Behind the Science: An Interview with a Data Science Educator

Q: What do you do at The Lawrence?

A: Most of my work is focused on designing learning experiences about data science or AI for the science center or other informal learning environments.

Q: Describe your path to science/education.

A: Growing up, I looked up to my eldest sister as my academic role model. I watched her go to college and major in biochemical engineering, and I wanted to follow in her footsteps. When I started as a freshman at UC Berkeley, I initially planned to study chemical engineering. However, I found the subject overly challenging. Fortunately, I was also taking physics prerequisites at the time and discovered that I had a stronger aptitude for physics than chemistry. 

After completing my undergraduate studies and working for a few years at The Lawrence, I became intrigued by the emerging field of data science. I was fascinated by how the mathematics and statistics I had learned in physics could be applied to analyze large datasets and provide insights into various aspects of society. This realization led me to pursue and complete a master’s in information and data science at UC Berkeley. Since then, my work at The Lawrence has focused on creating educational experiences centered around the computational aspects of science.

Q: What is your favorite exhibit at The Lawrence, and why?

A: I am very partial to Design Quest. As a floor facilitator, I conducted prototype testing for many of the exhibit components when they were first being developed.

Q: What is something new (science-related) you’ve learned at The Lawrence?

A: I’ve learned many things over the years about science, but I think I have been more impacted by what I have learned about science education. For me personally, science has always been a subject that has resonated with me. One of the things you learn when you work in science education is that it is essential to recognize that there are many students for whom science doesn’t resonate. As such, our job as learning designers is to learn and engage in conversations with those learners to better understand how we can improve science education.

Q: What was your first aha moment at The Lawrence?

A: As an undergraduate, I had learned, in theory, that the only things you needed for a functional acoustic speaker were an electrical audio signal, a coil of wire, and a permanent magnet, but I had never actually tested that in real life. Then, while running a weekend program at The Lawrence, I wanted to see if we could create a new hands-on experience for visitors where they could make their own speakers. Before designing this experience, I had to test it myself. While I wasn’t immediately successful—I needed to use an amplifier—I eventually could hear sound coming from the vibrations of a magnet positioned just below a coil of wire that had an electric audio signal going through it. I was absolutely tickled by this experience—knowing something is different than experiencing it.

Q: What age group do you love to teach or work with, and why?

A: I have always had a lot of fun facilitating learning experiences for third- and fourth-graders. That age works well for me because I can lead experiments with instructions that need to be followed from a safety perspective, and the learners tend to still have a sense of wonder about them, which is less often maintained as people get older. As a specific example, one of our programs concludes with a balloon popping with the flame from a candle. When that balloon has a nice mixture of hydrogen and oxygen gases in it, something particularly phenomenal happens!

Q: If you could amplify one thing at The Lawrence, what would it be?

A: One of the things that has always stood out to me about The Lawrence is that many of the exhibits at The Lawrence have opportunities for deep engagement. What I mean by this is that while it is perfectly acceptable to engage with an exhibit for as short a time as you wish, there are many exhibits where, if you want to take a closer look, you can go further, stay longer, and explore more. This isn’t always obvious in the exhibit itself, which is why the floor facilitators often know some tips and tricks for those wanting to take their experience deeper.