Researcher Spotlight – Ally Brown

2024-25 Global Change Research Fellow

PhD Student, Interdisciplinary Earth System Science at Auburn University
Advisor: Karen McNeal

About You

What do you study?
I am a discipline-based education researcher (DBER). This area of research combines technical knowledge with science in human cognition to advance the teaching and educational methods in that field. Specifically, my dissertation focuses on how people think and learn about climate change and improving the tools used to teach complex climate concepts. I use a mixed methods approach that combines quantitative data from surveys and biometric data, like eye tracking results, with qualitative data from interviews to assess how people interact with scientific materials such as web tools and academic papers. I also study how formal coursework in weather and climate can impact nonscience majors’ climate literacy and improve their perceptions and attitudes toward climate change.

Who or what influenced you to go into this field of study?
I have always had a passion for teaching going back as far as I can remember. In the early years of my college career studying marine chemistry, I thought I wanted to switch to education so that I could be a science teacher. When I spoke with my advisor about my concerns about pursuing teaching with a science degree, she helped me connect with Dr. Katherine Ryker, a geoscience education researcher at the University of South Carolina. Dr. Ryker introduced me to the field of discipline-based education research, and I worked with her as an undergraduate researcher to assess the student experience in introductory geology labs. I learned quickly that geoscience education research was the perfect niche for me to weave my passion for education into my career as a scientist and forge a pathway that I felt I could make meaningful contributions to. 

Later, after I studied abroad in the Galapagos Islands and saw firsthand how climate change negatively impacts the people and ecology there, I focused my scientific interests on climate change. I was able to leverage this experience through my Master’s and Doctoral degrees by doing interdisciplinary climate education work at Auburn University in the Geocognition lab.

What do you think is the most pressing issue related to global change?
Connecting the findings of scientific research to future decision-makers and empowering them to make data-driven decisions will be crucial to solving the issue of global climate change. I think that, oftentimes, researchers get siloed in their fields and forget that one of the main points of doing research is to reach a diverse audience that will ultimately use the findings of research to contribute to the world around them. By studying the methods that we use to teach science, we can connect the products of science makers to science users and make the next generation more informed consumers of scientific information. 

About Your Research

What results are you finding?
Through my own research, I have found that the purposeful design of courses and tools we use to teach students about climate change can greatly impact their overall scientific literacy and their ability to apply climate information outside of the sciences. Although there is a tremendous amount of research available surrounding Earth’s changing climate system, nonscience major students feel generally uninformed about climate change. Through classes that are designed to emphasize data-driven learning and active learning, you can significantly improve students’ understanding of Earth’s climate system, their belief in anthropogenic climate change, and their risk perceptions towards climate change. Thoughtful design and assessment of climate curriculum can help the next generation of students who will be impacted by the changing climate system and empower them to make data-driven decisions about climate change. 

I have also learned that there are so many amazing ways to advance climate education outside academia’s glass tower. Although it may seem small, talking about climate change with the people you know can make a huge difference in their perceptions of the issue. The first step to change is often a simple conversation, and it is up to those of us doing work in climate science to have these discussions with those around us. 

Who will benefit from your research?
My research helps bridge the gap between science and society, creating a ripple effect of understanding and action to address climate challenges. On the surface, I think that educators and educational tool designers in the science field can benefit from my research because it can give them some strategies for how to create and evaluate a course. Beyond that, the findings of my research impact the students and future decision-makers by equipping them with knowledge and skills to understand climate change and its impacts. This helps them become better-informed citizens and future leaders capable of making decisions that benefit the environment and society. Because climate change is set to impact everyone, a more climate-literate population is better prepared to adapt to environmental changes and support policies that mitigate climate change.

How would you describe your research to a 3rd grader?
I study how to help people learn about Earth’s weather and climate, especially how it’s changing. I use special computer tools to teach college students about things like how more pollution can make the Earth hotter. These programs let students ask questions and explore, like being scientists! I also check if the tools are easy and fun to use by watching how people use them, kind of like watching someone play a game to see if they like it. My goal is to make learning about Earth’s changes fun and easy, so more people can help take care of our world!

About Your Global Change Research Fellow Experience

How do you expect the SE CASC Global Change Research Fellows Program to impact you and your work?
My time as a fellow has challenged me to get outside of my comfort zone in many very impactful ways. For example, during our field experience in the Great Smokey Mountains, an awesome group took us electrofishing and taught us about how this methodology is used to make recommendations for species management in the park. As someone whose “fieldwork” is categorized by classroom observations or working with participants at the eye-tracking computer, this experience was unlike any other I have had in my graduate career. Not only did this experience contribute to my personal growth as a researcher, but it can be directly applied to my work in geoscience education. I am able to connect my experiences from this day, like developing knowledge through engaging in fieldwork, to my work with students that emphasizes experiential learning. 

This fellowship has also helped me connect with scientists from diverse backgrounds and areas of expertise. By collaborating with the SE CASC faculty and other fellows, I have a much more well-rounded understanding of climatic issues that I will carry with me into my future career as a scientist. I am excited to continue expanding my network and working together on our common goal of climate action through and beyond my time as a fellow.

What advice would you give to a student that is interested in getting involved in your field?
For someone interested in the broad field of climatology, I would tell them to engage with and ask questions about the world around them as often as possible. Some of the most amazing discoveries in modern history have evolved from a simple observation. If you surround yourself with people who share your passion and challenge your ways of thinking, you will add depth to your understanding of Earth’s climate and develop a more robust research project. 

For those interested in geoscience education, I would tell them that teaching and improving educational methods for a topic they are passionate about feels incredibly meaningful. I would tell them not to get discouraged when they find that their research may look different than others in the department, that does not make it less valuable. Instead of getting disenfranchised, I would encourage them to find ways to use the skills they will develop as an education researcher to complement other projects in their department and make meaningful interdisciplinary collaborations. 

What has been the most rewarding part or your favorite part of being a SE CASC Global Change Research Fellow?
The most rewarding part of being a fellow for me has been using the skills I have developed as a social scientist and climatologist to engage with scientists and managers across disciplines. Admittedly, at the beginning of the fellowship, I was worried that I didn’t have enough of a background in ecology to make meaningful contributions to my team’s science project on invasive species and was anxious about my role in helping facilitate the Southeast Regional Invasive Species and Climate Change Management workshop. While attending the workshop and collaborating in my breakout group with managers and researchers on invasive species, I originally found myself quiet and afraid to ask questions that may seem elementary to my group. As the discussion deepened, I realized that everyone in my group, including me, had a unique perspective on species migration stemming from their area of expertise: climatology, management practices, ecology, and indigenous knowledge. This experience helped me put into practice all of the lessons I have learned about collaborative and interdisciplinary research and co-produce outputs that were meaningful to everyone. Reminding myself that not knowing everything is the inherent beauty of collaboration was an incredibly impactful and rewarding experience. 

Learn more about the Southeast Climate Adaptation Science Center’s Global Change Research Fellows program.