American Scientist is a public-facing magazine filled articles written by scientists. I used their recent “Your Science Is Important” call to write the following short explanation of why I think what I do matters. Since most of my scientific approach is focused on “passing the mic” to people with firsthand experience, this was very uncomfortable for me personally. But I think it is important to reflect on how I contribute to a vision of the public good through research, teaching, and engagement. And  how I communicate that to people who make decisions about public funding for science. 

Dear Readers,

For the last twenty years, the heart of my research has been one simple but urgent question: What happens when the people who know the most about their environment are left out of the decisions that affect it?

As a social scientist, I study how people relate to each other, to science, and to the places they live. I work with flood survivors, ranchers, farmers, gardeners, kids, and natural scientists to understand how environmental knowledge—and the power to act on it—gets shared. My research asks not only what we measure, but why, how, and who benefits.

That means looking closely at the tools scientists use—like soil tests, maps, surveys, and sensors—and asking whether those tools are helping or hurting the communities they’re meant to serve. It also means noticing when science is used to avoid tough decisions, and when it sparks real benefit.

This kind of work requires something that often gets overlooked in science: leisure.
People use their free time to reflect, to play, to listen, and to build trust. That’s why many of my projects center on the value of free time—not as a luxury, but as a public good. Leisure creates space for civic learning, creative problem-solving, and meaningful connection.

Projects like:

• SeaChange, where coastal residents collect water data to understand why algae blooms may be more common.
• JustWater, which strengthens disaster recovery through smarter collaboration.
• Radicle, where university students and K–12 learners explore environmental issues through outdoor learning, STEM concepts, and joy.

In all of these efforts, we build knowledge with communities and not just about them. Because science should be for everyone. And democracy works better when it is. 

Bethany Cutts, PhD
Director, Location Matters Lab
Associate Professor, NC State University