Putting pen to paper: writing for FieldNotes
As FieldNotes publishes their Spring 2024 edition, we spoke with current editor-in-chief and Marine Biology major, Lauren Grady. A student-run undergraduate journal, students can join the introductory class (C ENV 401), which Lauren attended and then began writing blogs, promoting content, and editing pieces. She has developed her skills in writing, leadership, and science communication, and shared how other undergraduate students from across the UW College of the Environment can get involved.
How did your involvement in FieldNotes begin?
I first got involved with FieldNotes during Spring Quarter 2023. I joined the class (C ENV 401), served as an editor for that year’s issue of the journal, and absolutely loved it. I had been wanting to get more involved in science communication and outreach activities, and FieldNotes was the perfect opportunity to do so. After spring quarter ended and the journal was published, I wanted to continue my involvement in the journal. I reached out to Rachel Fricke, the FieldNotes graduate student advisor, asking if I could write another blog for the website. She said yes, and also asked me if I would be interested in editing and publishing blogs from new authors during autumn and winter quarter. I said yes and began soliciting, editing, posting, and promoting blogs for the website and social media pages. I was then offered the editor-in-chief position by Rachel and Julian Olden, the faculty advisor for FieldNotes, for Spring Quarter 2024, which I accepted excitedly!
Why is the journal an important part of the student experience and the community who reads it?
FieldNotes is a student-run journal that features undergraduate student writing and research. A big focus of the journal is promoting the amazing research conducted by undergraduates in the College of the Environment, as well as making science more accessible to the general public. FieldNotes also allows for student editors to improve their writing, editing, and communication skills by working with a small cohort to edit articles, write pieces, and brainstorm ideas on how to improve community engagement.
What has been your favorite piece to work on and why?
My favorite piece to work on was definitely the community feature I co-authored this year with Claire Farber, another editor for the journal. We researched and wrote a piece about the implementation of a timed entry reservation system in Mt. Rainier National Park (page 39) and how timed entry systems have impacted the nature and visitor experiences in other U.S. national parks. I knew next to nothing about timed entry reservation systems prior to writing this piece and learned a lot about both the positives and negatives of them.
I also really enjoyed the piece I co-edited for the Spring 2023 issue entitled “The Parasitic Isopod L. cornuta and Its Copepod Roommates When Inhabiting Ghost Shrimp Hosts.” It was a fascinating article featuring research that took place at UW’s Friday Harbor Laboratories and insight into the complex symbiotic relationships and interactions within the San Juan Island marine ecosystem.
In what ways can other students get involved?
Undergraduate students can get involved with the journal by enrolling in the FieldNotes class! It is offered once per year and is announced via email to all College of the Environment students.
As a student in the class, you work on editing research article submissions from other undergraduate students, writing your own article and blog for the journal and website, and engaging in peer feedback sessions with the editorial board. Outside of the annual journal issue, students can also get involved by writing a blog for the FieldNotes website. We send out a form for blog submissions on a quarterly basis and are always looking for new and interesting topics to feature. Many blog authors for the website have gone on to join the class and become editors for the journal.
What kind of skills have you learned and developed while working with FieldNotes?
Being with FieldNotes for the past year or so has ameliorated my writing and editing skills immensely. I have also developed a greater confidence about my writing, leadership skills, and my ability to communicate scientific information effectively. Working with Rachel, Julian, and the editorial board to create the annual journal has also improved my collaboration skills and ability to work in groups. It is an invaluable experience and I encourage anyone who is interested in science communication, outreach, and writing to get involved!