Harnessing virtual platforms to build a low-carbon, equitable, and fun future for science

Abstract:

A growing number of climate and ocean scientists are advocating for increased virtual and remote programming at scientific gatherings, in recognition of the need to dramatically reduce emissions-intensive air travel. Recent analyses reveal that the 2019 Fall AGU Meeting resulted in the emission of 80,000 metric tonnes of CO₂ from air travel (Klower et al., 2020) – emissions that will be almost entirely avoided by the virtual 2020 Fall AGU Meeting. The move to a virtual AGU was made necessary by the pandemic, which motivated a near complete transition to virtual and remote engagement platforms across the scientific world. Beyond the steep learning curves associated with virtual and remote coursework, conferences, dissertation defenses, research collaborations, and more, the last few months have highlighted the pressing need for creative approaches to virtual engagement and technology that facilitates, rather than hinders, scientific exchange. And while the shift to more virtual and remote platforms has broadened participation by scientists who cannot travel owing to family obligations, funding barriers, and/or disabilities, it is important to develop and implement targeted strategies to maximize the potential for more equitable outcomes. In this presentation, we present the results of a case study of Georgia Tech pandemic-related air travel emissions reductions, and summarize the preliminary findings of a project aimed at leveraging virtual reality technology to support scientific research during the pandemic. Finally, we review and demonstrate some of the best practices that are emerging from the global-scale experiment in virtual and remote learning, engagement, and community-building activities, with an eye towards impact, equity, and yes, fun.