I was a guest on The Astro Show, a live streamed astronomy outreach program by Wyoming Stargazing. A recording of the episode I'm on can be found here! As an undergraduate at Wesleyan University, I regularly operated our campus telescopes for public observing nights, ran portable planetarium shows at local elementary schools, and gave talks for the university's Space Nights. I also took seminar courses on astronomy pedagogy focused on adults with a high school education. As a graduate student, I gave talks for our local Astronomy on Tap, which is aimed at adults interested in astronomy without any astronomy background.
I was a co-organizer and panelist for a special session on Neurodiversity in Astronomy at the 241st meeting of the American Astronomical Society in Seattle, WA. As a panelist, I spoke primarily about how to make classrooms and teaching practices more accommodating to neurodivergent students and how those changes can positively impact the class as a whole. The special session was mentioned in an article about accessibility for physicists with disabilities in Physics Today. Later, I received an email from a faculty member who had attended the session letting me know that after incorporating my suggestions into his upper-level astronomy course, he saw really positive results in both classroom culture and student success across the board, and particularly with a neurodiverse student.
As a graduate student, I was chair of the department's Graduate Student Advisory Committee (GSAC), during which we collaborated with other GSACs across the College of Science to gather data from over 200 graduate students about our health insurance, and used it to push for changes to policy at the University level. We put together a survey to assess the needs of the graduate student body, and sent a summary of our findings, recommendations for changes to the health plan, and letters of support we secured from faculty to the Dean of the Graduate School. The issues we identified had a particularly negative effect on disabled and low-income students, who were less likely to be able to afford care due to limited or nonexistent disposable income and more frequent care needs. Some of our recommendations were made immediately, and more have been made in the years since thanks to the continued efforts of myself and others.