GOALS 2017-2018 Year End Report

Girls’ Outdoor Adventure in
Leadership and Science
GOALS at UC Davis
John Muir Institute for the Environment
University of California - Davis
One Shields Ave, Davis CA 95616
goals.ucdavis@gmail.com
http://www.girlsoutdoorscience.com
2017-2018 YEAR END REPORT

All content © 2019 Girls’ Outdoor Adventure in Leadership and Science (GOALS) at UC Davis.
All Rights Reserved.

OVERVIEW
Girls’ Outdoor Adventure in Leadership and Science (GOALS) seeks to cultivate and
embolden the next generation of STEM (Science, Technology, Engineering, and Math)
leaders. We do this through an immersive, field-based summer science program for high
school girls and gender expansive youth. Following the summer program, scholars are paired
with a university-affiliated mentor who advises them on next steps. GOALS celebrated our
first program in Summer 2018. Seven youth scholars from the Sacramento area ventured into
the backcountry of Sequoia and Kings Canyon National Parks, led by two UC Davis
undergraduate student trip leaders. The group hiked over 40 miles, spent 13 nights camping,
participated in two citizen science projects investigating the effects of climate change and
nutrient pollution on the park's unique alpine ecosystems, and created and presented about
their own scientific projects, all while engaging with science and leadership curriculum.
This 2017-2018 Year End Report details the program rationale, budget, logistics, and
outcomes of GOALS during our first year.

PROGRAM RATIONALE
STEM (Science, Technology, Engineering,
and Math) careers are experiencing
economic growth, yet fewer women,
especially women of color, are beginning
STEM careers. Women account for only 28%
of the science and engineering workforce,
with women of color making up just 10% of
the workforce. Female participation in
fields such as engineering, computer
science, and mathematics is particularly
low, with women making up less than 25%
of the workforce in those fields.
white
women
women
of color
18%
10%
STEM
Workforce
72%
men
This gap in participation appears long
before women enter the workforce. Though
women earn half of the nation’s bachelor’s
degrees in science and engineering, those
degrees are largely concentrated in the
biological sciences. Women earn far fewer
than half of the degrees awarded in
mathematics (43.1%), computer science
(17.9%), physical sciences (39%), and
engineering (19.3%). At a younger age, girls
are less likely to rate their academic abilities
highly compared to their male peers,
resulting in a loss of STEM enrollment when
they enter college.
white
75%
People who
participate in
outdoor
activities
25%
non-white
Girls are less likely to rate
their academic abilities highly
compared to male peers.
Barriers To Access
cost
lack of time
At the same time, outdoor spaces are also in
need of a diversity and equity overhaul.
Though outdoor recreation is growing in
popularity nationwide, only 25% of
lack of information
travel distance
fear of being hurt by others

self-reported participants in outdoor
activities were non-white.5 Self-reported
barriers to access include the cost of outdoor
recreation, lack of time and information,
travel distance to outdoor recreation areas,
and a fear of being hurt by others.
Diversity in science leads to
creative solutions!
Broadening participation in outdoor
recreation is about more than outreach - it is
also about toppling the dominant narrative
of the outdoors as a place where fit, white,
heterosexual men discover themselves and
untouched places — a narrative that
forwards settler-colonial and exclusionary
notions of who participates in what types of
outdoor activities.
GOALS addresses inequity and
under-representation in both STEM fields
and outdoor spaces through a
wilderness-based, immersive science and
leadership education program for femaleand
nonbinary-identifying youth,
particularly those who may be further
marginalized in STEM and outdoor spaces
due to their race, sexual orientation,
socioeconomic status, gender identity,
immigration status, religion, or other
reasons.
4Nielsen et al. (2017)
STEM education and outdoor education
are intrinsically connected; for example,
place-based science education that takes
place in the outdoors has been linked to
enhanced student academic
achievement, increased stewardship
behaviors, and the development of a sense
of self-efficacy (Place-Based Education
Evaluation Collaborative). Additionally,
mental and emotional skills, including
perseverance through difficulty,
developed through participating in
outdoor activities can benefit students in
their academic life.
STEM education and
outdoor education
are intrinsically
connected.

YEAR ONE: BY THE NUMBERS

DESCRIPTION
GOALS embodies the radical notion that girls – inclusive of all trans*, cis, genderqueer, and
nonbinary youth who identify with girlhood – are scientists and leaders who are already
changing the world. We invite youth to see themselves this way through community science
projects and youth-led independent research projects, as well as through a social justice
teaching model of leadership. We help them develop the tools to succeed through a
culturally sustaining, place-based curriculum and structured guidance from female and
non-binary National Parks leaders and university scientists. In this way, GOALS builds capacity
for the next generation of STEM leaders.
The 2018 GOALS program served 7 youth scholars from the Sacramento area and employed
two UC Davis undergraduate students as trip leaders. The summer program lasted for 15 days,
13 of which were spent camping in Sequoia National Park. The scholars participated in two
backpacking trips, hiking a total of over 40 miles and spending 7 nights in the backcountry.
Scholars engaged in place-based, experiential scientific and leadership learning, contributed
to two community science projects identified as research priorities by the park, and
developed and implemented their own independent field research experiments, which they
presented to the public at the program’s closing symposium at UC Davis.
Following the summer program, the GOALS scholars have the opportunity to participate in a
year-long one-on-one mentoring program. All scholars have been matched with a mentor
from UC Davis including undergraduate and graduate students, as well as postdocs. Scholars
meet monthly with their mentors to continue conversations about science, leadership, career
goals, and identity development that began during the summer program. All mentors receive
training and monthly meeting resources to help them best support the youth scholars.

PROGRAM MODEL
We designed this program to foster symbiotic self-reinforcing relationships among Scholars
(Sacramento area youth), Trip Leaders (UC Davis undergraduate students), SEKI, and Program
Organizers (UC Davis undergraduate and graduate students, staff, and faculty), who all benefit
from this program.
GOALS builds capacity for gender and racially diverse people to excel in STEM (science, technology,
engineering, and math) and the outdoors in the following ways:
Outdoors
fg
Diversity, Equity, and
Program
Component
Backcountry
backpacking
Outdoor skill
instruction
Place-based
education
lessons
Trip leaders
are paid and
receive free
training and
WFR/WFA
certifications
Leadership
instruction
Free
programming:
No cost for
participation,
meals,
equipment, or
transportation
Daily
journaling
and
reflection
Short-Term
Outcomes
Independence;
sense of
accomplishment;
perseverance;
self-reliance;
joy in being
outdoors
Backcountry
skills (hiking,
gear use,
cooking, etc.);
Leave No Trace
SEKI, Sierra
Nevada, and
California-based
scientific,
historical, and
outdoor
knowledge
Professional
development
and skill
building;
mentoring
experience
Social change
leadership
capacity;
teamwork
skills;
increased
connections
Removing
financial
barriers to the
outdoors and
science
enrichment
opportunities
Promote
critical selfreflection;
synthesize
content; tie
lessons to
culture and
community
Long-Term
Outcomes
Increased
environmental
connection;
self-esteem;
self-efficacy
and leadership7
Increased
self-efficacy and
leadership;
participation
in outdoor
activities
Increased
academic
achievement;
ties to
community;
environmental
connection;
civic
engagement6
Increased
STEM
persistence;
increased
likelihood of
STEM career
attainment
Civic
engagement;
social change
leadership
behaviors,
leadership
identity and
development;
STEM career
attainment8
Increased
participation
in outdoor
activities;
self-efficacy;
increased
likelihood of
STEM career
Increased
self-awareness,
self-expression,
problem
solving, and
stress
reduction9

Inclusion (DEI)
fg
Science, Tech, Engineering, Math
Culturally
sustaining /
revitalizing
pedagogy
centered on
experiences of
scholars
Framework
for female*
university
affiliates to
engage in
science
outreach
Female and
gender nonconforming
mentors
Female* SEKI
partners who
help lead
backcountry
trips
Interdisciplinary
science
instruction
Opportunity
for scholars
to contribute
to two citizen
science
projects
Scholars
conduct
independent
research
projects
Experiential
education
lessons
Affirmation;
Legitimizing
ways of
knowing,
celebrating
heritage and
community
Professional
development;
collaboration;
hands-on
learning;
working in
partnership
with Scholars
Access to
science role
models that
Scholars can
identify with
Parks-specific
knowledge,
mentorship,
and
development of
professional
science
network
Science
knowledge
related to
California Next
Generation
Science
Standards
(CA NGSS)
STEM
knowledge;
knowledge of
the research
process; SEKI
research
agenda
Science
knowledge
related to CA
NGSS; field
research skills
and
methodologies
Hands-on skill
building,
application of
knowledge,
understanding
connection
between
science and the
outdoors
Knowledge of
and
appreciation
for practices of
communities;
connections
between one’s
experiences
and science;
increased
critical
reflexivity 10
Knowledge of
issues related
to DEI in
STEM fields;
how to talk
about DEI;
and skills to
create
inclusive
learning
spaces
Sense of
belonging;
confidence;
and STEM
retention 11
Sense of
belonging;
confidence;
and STEM
retention11
Increased
academic
achievement;
science
identity
development
Increased
scientific
knowledge,
awareness of
the diversity
of science 12
Science
identity
development,
academic
achievement;
STEM career
attainment13
Science
identity
development,
academic
achievement 14

OUTCOMES
Following the GOALS program,
scholars self-reported increases in:
• Belief in self as leader
• Belief in self as scientist
• Belief in ability to go backpacking
• Ability to apply the scientific method to real world
• Interest in outdoor activities
• Awareness of science, leadership, and the outdoors
in everyday life
• Confidence in ability to get into college of choice
Additionally, they reported attitudinal shifts in
two leadership behaviors:
• Consciousness of self
• Controversy with civility

2017-2018 BUDGET
Total revenue: $24,491
Funding Sources:
John Muir Institute for the Environment Seed Funding
American Association of University Women (AAUW)
Community Action Grant
National Geographic Society Early Career Award
Graduate Student Association, UC Davis
Community Donations
$5,000
$4,900
$4,890
$500
$9,201
Total cost: $11,103
Program Evaluation
Trip Leader Stipends
$1700
$48
$2081
Equipment
Incidentals
$776
Communications
$354
$1709
Food
Housing
$1550
$2885
Transportation

PARTNERS
GOALS was made possible by the hard work of many individuals across numerous organizations.
The GALS program at Duke University provided the initial inspiration and framework for GOALS,
and ongoing support from Duke GALS and other GALS programs across the country has been
crucial for program development. The John Muir Institute for the Environment (JMIE) contributed
extensive administrative and financial support, without which implementing a program like this
would have been impossible. We especially thank the following folks from JMIE: Diane Kruger,
Lindsey Dunn, Jenny Nickell, Ben Houlton, Mabel Oen, Mark Schwartz, Jeffrey Clary, Shane
Waddell, Sara Nicholls, and Sarah Oktay .
Sequoia National Park was a critical partner, and planning the program logistics would have been
impossible without their energetic collaboration. In particular, the creative vision, enthusiasm, and
hard work of Christy Brigham, Koren Nydeck, Annie Esperanza, and Kelly Martin at Sequoia
National Park were integral to the program’s success.
We are also grateful to our 2018 grantors, the American Association of University Women and the
National Geographic Society , for their financial support of this work. GOALS was also funded by
community support through Davis community fundraising and an online crowdfunding
campaign.
Finally, we thank the volunteers at UC Davis who spent countless hours dreaming up and
executing GOALS in our first year. Our founding GOALS leadership team consisted of Katy
Dynarski, Kait Murray, Olivia Winokur, Iris Holzer, Mary Clapp, Hannah Waterhouse, Jennifer
Schmidt, Aviva Fiske, Noelle Patterson, Karen Holcomb, and Emily Pacoe.
THANK YOU!

LOOKING FORWARD
We are excited to build on the successes and lessons of the 2018 program! Based on feedback
from program participants and volunteers, some opportunities for growth in 2019 include:
• More in-person outreach/advertising in Sacramento area high schools to
more effectively reach our students who would most benefit from
participation in GOALS
• Streamlining curriculum
• Involving more park scientists and introducing participants to more
scientific research projects currently being carried out in the park
• Purchasing key backcountry equipment items
• Designing rigorous, IRB-approved research about scientific leadership
identity development based on the GOALS program
• Career development and exposure for program alumnae

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