the rich library of content ESAL has already developed, while bringing new insights and materials to support sustained learning.

According to Licata, one of the biggest barriers to engagement is knowing where to start. “People often ask, ‘What should I do?’” they said. “But a more helpful place to start is understanding what matters to you and why.”

Taking this moment of reflection can shape not only how people get involved but also impact how long they stay involved. It’s no secret that civic work can be complex and slow-moving. Without a clear connection to personal values, participation can easily start to feel disconnected or unsustainable.

For STEM professionals, this can represent an important shift. On one hand, technical training often emphasizes efficiency and problem-solving. On the flip side, community engagement usually starts with listening: understanding local context, relationships, and priorities before proposing solutions. By providing an intentional learning progression, the course helps participants move from reflection to action.

The role of storytelling

Storytelling is an important aspect of ESAL’s mission, and Jackson believes it plays an essential role in helping people imagine themselves in these roles as civic participants.

“Hearing how someone else identified an issue, built relationships, and took action makes the process feel more real,” he said.

ESAL has long documented these journeys through its stories from the field series, which showcase a wide range of interviews on civic experiences, ranging from environmental advocacy to community science education and infrastructure planning.

These examples help demonstrate that civic engagement is not a single pathway but rather a set of possibilities shaped by local context.

Showing up is part of the work

The course also reinforces the importance of showing up through real-world examples. Learners hear directly from scientists and engineers who describe how simply attending meetings, volunteering their expertise, or building relationships became the foundation for deeper civic involvement. These stories mirror the experiences ESAL has documented for years through its Stories from the Field series.

Jackson said that another common misconception is that civic engagement requires specialized expertise from the start.

“Many STEM professionals are waiting for the perfect invitation,” he said. “They imagine someone will approach them with a technical problem only they can solve.”

At the local level, that scenario is uncommon. Instead, influence tends to grow through familiarity and trust. That process often begins with simply being present by talking with neighbors and learning how decisions are made.

“Showing up is not just preparation,” Jackson said. “In many ways, showing up is the work.”

Licata agrees. Civic engagement is inherently relational. Even individual actions involve interacting with others, including neighbors, nonprofit leaders, educators or local officials.

“You cannot do civic work in isolation,” they said. “It is about deciding together what the future of a community should look like.”

Why it's important to Act locally

Both Licata and Jackson emphasized that local civic spaces can feel more approachable than national advocacy. Issues are closer to daily life, decision-makers may be more accessible, and outcomes can be visible.

“You are often working with people who live in your community,” Jackson said. “That creates opportunities for direct relationships and meaningful influence that many people do not realize they have.”

Licata noted that local engagement can also produce tangible results on shorter timelines. Actions centered around community planning decisions, environmental protections, or transportation improvements can have direct and immediate effects on a community’s daily routines and quality of life.

ESAL highlights these kinds of efforts through its coverage of local STEM initiatives, where scientists and engineers who have taken the steps to get involved collaborate with community residents, educators, and policymakers to address specific place-based challenges.

Local civic spaces can also offer diverse entry points. Some people contribute technical expertise, while others focus on communication, organizing, research or coalition building. The variety of pathways can make it easier for newcomers to find a role that fits their interests and capacity.

Moving from individual action to collective effort

Licata encourages people to reframe civic participation as a shared endeavor.

“One of the most powerful questions is not ‘What should I do?’ but ‘What should we do?’” they said.

For STEM professionals who are accustomed to independent problem-solving, this collective approach can require some adjustment. But in the end, it often leads to stronger relationships and more sustainable impact.

To help participants continue this learning beyond the videos, the course connects learners to ESAL Community, a national community of STEM civic practitioners. In this space, learners can ask questions, exchange ideas, and find peer support as they navigate local challenges.

“It’s about finding your place in a broader effort,” Licata said. “Being open to learning and recognizing that change happens through collaboration.”

A practical takeaway

Licata and Jackson both emphasized that civic engagement does not require a grand strategy at the outset.

Instead, they suggest thinking in terms of manageable steps:

  1. Reflect on what issues matter to you most
  2. Learn how local decisions are made
  3. Connect with people already involved
  4. Show up, and do so consistently

“You do not need to have everything figured out before you begin,” Jackson said. “Once people take that first step, new opportunities tend to open.”

For STEM professionals hesitant about how to contribute locally, there’s good news. Civic engagement is not just for policy specialists or seasoned advocates. It grows over time through curiosity, relationships, and participation. In many cases, starting small is exactly how lasting change begins.

If you are looking for a structured way to explore these ideas further, ESAL’s new course, The Local Civic Engagement Toolkit, offers a guided introduction. Designed as an on-demand learning experience, the course brings together interviews, exercises, and community insights to help participants translate interest into action.

Author’s note: Al Licata is the program manager for ESAL. Chris Jackson serves as the treasurer for the ESAL board of directors, as well as workshops director.

ESAL Welcomes Four Civic-Minded STEM Leaders to Its Board

New members bring deep expertise across STEM education, public health, science policy, journalism, and community engagement

Engineers & Scientists Acting Locally (ESAL) is expanding its board with four leaders who exemplify what civic-minded STEM leadership looks like in action. Darin Gray, EdD, Julia Biggins, PhD, Meredith Drosback, PhD, and Nilesh Kalyanaraman, MD, FACP, bring a wide range of experience spanning STEM education, infectious disease and biodefense, science policy and communication, and public health and community leadership.

“Our board continues to grow in a way that reflects the depth of civic commitment that defines ESAL,” said Arti Garg, PhD, founder and chair of ESAL. “Darin, Julia, Meredith, and Nilesh each bring a powerful combination of technical knowledge and real-world experience working with communities and decision-makers. We are thrilled to welcome them and excited for the insight, leadership, and energy they will bring to our work.”

Julia Biggins, PhD, is an infectious disease scientist with over 15 years of experience developing medical countermeasures across government and industry. A former AAAS Science & Technology Policy Fellow at the U.S. Department of Defense, she currently serves as a lead biotechnologist at the MITRE Corporation and is active in volunteer leadership in Northern Virginia.

“Our communities deserve evidence-based, data-driven policy decisions,” Biggins said. “I’m excited to work with ESAL to help make that possible.”

Meredith Drosback, PhD, is an independent consultant and nonprofit leader with a background in science policy and communication. She previously served as deputy director for science at SciLine (AAAS), held senior roles at the White House Office of Science and Technology Policy, and was a congressional fellow with the U.S. Senate.

“ESAL creates clear, welcoming pathways for scientists and engineers to engage locally,” Drosback said. “I’m excited to help turn skills into service.”

Darin Gray, EdD, is director of the USC Viterbi K-12 STEM Center, where he leads STEM outreach, partnerships, and data-driven program analysis, and teaches engineering and cybersecurity. He also directs the USC MESA University Program and CS@SC Coding Camps, serves on national STEM education advisory boards, and is a SciStarter Citizen Science Ambassador.

 “Joining the ESAL Board allows me to collaborate with other STEM professionals to create new pathways for community engagement,” Gray said.

Nilesh Kalyanaraman, MD, is a primary care physician and healthcare executive who has led public health initiatives at the county and state levels, most recently serving as Maryland’s deputy secretary of public health and state health officer. For his county, he also led COVID response, established a county wide gun violence intervention team,  and a community led health outreach team and strategy to address health disparities.

“I joined ESAL to support scientists in bringing their expertise into the public space,” Kalyanaraman said.

ESAL continues to expand its board’s capacity to guide national efforts that strengthen civic engagement among scientists and engineers and improve local decision-making through evidence-based approaches.Read more about our board’s history and directors on our website.

ESAL Celebrates a Year of Growth and Collective Impact in New Annual Report

Engineers & Scientists Acting Locally (ESAL) is proud to share our Annual Report for July 2024 to June 2025, celebrating a year of momentum, growth, and deepened community engagement.

This year, our network of volunteers, supporters, and partners helped expand ESAL’s reach and impact. Together, we advanced our mission to empower engineers and scientists to engage with their local governments and communities—bringing science-informed perspectives to local and state decision-making and action.

From new partnerships and events to fresh stories of people with STEM backgrounds taking local action, ESAL’s achievements this year reflect what’s possible as our momentum grows and as we lean into network engagement.

We welcomed new leadership with the hiring of programs manager Al Licata and the promotion of Taylor Spicer to executive director, strengthened our board governance, and launched our first strategic plan that positions ESAL for intentional growth and impact.

Our volunteers remain the heart of ESAL. Their creativity, care, and commitment drive our content, workshops, and collaborations that inspire others across the country to connect science and civic life.

As the report highlights, this has been a year of building—of systems, capacity, and community. And none of it would have been possible without the support of our growing network of supporters, donors, and partners who believe in this mission and the possibility it creates for safer, healthier, thriving communities across the country.

Read the full Annual Report to see what we accomplished together.

Bridging Research and Policy: Kate Burns on Embedding Science in Local Government

Kate Burns serves as the director of state and local innovation at the Federation of American Scientists, building on her prior role as Executive Director at MetroLab, where she helped translate research into real-world policy initiatives. MetroLab operates on a two-fold mission: to embed science in cities, and to build transformative partnerships between public agencies and universities. Now an integral part of the Federation of American Scientists (FAS), MetroLab supports civic innovation and brings added capacity to cities and counties. Burns’ impactful work involves making this mission a reality. She bridges the gap between research, public policy, and local governing - making research accessible through data-driven civic efforts. 

JL: Can you share what initially drew you to work at the intersection of policy and local government?

Burns: I studied journalism at the University of Kansas but actually started my career at an engineering firm, where I became fascinated by municipal infrastructure. That curiosity led me to government affairs within the firm and eventually to law school with the goal of working in local government. I interned for Mayor Sly James in Kansas City, Missouri, and was later hired to focus on innovation policy—drafting ordinances for rideshare platforms like Uber and Lyft and short-term rentals like Airbnb. Mayor James encouraged creative legal thinking, which helped deepen interest in policy governance. That path ultimately led me to MetroLab, where I’ve been able to comfortably sit at the intersection of innovation, research, and local government. 

JL: In your current role, what local policy initiatives have you been most proud of—especially those you feel have had the greatest impact?

Burns: One initiative I’m especially proud of is MetroLab’s Data Governance Guide, which we published last year. I love this work because data is really the foundation of so many local government projects. It drives decision-making and policy and is the bedrock of any successful local campaign. The guide provides practical tools and policy templates to help cities manage data responsibly across its lifecycle. It helps cities strike a critical balance: ensuring transparency so residents understand what’s happening in their government while also protecting personal privacy where appropriate.

From MetroLab’s perspective, it’s about putting strong data principles in place. I also think our broader view of innovation in government is evolving in a really encouraging way. Initially, innovation meant using new tech: think sensors, smart infrastructure, things like that. But COVID forced cities to rethink that, to ask how government can truly meet residents’ needs, now and in the future, using novel concepts. To me, innovation today is about embedding that mindset across departments—applying it to housing, climate resilience, and safety-net programs for people living paycheck to paycheck. 

Infographic featuring highlights of MetroLab's work

JL: How does data play an active role in evaluating the needs of the public? 

Burns: Technology and data analytics play a crucial role in helping local governments deliver services like trash collection, street maintenance or building public infrastructure. With limited budgets, cities and counties need to be efficient while also being effective, and that starts with using data to guide decisions and investments.

There are two kinds of data use: one that informs and one that influences behavior. A great example is highway traffic signs—seeing “20 minutes to your exit” informs you but doesn’t change your actions. You have to sit in the traffic. But a crosswalk countdown clock? That’s actionable data—it helps you decide whether it’s safe to cross or wait. 

Today, we’re working on a national project asking local governments what kind of research they need most – and over and over, they tell us they want better tools to evaluate whether their interventions are working. Cities are eager to measure impact more thoughtfully, and data are at the heart of that effort.

JL: How do you see the future of STEM policy shaping communities and social development? 

Burns: I think the future of STEM policy lies in making research truly equitable and accessible—not just available to those with institutional access or academic credentials. That means eliminating paywalls, involving communities from the beginning, and ensuring that people understand the outcomes of the research they’re part of. At MetroLab, we focused on bringing research out of peer-reviewed journals and into city halls where it can inform real decisions. To do that effectively, research needs to align with the day-to-day processes of local governments. If you're working with a city to introduce a new technology or policy idea, you need to understand how procurement works, how ordinances are changed, and what regulatory mechanisms are in place. If you're advocating for innovation in permitting, housing, or mobility, you need to meet local governments where they are, within the systems and timelines they already have in place.

Beyond that, some of the most meaningful change happens when research supports areas outside a city’s formal control, like school systems. In these cases, mayors and civic leaders can still champion change by amplifying community voices and using research to support grassroots movements. But accessibility matters just as much as advocacy. We need research presented in plain language, ideally at a seventh-grade reading level or below, with public summaries, appendices, and visual data that anyone can understand. And it should be easy to find—freely available and searchable. 

JL: Have you ever observed a disconnect between what your organization focuses on versus what the public wants? 

Burns: I’ve definitely seen disconnects between policy initiatives and public sentiment. One clear example was during my time working on laws around short-term rentals like Airbnb in Kansas City. The city was dealing with a lot of blight, and we saw short-term rentals as an opportunity to revitalize vacant or underused properties. There was potential for economic benefit. But despite the policy's promise, there was resistance to change. So the process of developing the ordinance took years and required a long, careful public comment process to strike a balance between novel policy and neighborhood concerns. It taught me the importance of engaging early and often, and recognizing that even well-intentioned policy can face pushback when the public doesn't feel heard.

Another example is from a long-running resident satisfaction survey the city conducted. For nearly two decades, residents consistently said their biggest frustration was potholes and deteriorating infrastructure. The problem was that the city didn’t have the budget to address it. Eventually, we used that survey data to craft a clear message: “You’ve told us what you want—now help us fund it.” That messaging supported the successful passage of a $700 million General Obligation Bond, approved by nearly two-thirds of voters. That moment underscored the power of listening and translating public feedback into actionable investment. But it also highlighted a key challenge: cities often lack the resources to consistently communicate with residents. Policymakers have a responsibility to bridge that gap. If a policy is truly for the public good, we need to be able to tell that story in a way people understand and support.

JL: What’s one of the biggest changes you’ve witnessed when research is brought closer to the people it’s meant to serve?

Burns: One powerful shift I’ve seen is researchers getting off campus and engaging directly in city halls or alongside residents instead of just publishing white papers. That kind of hands-on collaboration is where real impact is seen. For example, the University of Miami created a dashboard that overlays housing cost burden with climate risk. In Miami, a large percentage of residents spend over half their income on rent, and the region is also at high risk for sea-level rise. The dashboard helps the city visualize where those overlapping vulnerabilities exist and plan accordingly.

Another great example is a National Science Foundation Civic Innovation Challenge project in New York, which set up a network of hyper-local flood sensors in low-income neighborhoods. When flooding occurs, the sensors trigger automatic payouts from a third-party insurance provider. This bypasses the usual claims process and delivers immediate relief. That’s a game changer for families living paycheck to paycheck. These kinds of projects show the power of community-embedded research. With initiatives like the CHIPS and Science Act and the NSF’s Regional Innovation Engines program, we're seeing more investment in building authentic, effective partnerships that bring real solutions to the table. 

JL: Could you share more about your ongoing partnerships and how they facilitate successful engagement? 

Burns: In many ways, MetroLab’s work with the National Science Foundation’s Civic Innovation Challenge captures the heart of our mission. As a grantee and technical assistance provider in the program, MetroLab plays a unique role by supporting dozens of community initiatives. We help build a community of practice by guiding teams through deployment, community engagement, and the challenge of making projects sustainable, scalable, and transferable after federal funding ends.

The Civic Innovation Challenge delivers rapid, local impact by investing $1 million over 12 months to test ideas developed in partnership with the people they’re meant to serve. This can include guiding pilot teams or supporting early-stage grantees in imagining what change could look like in their neighborhoods. 

To date, MetroLab has worked with over 90 local governments and 120 universities. While we began by fostering partnerships around technology, our mission has since expanded to focus more broadly on how research can proactively deliver innovation. To help realize this vision, MetroLab’s next chapter is joining the Federation of American Scientists (FAS). FAS is a nonprofit organization working to drive progress on the most pressing issues of our time by ensuring science, technology, and evidence-based policy have a seat at the table. Together, MetroLab and FAS are strengthening the bridge between research and action.

Science, Sovereignty, and Sustainability: Karletta Chief on Water Security

Karletta Chief (Diné) is a professor and extension specialist in the Department of Environmental Science at the University of Arizona and director of the Indigenous Resilience Center. A hydrologist by training, she examines how climate change affects water resources and evaluates environmental health risks in Indigenous communities. Through community-centered engagement, she collaborates with Native Nations—including the Diné (Navajo), Pyramid Lake Paiute Tribe, Tohono O’odham Nation, and others—to develop sustainable solutions for food, energy, and water security. Chief leads major initiatives such as the NSF Native FEWS Alliance, Indigenous Food, Energy, and Water Security and Sovereignty Program, and the Gold King Mine Spill Diné Exposure Project, emphasizing decolonized approaches and Indigenous-led research.

JL: How did your early experiences growing up on the Navajo Nation shape your passion for water and drive your career in environmental science?

Chief: I didn’t have electricity or running water as a child, and my community was isolated with limited resources and access to higher education. Despite this, I was always fascinated by water—especially because I lived in a coal-mining-impacted area where water was available for industrial use but not for my own community. That disparity fueled my determination to study water and find ways to improve access for Indigenous communities. Programs like Upward Bound which support first-generation and underrepresented students in preparing for college, played a crucial role in helping me understand what was possible. A recruiter ultimately helped me take that next step, and I pursued my education at Stanford with the goal of giving back. During my postdoctoral research through the EPSCoR (Established Program to Stimulate Competitive Research) Climate Grant, I joined the Desert Research Institute’s team, where I worked with tribes—including the Pyramid Lake Paiute Tribe—to address water challenges. My community has always been my driving force, and that’s why I do this work.

JL: You recently became the director of the Indigenous Resilience Center, how does this cooperative extension integrate scientific research with Indigenous knowledge? 

Chief: The Indigenous Resilience Center (IRes) at the University of Arizona partners directly with tribal nations to develop and implement community-driven strategies that enhance environmental resilience. Our focus is on solutions that not only mitigate climate change impacts but also address broader social, economic, and environmental challenges unique to Indigenous communities. We collaborate with tribal governments, colleges, and local organizations to develop renewable energy solutions like solar-powered water systems, improve drought resilience through regenerative agriculture, and restore Native plant species critical to ecological and cultural sustainability. Additionally, we provide hands-on STEM education tailored to Indigenous students, offering courses in traditional agriculture, natural resource management, tribal environmental health, and Indigenous data sovereignty. By combining scientific research with Indigenous knowledge, we ensure that our projects are both culturally relevant and practically effective, empowering Native communities to lead their own environmental solutions.

JL: How is the Indigenous Resilience Center engaging students in hands-on research and education to address environmental challenges in Indigenous communities?

Chief: At the Indigenous Resilience Center, we are deeply committed to training the next generation of Indigenous STEM scholars by providing hands-on research opportunities that directly benefit tribal communities. One of our key initiatives is the TCUP (Tribal Colleges and Universities Program), funded by the National Science Foundation, where we collaborate with faculty to offer guest lectures, field trips, and credit-earning research experiences for students. Our long-term goal is to integrate these learning modules into tribal college curricula and develop a certification program in sustainable systems.

Through this program, over 40 students have engaged in cutting-edge research on off-grid water systems, solar efficiency, and contamination studies in partnership with tribal communities like the Crow Nation. Students are also working on biosystems engineering projects, such as designing low-tech sensors for hoop houses and exploring Indigeponics, an Indigenous approach to aquaponics that supports food sovereignty. Additionally, we are building a solar-powered greenhouse to demonstrate how wastewater can be repurposed for food production, incorporating electrical and environmental engineering into real-world sustainability solutions.

Students in the Native FEWS Alliance and Ph.D. minor programs collaborate across disciplines, conducting interviews and focus groups to understand how the Navajo Nation and other tribal communities perceive and interact with their food, energy, and water systems.

JL: How do you recommend scientists and professionals develop the skills needed for effective collaboration with Indigenous communities?

Chief: My biggest advice is to approach this work with humility, collaboration, and a willingness to learn beyond your discipline. Working with Indigenous communities isn’t just about applying technical expertise—it’s about building relationships, understanding cultural perspectives, and ensuring that projects truly serve the needs of the people. That means developing skills in science communication, project management, and community engagement, alongside your scientific research.

It’s also essential to seek approval and support from the community before starting any project. Indigenous knowledge and priorities must drive the work, not the other way around. When you genuinely listen, collaborate, and ensure that your work aligns with the community’s goals, the impact becomes much more meaningful. Most of all, enjoy the work—it’s incredibly rewarding to be part of something that makes a real difference in people’s lives.

Karletta Chief wearing a mask taking a selfie while assisting with a solar project

Attending a Legislative Day at the State Capitol

Tell us about yourself 

I am Taylor Spicer, and I have lived in Atlanta, Georgia since 2012. I joined the ESAL team as the managing director and am now the executive director. I have an academic background in cultural anthropology, international relations, and international development. Before joining ESAL, I worked locally for a nonprofit association and for the sustainability office of Emory University and Emory Healthcare. 

What did you do?

I attended a legislative day, sometimes also called a “day at the Capitol” or “lobby day,” at the Georgia State Capitol. The event was organized by four nonpartisan groups–the League of Women Voters (LWV), the American Civil Liberties Union (ACLU), the National Association for the Advancement of Colored People (NAACP), and the Urban League of Greater Atlanta–that formed a coalition to advocate for civil rights at the state level.

The characteristic gold dome of the Georgia State Capitol located in downtown Atlanta
The characteristic gold dome of the Georgia State Capitol located in downtown Atlanta

How did you identify and take advantage of the opportunity?

Events like this are promoted to organization members but not also announced publicly, I received notice from the LWV and ACLU newsletters. I attended the event because it was framed as a coalition of well-established nonpartisan organizations coming together to teach individuals and groups about state-level civil rights legislation and the process of speaking with legislators at the Capitol. 

What happened?

The group of over 500 Georgians convened in the morning at the church across the street from the Capitol. Attendees enjoyed breakfast, discussions with other attendees, and remarks from leaders of the coordinating organizations. Each group shared the purposes and statuses of bills that their groups were tracking, including bills affecting civil rights protections, voting rights, diversity, equity, and inclusion, criminal justice, and environmental justice. Attendees had the chance to learn the bill names, numbers, sponsors and progress of the bills and ask clarifying questions. The ACLU led the group through an overview of strategies individuals and groups can use to tell legislators why they should vote a certain way on a bill. 

After the training, I walked with the group across the street to understand how to put what we learned into practice. To enter the Capitol, we all had to wait in a security line, walk through a metal detector, pass our belongings through a screener, and show proof of identification. Once we cleared security, we turned into the atrium below the House floor, which was buzzing with activity. In the morning, another coalition hosted “Conservation Day at the Capitol,” so signs about protecting the Okefenokee Swamp were intermingled with Human Rights Campaign “Pride to the Capitol” signs and flags held by supporters coalescing for an afternoon rally. Lobbyists, representatives, and staffers moved up and down the stairs to and from the chambers, committee rooms, their offices, and press conferences. 

The group I was with navigated the stairs to the hallway outside the House chamber. There we talked through the process to meet our representative “on the ropes,” meaning outside the chamber. They showed the group where to get the forms you complete to request time with your legislator. Once you complete the form, you hand it to a page, who delivers it to your representative. If they are able, your representative will step out to speak with you. The process is similar for the Senate and House. 

Supporters of civil rights bills line up on the stairs in the Capitol while civic leaders hold a press conference below
Supporters of civil rights bills line up on the stairs in the Capitol while civic leaders hold a press conference below

The group then walked to a separate building housing legislators’ offices. In Georgia, legislators share offices, so you can often speak with staff members of multiple representatives if your legislator is unavailable. The group spoke with staffers of Rep. Jasmine Clark to learn about the committee assignment of HB 670 “Georgia Civil Rights Act of 2025.” The group also dropped off handwritten cards and messages requesting follow-up conversations with Rep. Clark. 

After navigating the Capitol and the offices, the group had lunch and then returned for an afternoon rally to raise awareness about HB 670 and its Senate counterpart, SB 320. Leaders of each coalition organization explained the impacts the bills, if passed, could have on their members and all Georgians. 

What did you get out of this experience?

I am grateful to all organizations that work to make the initially unfamiliar processes of interacting with elected officials at state capitols accessible for state residents. I wanted to learn how organizations structure these experiences, and they serve multiple purposes:

While I waited in line to get into the building for a second time after lunch, I overheard a legislator walking to their office say that the line to get in was the longest they had ever seen. I could not help but smile at this recognition of the motivation of Georgians to be seen and heard by their state’s decision makers. 

Enacting New Policies to Clean California’s Air

La’Shaye Cobley is a staff air pollution specialist at the California Air Resources Board (CARB) where she was introduced during her stint as a California Council on Science and Technology Fellow. Cobley found her calling to science policy shortly after receiving her PhD in Ecology and Evolutionary Biology from the University of Utah. Since joining CARB, Cobley has co-led projects such as the drayage component of the Advanced Clean Fleets rule, and Community Engagement Model. Cobley reflects on how her upbringing has informed her path to science policy and how she pursued a career outside academia. Cobley’s ideas are her own and are not a reflection of CARB. 

This interview has been edited for clarity and length.

MS: What inspired you to move into air quality and urban policy?

LC: I grew up Rastafarian, which has a culture of stewardship. My mom very much instilled in me a respect for nature, so when I got to undergrad, I studied plants. In my PhD, I studied urban ecology, and the trees that I was studying told me stories about air pollution. I was really curious about where trees in cities get their nutrients from. Where do they get their nitrogen? I thought it would be the story of fertilizer use, but it was a story about vehicle emissions and pollution. It turns out that where I did my research, there's more air pollution in lower-income areas than in higher-income areas. After finding this, I wanted to have a more direct line with making an impact, and that led me into policy through the California Council on Science and Technology (CCST) fellowship.

MS: Do you find policymaking to be a cycle where policy informs the environment, which informs policy again?

 LC: It's all connected, especially at the California Air Resources Board (CARB). If we're doing a rulemaking, it has to be data-driven. One of the rules that I worked on, the Advanced Clean Fleets rule, said that trucks in California have to have zero emissions by 2050. I had to talk to engineers, manufacturers, and residents who live next door to warehouses.  In addition to these conversations, we were looking at air quality metrics and scientific data. Once we had collected all of this information, we wove it all together to tell a cohesive story about the rule. The benefit of the role that I do is that I get to zoom in and out of the weeds and think about the policy and how it impacts people.      

MS: What common challenges do you face?

LC: The thing that is hard is that you don't want to disappoint anybody. As a public servant, you want to be helping everyone, all the time, but it's not always clear what the action should be. When I was working on the Advanced Clean Fleets rule, truck drivers said they wanted clean air, but the zero emission technology was really expensive and was going to put them out of business. Those types of conversations are hard to navigate. The thing that is hard in policy, but that's also true for academia, is that things just take a really long time.

MS: Why does it take a very long time?

LC: California is very developed, and in any rulemaking, you have to prove your numbers to the Department of Finance. There's a cost associated with each rule. You don't want all businesses to just die because that's people's livelihood, so you have to do research on alternatives and perform technology assessments. Once you've done all of this research about the technology and the cost, you need to go and workshop that to the public. Workshopping takes a lot of time because you have to figure out how you are going to meet people in their communities. Are you just going to have one meeting? One meeting for 40 million people? Trying to get a compromise that works for the majority of people just takes time.

 MS: How do you get the public to participate?

LC: It depends on the rulemaking and the topic. Despite CARB’s long history of community engagement, the public has said we’re not doing it well. To help address this, one of the things that I work on is CARB’s Community Engagement Model. We are writing a textbook for staff on how to better engage communities. It's already been a multi-year process because of writing the document. We’ve gone to  communities in different ways and contracted community experts to identify the best practices and strategies for community engagement. Once the model is finalized, we'll train staff, which will take time as well. All of this to say that outreach is hard. There are some people who want to be very engaged and there are some people who are like, I don't care how you do it, just get my air clean. And so you have to work with all of the above. We encourage people to come to our board meetings, but also encourage them to be a part of the process before the board meeting.

MS: What are your long-term hopes?

LC: At the end of the day, I take it very seriously that I'm a public servant. The highest honor is that I know my work is impacting people, and I want to make sure that, at the bare minimum, I do no harm. To go beyond that, I want to make sure that as we clean the air and move towards reducing greenhouse gases, we do it as equitably as possible. A lot of times, communities of color and low-income communities bear the weight disproportionately of cleaning up and transitioning. I just want to make sure that no community is left behind and that we are leading with them in mind as we make these transitions.

MS: What advice would you give students interested in science policy?

LC: When I was in grad school, it was very hard for me to imagine what my career would look like after I decided that I didn't want to be a professor. I had no training to do anything else. I want students to know that we are valuable; we have skills that can be utilized. You can think about things deeply and complexly and that desire and that skill is transferable.

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