Collette Heskett

Educational Theory and Practice - Curriculum and Pedagogy doctoral student in the Faculty of Education

Tell us a little about yourself, including what inspires you to learn and continue in your chosen field

I am a first-year doctoral student at SFU. My research combines climate change education, culturally and linguistically diverse learners, and support for reading difficulties. As a neurodivergent nature enthusiast, I want my future in academia to reflect what I am most passionate about: ensuring climate change education is accessible to all. It will take many people, with all different types of brains, to support climate action through systemic impact. I aspire to join the current wave of activists and support educators in making climate literacy more accessible.

Why did you choose to come to SFU?

SFU is full of supportive and inspirational faculty and staff who I am beyond excited to work with and learn from. I chose SFU because of these individuals and the inherent design of SFU to work in collaboration with local schools and districts. As my research requires collaboration with community members to support systemic changes, I find SFU to be a great example of how to make connections and immerse myself in the community.

How would you describe your research or your program to a family member?

My research has the goal of identifying ways that educators can teach climate literacy in an environment that uplifts people for having different brains and thought processes. I am studying how a specific teaching practice and group structure can supports students in a climate literacy classroom by making them feel like they belong there.

What three (3) keywords would you use to describe your research?

Climate Literacy, Reading Difficulties, Belonging

How have your courses, RA-ships, TA-ships, or non-academic school experiences contributed to your academic and/or professional development?

I attended the University of Colorado Boulder for both my Bachelor's and Master's degrees. During this time, I was a research assistant for the NSF National AI Institute for Student-AI Teaming, where I was introduced to all the aspects of research, including (but not limited to): data collection, analysis, writing papers, and conference presentations. It was during these processes that I found my passion for research and excitement about the challenges of US public education. At the same time as this role on campus, I work for a small nonprofit in Colorado called Classrooms for Climate Action. This group helped me develop my passion for climate literacy and put me on the path of researching how we can improve our education to encourage more individuals to join climate action.

Have you been the recipient of any major or donor-funded awards? If so, please tell us which ones and a little about how the awards have impacted your studies and/or research

I have been very fortunate as to have received the Canada Impact+ Research Training Award for my upcoming research on climate literacy education. With this funding, I will be able to dedicate my full attention to my research.

What have been the most valuable lessons you've learned along your graduate student journey (or in becoming a graduate student)?

I have learned the value of asking questions and staying curious! I like to think of this in two ways; the first comes with the academic emphasis of understanding how and why things are the way they are. This led me to my research focus, brought me to conferences, and helped me get where I am today! The other path of asking questions comes with the intent of developing a personal community. Asking questions and showing interest in someone's research/interests/hobbies helps you develop a support system, which is vital in any career, especially academia.

What are some tips for balancing your academic and personal life?

Balancing both is challenging, but possible. My previous advisor taught me the importance of stepping away from work, as it is part of the process to move forward. It gives your mind a space to rest and wander, which allows you to come back sharper and more creative. I found it's easier to develop this balance when I view my personal life as a productive support to my academic deadlines. My go-to activity for a "brain break" is mountain biking with friends and always works at getting my energy high to get back to work!

Contact Collette Heskett:collette_heskett@sfu.ca