SAVE THE DATE:
Splash Spring 2019 is May 4-5, 2019!

Sign in or create an account above for account-specific details and links

For Splash Students

For Splash Teachers and Volunteers

  • Click the "Get Involved" tab for more information.

ESP Biography



COLETTE KELLY, Stanford PhD student studying ocean chemistry




Major: Earth Systems Sciences

College/Employer: Stanford

Year of Graduation: 2022

Picture of Colette Kelly

Brief Biographical Sketch:

Colette Kelly is a doctoral student in Earth Systems Science studying nitrous oxide cycling in the Pacific ocean. Previous to Stanford, she attended Barnard College, where she majored in dance, environmental science, and taking down the patriarchy. When she's not fooling with mass specs, Colette spends her time collecting samples from cool places in the ocean, like the Gulf of Alaska, eastern tropical North Pacific, and around Tahiti.



Past Classes

  (Clicking a class title will bring you to the course's section of the corresponding course catalog)

R7167: Python for Environmental Science in Splash Spring 2019 (May. 04 - 05, 2019)
Python is one of the most powerful programming languages for large, complex datasets, which makes it ideal for environmental research. In this class, you will set up Python and Jupyter Notebooks on your computer, then analyze a set of real oceanographic data (or data of your choice!). Please note that this class is for programming beginners — if you are looking for an advanced coding class, this one's probably not for you.


A6160: Dancing Up the Glass Escalator: Exploring Gender-Based Inequality in Ballet Choreography in Splash Fall 2017 (Nov. 11 - 12, 2017)
"sorry, there is no such thing as equality in ballet: women dance on point, men lift and support women. women receive flowers, men escort women off stage. not the other way around (I know there are couple of exceptions). and I am very comfortable with that." — Alexei Ratmansky, facebook post A dearth of women exists in the upper echelons of ballet choreography, a phenomenon noted by both academia and the popular press. And yet many arguments as to why women do not become choreographers reflect back on women in ballet – claiming a lack of interest, ambition, or even ability – and fail to acknowledge the structural and systemic inequities that promote men in ballet at the expense of their female peers. Failing to acknowledge institutional inequality places the fault of discrimination upon its victims, and ignores the gendered hierarchy within ballet institutions. As an alternative, learn how to situate ballet choreography in the context of sociological theory, to shed light on how institutions promote token men in ballet to artistic leadership positions, disproving the notion that women do not become choreographers simply because of cultural reasons that relate back to the women themselves.