Stepping into the Unknown
Dragging my suitcase — one wheel threatening to roll away at any moment — I scanned the room for help. The blue-shirted staff all seemed busy, checking student names off their wooden clipboards and pasting on plastic smiles as they welcomed the new researchers. Everyone had already clicked into their niche groups, leaving me lost, key fob and lanyard in hand, adjusting to my new home for the next four weeks. Finally, after hauling my suitcase toward the stairs, a summer program director offered assistance, lifting my overpacked luggage up the steps and plopping it in front of my door. Two of the three beds were already taken, leaving me with the remaining top bunk.
From Camper to Researcher
Before the program already began, we were thoroughly prepared for the intensive research experience. A week before we came on campus, we had several full day zoom meetings that taught us how to research and different skills that we might need to have a successful experience at SRA. The staff taught us about the different support systems we had on campus and about weekly emotional check-ins to ensure a strong mental mindset throughout the program. Therefore, when we came onto campus, unlike the other summer programs I’d been to before, here we were never addressed as “campers” but instead always referred to as “researchers.”
Climate Is Lit: Humanities Meets the Climate Crisis
Out of the twelve research tracks available, I had chosen to participate in Track 2: Climate is Lit. It was one of the few research opportunities that explored how humanities (Climate Literature) could “solve” a recent issue. Throughout the coming weeks, instead of searching for a solution to climate change, we discussed how our views can shape responsibilities in the climate change discussion. Particularly, we focused on discussing the anthropocentric view we have of climate change. When discussing climate narratives, we often state it as “humans are responsible for climate change” or “we are responsible for the climate crisis.” However, our teacher taught us how this shifts the narrative to place blame on everyone instead of acknowledging that a part of the population impacts climate change far more than others.
Following lab discussion, we either had GRIT Talks or a Development Workshop. These were lectures where everyone at SRA gathered in the large Campbell Hall and listened to a professor discuss their methods
of research and findings or learn about the college admissions process from an admissions officer.
The most challenging part was immersing myself in the literary experience. In order to fully engage in the track, we had intensive reading and writing homework every week. In order to contribute to our discussions in class, we had to read several articles on the climate debate and discussion, and Climate narrative and Climate fiction books.
Social Growth
After morning lectures, our research track often took the lunch period to have bonding time or to discuss morning lectures. It was strongly encouraged for us to eat lunch with our individual research groups in order to get to know each other’s writing and analysis styles. These lunch times were time for us to eat at the cafeteria or to finish up readings in the library. After lunch, our track gathered together again for lab discussions. These times were for us to get individual help on our research projects or to advance our knowledge of the climate crisis through discussions with our TA.
Although this was the schedule we followed Mon-Thurs, on Friday, we attended Friday Mixers. Every Friday, all 12 Tracks gathered on the field and participated in an activity assigned by the judges. These events were intended to release some of the stress from the week and to develop an even stronger connection with our track. All the instructors and TA’s were deeply involved and competitive, each cheering for their track. Some of the activities included: Tug-Of-War, Hula Hoop Chain, making movie commercials, e.t.c. All the activities were engaging and everyone held a friendly competition mindset.
Giving voice to the Elders
On top of that, my research project itself involved even more reading. My research project filled the gap between youth and elder climate activists. Even throughout lectures, we found that whenever climate activists were mentioned, we envisioned the youth and the idea that “youth is the future.” When researching more about this phenomenon we found that elders are completely left out of the climate discussion. The modern world places heavy emphasis on youth, highlighting prominent climate activists such as Greta Thunberg in the center of the climate discussion, yet completely leaving out a large population of people who also heavily contribute to taking action. We learned that in several indigenous tribes, the elders are actually the ones who prompt action and have been fighting against climate change for years. In order to address this research gap, my team read different pieces of literature written by indigenous tribes, and how (through elder storytelling) elders have continually contributed to climate activism.
Finding My Place and Purpose
Before SRA, the climate crisis seemed solely scientific. Today, the climate discussion emphasizes potential solutions to the crisis, but at SRA, I’ve deepened my understanding on the different perspectives surrounding the issue. Through my research, I’ve discovered the layers of voices hidden in our society and how climate literature is a way for people to earn climate justice. On our last day, an interaction that stuck with me was with my friend, Emily Choi when she mentioned that “Although the research experience was intense, we are all proud to call ourselves researchers.” We came in as dedicated and curious students and left the program feeling proud of the research we had been able to accomplish. Whatever your experience at SRA is like, at least you won’t be disappointed by the crinkle-cut fries and ice cream selection.
