Arctic Taskforce
As part of the Jackson School International Studies program, all students are required to complete a security taskforce in which about a dozen students collaborate to write a lengthy policy document. Student research is synthesized into specific recommendations which are then presented to a policymaker in the real world.
For my taskforce I was fortunate to take part in the Canadian Studies transnational Arctic Security taskforce. As a Canadian citizen I was drawn to the opportunity to visit Québec and Ottawa in the dead of winter, a new experience for me. This allowed our group to engage directly with prominent Arctic scholars who clarified the dynamic nature of climate change and globalization in the Arctic, along with the unique role of indigenous peoples.
My particular chapter incorporated my interests in the environment, focusing on biodiversity conservation with indigenous modes of thinking. I also contributed to the travel report and made presentations about my research and the methodologies we used at a reception.
For my taskforce I was fortunate to take part in the Canadian Studies transnational Arctic Security taskforce. As a Canadian citizen I was drawn to the opportunity to visit Québec and Ottawa in the dead of winter, a new experience for me. This allowed our group to engage directly with prominent Arctic scholars who clarified the dynamic nature of climate change and globalization in the Arctic, along with the unique role of indigenous peoples.
My particular chapter incorporated my interests in the environment, focusing on biodiversity conservation with indigenous modes of thinking. I also contributed to the travel report and made presentations about my research and the methodologies we used at a reception.
Commitment to Equity and Social Justice
The Arctic Taskforce focused our efforts on human security as an aspect of security. Traditionally security has been focused on military or economic security, but in our report we wanted to look at the importance of human well-being in day-to-day issues such as housing, environment, food, and jobs. With my personal interest in biodiversity, I conducted research on biodiversity management methods that respected the Inuit perspective and accounted for their struggles as a community endangered by climate change. Meeting with students from Nunavut and Inuit leaders in the Inuit Tapiriit Kanatami and Inuit Circumpolar Council taught me of the social implications of climate change and raised the stakes of the report I contributed to. The visit reminded me of the importance of considering these perspectives and fighting for the rights of people who may be overlooked because of isolation or small populations. Looking toward my goals of non-profit work or scholarship, I will be constantly motivated by the need to fight for people who are not heard, yet are acutely affected by environmental destruction.
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Productive and Engaged Follower
Usually I have engaged in leadership as the individual in charge, but in my Arctic Taskforce I purposefully took a backseat in the initial leadership positions so that I could best focus on roles that would match my strengths and interests. Likewise, my group benefited from leaders who had excellent editing abilities and I was able to contribute advice on my knowledge from a participatory role. It was important in this situation to be a follower because it forced me to work in a collaborative way. I was able to still contribute my leadership skills meaningfully but as a helpful participant, rather than needing to claim a title. I offered my abilities and time to the leaders when they needed it, and my ability to empathize with leadership roles motivated me to be as helpful as possible. I really enjoyed contributing quietly behind the scenes in worthwhile ways, and realized the value of leadership in subtle ways.
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Communicate Effectively
In my Arctic Taskforce I contributed a chapter on biodiversity conservation to our overall report on Arctic security. My chapter was reviewed by fellow students and even a leading non-governmental organization. I synthesized material from a variety of sources including peer-reviewed scholarly articles, and personal conversations with experts. This chapter was the longest paper I had ever written, and incorporated the most primary and para-scholarly evidence I have ever used. I engaged in multiple revisions and then presented my research with a formal presentation to Tony Penikett, the former premier of the Yukon Territory. Raised expectations pushed me to develop a thoroughly-researched paper with the most critical engagement and revision of any paper I have written. Meanwhile I had to also consider a new audience as I wrote this paper for a general rather than scholarly audience, all while keeping in mind the political sensitivities of writing about management issues that involve communities I am not from. These engagements with scholars, politicians, and other students truly improved my writing abilities, crucial for my future goals in environmental scholarship.
In my Arctic Taskforce I contributed a chapter on biodiversity conservation to our overall report on Arctic security. My chapter was reviewed by fellow students and even a leading non-governmental organization. I synthesized material from a variety of sources including peer-reviewed scholarly articles, and personal conversations with experts. This chapter was the longest paper I had ever written, and incorporated the most primary and para-scholarly evidence I have ever used. I engaged in multiple revisions and then presented my research with a formal presentation to Tony Penikett, the former premier of the Yukon Territory. Raised expectations pushed me to develop a thoroughly-researched paper with the most critical engagement and revision of any paper I have written. Meanwhile I had to also consider a new audience as I wrote this paper for a general rather than scholarly audience, all while keeping in mind the political sensitivities of writing about management issues that involve communities I am not from. These engagements with scholars, politicians, and other students truly improved my writing abilities, crucial for my future goals in environmental scholarship.
Opportunities to Lead
Instead of taking a leadership role upfront, I offered to help with Taskforce goals throughout the process. When we visited Québec and Ottawa I took up a role as a guide because of my previous experience in Eastern Canada and interest in maps. I have always enjoyed offering my skills to then take on responsibilities that help out my team. When our Canada Research Trip Report Editor was not able to fulfill her duties by herself I offered to help. Although it was a fairly small role in the midst of the larger project I helped document our trip in a succinct and professional report for the Canadian Studies Center. With two other folks we offered several dozen hours teaching ourselves InDesign, editing summaries of visits, and writing pieces in the report. It was a tough challenge at times, but I recognized that I had the time unlike others in my group to contribute. Taking up this role to lead also taught me some useful skills in design that I had never known. Small windows of opportunity serendipitously arrive in life, and it is important to take up those opportunities to lead - one never knows where they will lead.