Autumn Cook (they/them) is a senior dual degree recipient in Chemistry and Gender, Women’s, + Sexuality Studies. They are a member of the Women’s Center staff team and co-facilitate the Spectrum discussion group which is a space for trans and non-binary community members.

We are in the midst of one of the most ruthless and successful pushes to limit transgender people from participating within everyday society. At the time of publishing, 7 states (Arkansas, Alabama, Tennessee, Idaho, South Dakota, Mississippi, and West Virginia) currently have laws on the books that prohibit transgender youth from participating in gender-segregated sports. That is, transgender girls are not allowed to play girls sports under penalty of the law. Twenty-five more states have either proposed bills or have bills waiting to be voted on within their state legislatures that do the same thing. A similar measure failed within the United States Senate on a razor-thin 49-50 margin.

These bills are extremely frightening and damaging not only to transgender youth but to the transgender population as a whole, and the entire activist population cannot just watch the rights of marginalized people be eroded. I am a transgender athlete, and although I am not of the age where many of these bills apply me, I used to be a transgender kid who would have been affected by these laws.

Ever since I was a kid, I’ve really liked participating in sports even though I was usually pretty bad at them. I played recreational soccer throughout elementary school and exceptionally enjoyed it. In middle school though, I discovered Ultimate, more commonly known as Ultimate Frisbee (Frisbee is actually a trademark, and therefore only can be used to describe discs made by Wham-O), and was almost immediately in love. But I didn’t consider myself an Ultimate player until my freshman year of college when I participated in UMBC’s annual hat tournament.

Image Description: 17 members of the 2019-2020 UMBC Women’s Ultimate team, standing in two rows within their blue and yellow jerseys.

Ultimate is a team sport that consists of two teams of seven players trying to get a disc down the field to the other team’s endzone. It’s not as easy as just running the disc to the endzone and passing it when you get blocked; a player who has the disc cannot move and must pass the disc to their teammates to advance it down the field. Uniquely, Ultimate is a non-contact sport that is refereed by the players themselves: there are no officials on the field. This forces an open dialogue between the players of the two opposing teams and fosters mutual respect from a collective love of playing the game.

When I showed up to the hat tournament on the fields near the Event Center, I was a fresh face and I didn’t know anyone or what to expect from this entirely new group of people I almost felt I was infiltrating. I thought a lot about my transness in relation to everyone else’s cisness, but no one asked and just took me at my word that I was a woman. I was hesitant at first, thinking they might confront me, but then in the second game of the day, I subbed in and almost immediately I saw an opening. I was being poached, or my defender was electing to cover the space where they thought I would run to get the disc rather than covering me directly. I saw this and immediately booked it for the endzone.The person in control of the disc saw this and by the time my defender reacted, I was already halfway down the field. Before I knew it, the disc was flying overhead and I wasn’t going to be fast enough to catch it. So I did the only other thing you can do in this situation… layout!

Image description: A GIF of Professional Ultimate Player Ashleigh Buch running and diving for (laying out) for a disc thrown into the end-zone.

While I adore the adrenaline rush that you receive after being a part of a big play, I think what kept me coming back to Ultimate was the mutual respect that players had for each other and the community surrounding Ultimate. Ultimate players are not in it for fame or the money, because there really isn’t any, but instead, push their bodies to the limit because they truly adore the game and adore the people that they have met through it. They didn’t care that I was trans; Ultimate players just care about your love of the game.

Unfortunately, one part of Ultimate is that the vast majority of organized play at the college level is gendered, as in there is a men’s league and a women’s league, so it can be a bit awkward when you come out as a trans person. Although there is a mixed league where men and women play alongside each other, I was very lucky in this sense because by the time I was playing competitive Ultimate in college, I had fully transitioned and had been on hormones for years. At the time I started playing, there were restrictions about who could play in the women’s league, but fortunately, I was within the restrictions and could play. 

Luckily, thanks to the tireless activism from Ultimate players, USA Ultimate (USAU), recently amended the guidelines that dictate who can play in the Women’s and Men’s leagues and no longer requires “transfeminine people to be on testosterone suppressants for a year before they become eligible” and also allows transmasculine people to still play in the “women’s” league, regardless of if they are taking testosterone or not. This is a fantastic demonstration of the Ultimate community’s commitment to inclusivity and equity.

However, the USAU organization is a relatively small organization that organizes a relatively small collegiate sporting league. The NCAA, the preeminent collegiate sports organization within the US for major sports such as basketball, swim/dive, soccer, golf, volleyball etc, requires that transfeminine athletes who wish to compete within women’s sports be on hormone replacement therapy that blocks testosterone for at least one year, and for any testosterone taking transmasculine people to be immediately disqualified from the women’s divisions. This policy is quite similar to the established policies that the Olympics and other professional sporting bodies have used for years. The one year mark on testosterone blocking is almost completely arbitrary, as many transgender people’s hormones are stable long before the year mark. 

Transgender people being able to participate in gendered sports is not a new thing, but in the last year, the fervor around “transgender people taking over gendered sports” reached new highs so I wanted to add to the conversation by describing what it’s like being a transgender woman who participates in a woman’s sport. I am coming from a position of privilege because I never had to fight with the organizing bodies over my eligibility to play, and the sport that I play is inclusive and accepting of transgender bodies and identities; that doesn’t change the effect of the greater societal belief that transgender people somehow have an advantage in sports so my experiences will not be the same as other athletes or trans people who play different sports.

Whenever I step onto the field of a sanctioned tournament, or even if I’m just playing with people I haven’t played with before, I get really scared that someone is going to confront me about my gender identity, claiming that I should not be there, or that I have a competitive advantage, or that my presence is making the other players feel uncomfortable. I fear that someone is going to clock my gender identity just by the way that I sound or the shame on my shoulders. It has never actually happened before on the field, but that does not make the fear go away. Similar to what I discussed within my first blog post, the fear that I am invading a women’s space with my masculinized childhood experience haunts me. I’m an aggressive player, meaning that I go after discs hard and make my presence on the field known, and I’m always fearful that someone will read that as me being a man playing a women’s sport and be called out on it. Just the fear of theoretically being called out for not belonging within a space that I know that I belong in is really hard to grapple with and process, especially when I’m trying to devote all of my brainpower to doing the best I can on the field. 

Everyone who wants to participate in sports should be able to participate in sports.

Some of these fears come from the common tropes that parts of society hold surrounding how trans people operate within the world. One of the biggest fears that I have when playing women’s frisbee is getting called out on somehow having an advantage over the cis women. Lawmakers cite that these bills are to protect the “competitive integrity” of sports because they believe that transgender people will take over the top echelons of scholastic sports if they were allowed to compete. The idea that transgender people have an advantage over their cisgender counterparts is bogus fear-mongering about transgender people. Data actually suggests that trans women are less effective than their cisgender peers. For instance, one study showed trans women on hormone replacement therapy run 10% slower when compared to their results pre-HRT. Additionally, a United States Air Force study demonstrated that after a year on HRT, transgender and cisgender service members’ fitness metrics were nearly the same. 

To further demonstrate this false idea of “transgender advantage,” let’s also take a look at the history. Transgender athletes have been allowed to participate in competitive sports for years now, and only one openly transgender man, Chris Mosier, has qualified and joined a U.S. national team and only one transgender woman, Dr. Veronica Ivy, has won an international championship title, with Dr. Ivy havving won the UCI Women’s Masters Track Cycling World Championship for the women’s 35-44 bracket. That’s two people–and I don’t think they’re looking to take over the world of sports anytime soon.

Another aspect I want to challenge about these anti-trans laws is the question of who is actually impacted by them. Yes, trans athletes and trans students are obviously the most affected by these laws, but they are not the only people impacted by these laws! Every athlete, cisgender or transgender, are affected by these laws. This is directly seen within the text of Florida’s recent attempt at banning transgender kids from participating in sports, a bill that is currently predicted to die in the Florida State Senate, but passed the House. According to the Tampa Bay Times, if passed, this bill would allow people to challenge any athlete’s gender, forcing them to prove their “sex” one of three ways: “with a DNA test; with a testosterone test, or with [a] medical professional examining the student’s ‘reproductive anatomy.’” This problem is not just hypothetical. In 2017, an 8 year old girl and her team were disqualified from a girls club soccer tournament for looking too much like a boy with her short haircut. Tournament officials later said that this disqualification was because of a typo, an excuse that the family of the girl did not buy. 

The reality is that these bills hurt everyone.

Just as bills banning the use of public bathrooms hurt cisgender people who do not fit into the heteronormative and hegemonic ideas of what a “woman” or a “man” should look like, these anti-sports bans will hurt more than just transgender people. Any non-normative looking athlete is a target of these bills. 

Another interesting aspect of this debate is that sports are, by definition, a competition to determine who is better at some activity. In professional volleyball, do we require taller players to jump lower or to play on their knees to be fairer to the shorter players? Do we ask runners with a larger stride to limit themselves to make it fairer for the shorter-legged players? Of course, we don’t, because sports are a measure of people’s natural and trained abilities!

Society would never ask a cisgender person to limit themselves to make it fairer for another cisgender person so why is there a double standard for trans people? Some transgender athletes have different body types than their cisgender counterparts. A transgender woman who went through a male natal puberty might have broader shoulders, be taller, or have a longer stride. But even if these differences in body type did infer an advantage to transgender athletes over their cisgender peers, (which they don’t), it would not make sense to penalize them for being better at something than their competitors, because society does not punish cisgender athletes for their innate abilities.

Ultimately, the ability to participate in sports is a human right. Everyone who wants to participate in sports should be able to participate in sports. My message to everyone who thinks that transgender people should not be allowed to play sports is pretty simple: let me play the game that I love.

 Image Description: A professional Ultimate player playing out for a disc in a spectacular fashion.

This post is written by Sandra (She/Her/Ella pronouns). She is a student staff member and a social work intern completing her field placement at the Women’s Center.

Content Note:This blog post will discuss my personal experience as an adult learner student before and during the current pandemic. The content and images shared may not encompass every adult learner’s student experience.

My experience as an adult learner within the higher education system has been full of challenges. The decision to come back to school to pursue my undergraduate degree was difficult, as I knew that this would mean having to juggle multiple roles and commitments. While attending classes for the past 7 years, I have been working full-time while also managing to maintain a 4.0 GPA as a full-time student.

I have also had to deal with the pressure and obligation of financially supporting myself and my parents. I come from a household that has depended on me since the time I was old enough to apply for a job. On top of the external stressors that have hindered me from graduating within the typical 4 year period, there were also the long hours spent during my weekly commutes from work to class and then back to work. As if it wasn’t bad enough having to deal with the stress from home or school, I also had to worry about getting to class and work on time. My days were split between having to work full-time, commuting for one hour each way to and from school, and trying to manage my workloads for school and work.

[Image Description: A GYF with a calendar layout showing multiple meeting times. The graphics show a moving hand “posting” multi-color sticky notes with to-do assignments such as “exercise, lunch, science lab report, social students chapter, and Spanish video chat.”]

As I approached my senior year of undergrad, this had become life as I knew it until the COVID-19 pandemic made an abrupt shift throughout the world. It was then that I and every other student at UMBC were required to go from in-person learning to attending school via virtual platforms. This was truly a curveball for my last year as an undergrad as I had grown accustomed to my jam-packed schedule. However, the online environment and accessibility to resources alleviated many of the stressors I was enduring as a student. The ability to maintain a full-time job, be a full-time student and start an internship as a part-time student staff member was all made possible from the comfort of my own home.

Once the transition began, I had more time to work on homework and different professional goals which I hadn’t had the chance to start. The online environment also allowed me to be more involved in campus clubs and join many online community activities. I also had access to my professors, advisor, and other campus resources without having to worry about calling off from work or having to commute for over an hour to campus to meet them.

[Image Description: A photo of a white and grey dog with red sunglasses and a colorful text that reads “READY FOR MY ZOOM CALL”]

It is safe to say that this drastic change from in-person to virtual learning has made life so much easier for me. And as my final year of undergrad comes to an end, I can’t help but think about how much easier my life could have been if only this virtual learning opportunity would have been made available earlier on in my academic career. As an adult learner, I could have truly benefited from completing my program based on the virtual resources and opportunities that were made available this past year. I know I am not alone since more than 40% of adult learners make up for the nation’s college student body. There are roughly 17.3 million undergraduate students, and 31.2% of them identified students between the ages of 25 or older in the US. These are all students, who like me, have to juggle multiple roles and commitments outside of being a student. It should also be considered that the number of adult learners has been and continues to increase.

Adult Learners and Higher Education

Historically, higher education was design for the wealthy, particularly for white cis males. It was not made to accommodate the needs of women, parents, caregivers, immigrant students, students of color, LGBTQIA+ folx, people with disabilities, and people from low-income backgrounds (for a visual representation of these experiences, check out the trailer to Unlikely). In particular, higher education was not created to support the needs of adult learners who are usually parents, caregivers, or those who have to work full/part-time jobs to support themselves and their families. Institutions that do not consider the needs of adult learners and continue to sustain racial and oppressive practices directly affect adult learners who already have difficulties accessing education or complete a 4-year degree.

There are also evident achievement gaps in enrollment and retention for underrepresented student populations in higher ed institutions. Some of the most disproportionately affected groups are women who are adult learners. Most often, these women are parents who are trying to take care of their children while also managing their school/workloads. These are also women who are the sole providers of their families; often overworked and underpaid. Most women, especially women of color, who make up the adult learner population face higher dropout rates, higher rates in student debt, and experience higher levels of stress and anxiety. There is no doubt that women of color and people with marginalized identities are struggling to complete their degrees at higher ed institutions. The pandemic has emphasized the disproportion of resources allotted to adult learners, specifically working women who are seeking to better their home life and careers.

Back to “normal”?

As UMBC transitions back to more in-person classes, I would like to encourage the University to start having conversations centered around adult learners, and other students with different experiences who have benefited from the online environment. This is a conversation many other universities and colleges should be having too!

Although some classes have the option to meet online, most classes and programs at UMBC do not offer this option to students. Parents, caregivers, and students from low-income households would potentially benefit from taking more hybrid and online classes. This is because the traditional “rigid” academic schedule is very difficult for adult learners to balance. The convenience of flexible courses, compressed classes, fully online, or hybrid courses could ultimately help adult learners complete their degrees. In addition, adult learners wouldn’t have to worry about resigning from their jobs to attend school, as adult learners depend on their jobs to support themselves and their families. This would also reduce their transportation expenses as some students have to pay for gas or bus/train fares to travel to school for in-person learning.

[Image Description: A GYF showing a computer screen with six animated people in an online class. One individual is talking and a tiger filter suddenly appears over her face. Everyone on the virtual call appears shocked.]

It would also be helpful to continue to have virtual office hours, advising appointments, and online events/workshops for students. Belonging to a community that encourages, nurtures, and provides support to adult learners is critical to a student’s overall success. Plus, having the experiences of adult learners also benefits the learning and social experiences of traditionally aged students as well! For virtual learning to thrive and be as successful as it has been this past year, this will need to stay in place.

Overall, the adoption and continuation of the current virtual learning system could greatly benefit higher ed students, specifically many adult learners. Having been an adult learner who was required to meet in person for every class in my program, I can honestly say that I have personally benefited from virtual learning this past year. Truthfully, I believe that if it weren’t for the online classes this year, I would not be graduating this May. In all, my hope moving forward in my academic career is for virtual learning to be incorporated more as we continue to endure and one day overcome our current global health crisis.

Learn More About Other Adult Learners’ Story!

• Read about UMBC’s Returning Women Student Scholars News Article from last year graduating seniors!
• Returning Women’s Student Scholar spotlight, Christin Fagnani! Learn more about her experience as an adult learner on our Instagram and Facebook page.
• Returning Women’s Student Scholar spotlight, Joana Wall! Learn about her story: Instagram and Facebook
• Returning Women’s Student Scholar spotlight, Emma Earnest! Learn more about her experience as an adult learner on our Instagram and Facebook page!
• Returning Women’s Student Scholar spotlight, Christan Wallace. Learn about her story here: Instagram and Facebook posts.
• Returning Women’s Student Scholar spotlight, Lejla Heric-Safadi Instagram and Facebook.
• Returning Women’s Student Scholar Spotlight, Evangeline Kirigua. Learn more about her story here: Instagram and Facebook page!

Available Resources for Adult Learners at UMBC

• Returning Women’s Student Scholars + Affiliates Program: Returning Women Students Scholarship is to support undergraduate students age 25 and older in the completion of their first bachelor’s degree. In addition to the financial support offered through several different scholarships, the Returning Women Students Scholarships Program run by the Women’s Center provides a scholars community and various other support services and resources for scholarship recipients. 
• Login to your MyUMBC account and click ‘FOLLOW’ on the following individual’s group pages to receive all the updates via email. It contains information about how to get connected to different campus resources and information about upcoming events. 

1. MyUMBC Women’s Center Group Page: 
2. MyUMBC Initiatives for Identity, Inclusion & Belonging (i3b) Group Page: 
3. MyUMBC First_Gen Group page

• Resources for Working Parents & Caregivers
• Office of Student Disability Services (SDS): For general questions: Email disability@umbc.edu or by phone at (410) 455-2459.
• Academic Advocates: are dedicated to serving undergraduates who are admitted as first-time, full-time, degree-seeking students to assist them in resolving academic and institutional challenges
• Academic Success Center
• The Office of Financial Aid and Scholarships
• Off-Campus Student Services 
• The Albin O. Kuhn Library Resources 
• Scholarship Retrieval Tool
• Counseling Center

References

• https://eab.com/insights/daily-briefing/adult-learner/4-things-adult-learners-need-to-balance-school-and-work/
• https://eab.com/insights/daily-briefing/adult-learner/adult-learners-who-they-are-what-they-want-from-college/
• https://online.maryville.edu/blog/going-back-to-school-statistics/
• https://www.insidehighered.com/advice/2020/10/16/many-people-deny-how-pervasive-racism-higher-ed-and-how-its-often-reproduced
• https://www.aacu.org/aacu-news/newsletter/2019/march/facts-figures
• https://ms-jd.org/blog/article/women-and-higher-education-a-brief-history
• https://fas.columbia.edu/files/fas/content/ASHE%20Higher%20Education%20Report.%20Nov2015%2C%20Vol.%2042%20Issue%201%2C%20p49-71.%2023p.%20.pdf
• https://www.aacu.org/publications-research/periodicals/higher-education-and-equity-historical-narratives-contemporary
• http://www.aacu.org/publications-research/periodicals/research-adult-learners-Supporting-needs-student-population-no
• https://www.investopedia.com/personal-finance/why-american-women-hold-23rd-student-debt/
• https://1gyhoq479ufd3yna29x7ubjn-wpengine.netdna-ssl.com/wp-content/uploads/Women_FR_Web.pdf
• https://www.washingtonpost.com/lifestyle/on-parenting/working-moms-covid-pandemic-jobs/2020/10/29/e76a5ee0-0ef5-11eb-8a35-237ef1eb2ef7_story.html
• https://educationdata.org/college-dropout-rates
• https://www.americanprogress.org/issues/education-postsecondary/reports/2018/05/23/451186/neglected-college-race-gap-racial-disparities-among-college-completers/
• Larsson, A., Hooper, N., Osborne, L. A., Bennett, P., & McHugh, L. (2016). Using brief cognitive restructuring and cognitive diffusion techniques to cope with negative thoughts. Behavior Modification, 40(3), 452–482. https://doi.org/10.1177/0145445515621488
• Ross-Gordon, J. M. (2011). Research on adult learners: Supporting the needs of a student population that is no longer nontraditional. Peer Review, 13(1), 26–29.

Arifat (she/her/hers) is a Senior majoring in Social Work and Political Science. She is working in the Women’s Center this year for her social work field placement.

Content Note: This blog is written from my experience as a first-generation immigrant and a Nigerian-American. After reading I encourage to think about your own identities and communities of belonging especially in relation to the experiences of survivors of sexual violence and ways allyship can be cultivated by yourself and others.

When I started my internship at the Women’s Center last August, I did not know what to expect. We were going through a pandemic and I never imagined that I would have to do my social work field placement online. I was scared, uncertain and still adjusting to being in the virtual space. One of my assigned responsibilities was to be a co-facilitator for an online We Believe You discussion group. This is a group for survivors of power-based violence like sexual violence and domestic violence. I felt on unsolid ground as I navigated the unknown going into this experience. I kept asking myself, why couldn’t you have been asked to facilitate a different group? Why did it have to be this one?  I was worried about how it would affect me mentally; I was worried about saying or doing the wrong thing; I wanted to help, but I was not familiar with providing support to survivors of sexual violence. Yes, I have had friends share their experiences with me, but in those moments when they shared their stories, I was clueless on how to be there for them. I did not know how to be a safe space or what a safe space meant. Fortunately, as I began my work with survivors, I began to learn. 

Photo Credit: Women Center’s at UMBC.
Image Description: This is a Flyer that has varying colors of white pink and blue. The words “We Believe You” is written boldly. While “Discussion group” is written right under and “community building, support + Healing space for survivors” is written under that.

To me holding a safe space for survivors is not just about allowing them to share their stories with you. It is not just about nodding with a sad look on your face, but then acting like they never shared their story with you afterwards (trust me, I have inadvertently done this before!). Sometimes being a safe space is about the little things, like asking if they are comfortable with sharing a potentially triggering post and then accompanying it with a content note; checking up on them during stressful times; listening and believing them; asking them what they need, if they need anything that you are capable and comfortable with providing. It is also about educating yourself. Understanding that sexual violence comes in various forms, and it is does not always include physical violence. Most of all maintaining a safe space even when you assume there are no survivors in the spaces means that you are creating an environment that allows everyone to feel comfortable enough to share their experiences, their stories, and ask for support and help when they need it. Over the course of the past few months I have also realized this requires a brave space which is a framework the Women’s Center uses as a foundation to its programs and space. This means cultivating a space where everyone respects each other’s opinion and are able to challenge themselves or each other. The Women’s Center has a more in-depth outline of what it requires to create a brave space. It does take a tremendous amount of courage to in these spaces. 

As someone who comes from a community of Africans and immigrants, it has been extra hard for me to show up for survivors. When talking to my parents’ generation and some of my agemates I have found that victim blaming and abuser enablement is rooted in our culture. As a child I witnessed and heard stories of extended families going to beg a wife and her family to come back to her husband. It did not matter that she left because of abuse. It did not matter that she did not feel safe anymore. All that mattered was that their marriage stayed intact. One can just imagine what the African LGBTQ+ community has to go through. Especially with countries like Nigeria, where homosexuality carries a criminal offense. LGBTQ+ survivors are not acknowledged, and oftentimes ignored when they speak up. Accusations of rape are often met with disbelieve, shame, and victim blaming. Being an ally in the African/Nigerian community means speaking out not only when it impacts you, but every time.

And, let me be clear. These challenges to a survivor-centered belief system is not isolated to only the Nigerian community. If you are from a different community think about what the culture behavior towards survivors looks like; what can you do to lend your voice to people from your community who have been victims of sexual violence.  Educate yourself and those around you including family. There is a gap in the research on the prevalence of sexual violence in African immigrant communities, or most minority communities, but we are have the capacity to learn and increase awareness of this as a global issue that affects every culture and ethnicity. So, show up and speak out. Be a safe space for anyone who needs someone to believe in them. Find out about resources around you for survivors. You never know who might need it. If you are not sure where to start, some helpful articles will be attached at the end of this blog.

Photo credit: Marie Claire magazine.
Image Description: The picture focuses on two women standing together. One woman is black, while the other is white. They are both turned a way from the camera, and are facing a crowd of people. The crowd is blurred. A big LGBTQ+ pride flag is draped around both of them, and each person holds a hand flag.

African countries like Nigeria might not have laws and resources that protect survivors or victims of sexual violence and assault, but its immigrant community has the opportunity to do better. It might seem like a losing battle against biased cultural beliefs, but I believe it is a battle that can be won. Being at the Women’s Center has shown me the power in creating awareness. Sometimes all some people need is access to education. April is Sexual Assault Awareness Month, so as this month comes to an end I encourage you to a part of the solution. Consider ways in which intersecting identities inform a survivor’s experience as well. For example, as I referenced earlier, the LGBTQ community is one group that shoulders a disproportionate amount of sexual violence globally. This is a group that most minority cultures fail to acknowledge. So, ask questions of your community; Where do these beliefs come from? How can I be a safe space for people within my community? Whether they identify as LGBTQ+, a survivor, or both there is no better time than now.

Helpful Articles/ blogs:

Archives from the Women’s Center blog by clicking here, and here. You can also check out the virtual Take Back the Night experience.

6 Ways to Support a Survivor of Woman on Woman Sexual Violence

Our Society Divides Sexual Violence Survivors into Good and Bad Categories- And There’s an Oppressive History Behind it.

Nigeria has a Rape Culture too

Gabriel Duran received a BS in Geography and Environmental Systems and a BA in Biology from the University of Maryland, Baltimore County in 2020. He is now a Biology MSc student with a focus in biogeochemistry at the Université du Québec à Montréal. He is also a Research Assistant at the Woodwell Climate Research Center where he is supporting the arctic research team in the mapping of gas emission craters and retrogressive thaw slumps across Northern Siberia. He previously supported the soil carbon team in the analysis of thousands of soil samples from across the Midwest United States using diffuse reflectance spectroscopy. He is co-leader of Unlearning Racism in Geoscience (URGE) where he created the URGE curriculum alongside Dr. Vashan Wright and continues to support and facilitate URGE initiatives, including live events, BIPOC Listening sessions, URGE deliverables, conference planning, etc.

Dr. Phoebe Cohen is an Associate Professor in Geosciences at Williams College. Phoebe is a paleontologist who utilizes a wide variety of microscopic and microchemical techniques, combined with data from field-based stratigraphy and sedimentology, to reconstruct ancient organisms and ecosystems, mostly through the lens of microfossils. Much of her work focuses on the evolution of life in the Proterozoic, before the rise of animals. Phoebe received her undergraduate degree in Earth Systems Science at Cornell University and her PhD in the Department of Earth and Planetary Sciences school at Harvard University in 2010. Phoebe is very involved in justice, equity, diversity and inclusion work in the geosciences and is also actively involved in the Paleontological Society. In 2012, Phoebe was awarded the Geological Society of America Subaru Outstanding Woman in Science Award. Her research is funded by the NASA Astrobiology program, The American Chemical Society, and The National Science Foundation.

Upcoming Changes to the Biographical Sketch and Other Support Format Page for Due Dates on or after May 25, 2021

Notice Number: NOT-OD-21-073

https://grants.nih.gov/grants/guide/notice-files/NOT-OD-21-073.html

Purpose

In an effort to support strong collaboration between Federal research agencies, NIH has made every effort to align the Biographical Sketch (Biosketch), Other Support format page and Application Form Instructions with the guidance issued by the Office of Science and Technology Policy Joint Committee on the Research Environment.

As a result, this Guide Notice informs the extramural community that NIH has updated its application forms and instructions to support the need for applicants and recipients to provide full transparency and disclosure of all research activities, foreign and domestic.

The updated forms and instructions will be required for use for applications and Research Performance Progress Reports (RPPR) submitted for due dates on or after May 25, 2021.

The revisions serve as updates to the Biosketch and Other Support format page templates used as attachments in our current Forms-F application packages and RPPRs. The forms updates do not change the policies for Biosketch or Other Support.

The changes are as follows:

Full details are provided in the Notice linked here: https://grants.nih.gov/grants/guide/notice-files/NOT-OD-21-073.html

Should you have any questions, please contact the Office of Sponsored Programs.