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Honors alum Carly Durgin began her academic journey on the pre-med track — but post-graduation, she’s charted a new path toward educational equity and legal advocacy. After serving as a corps member in New York City, she launched a nonprofit mobile science classroom, GeoBus Inc., that brings hands-on STEM education to K–12 students. 

Now preparing to attend New York Law School this fall, Durgin plans to bring her classroom experience and firsthand understanding of education inequities into her legal studies. Passionate about education reform, she’s eager to pursue a career in law that empowers underserved communities and builds on the connections she’s cultivated since moving to NYC in 2021. 

You’re the co-founder and vice president of the nonprofit GeoBus Inc. Can you tell us a bit about the work you’re doing and how the organization supports students? 

GeoBus Inc. is a mobile STEM education initiative that brings hands-on, place-based science programming directly to K–12 students. Our goal and focus are on making Earth and environmental sciences exciting and accessible by literally putting a lab on wheels and meeting students where they are, especially in areas where access to high-quality STEM resources can be limited.  

As vice president, I help guide our strategic vision, develop community partnerships, and ensure our programming stays rooted in equity and engagement. We want students to see themselves as scientists, engineers, and problem-solvers, and we hope that GeoBus will give them the tools and inspiration to do just that.

How did you get involved with Teach For America? Did you always know you wanted to work in education advocacy?

Teach For America came into my life at a moment when I wasn’t entirely sure what my next step should be — and it ended up being a transformative experience. I applied for early admission in January 2020, just before the pandemic upended the education system.

Joining the New York City corps during such a turbulent time gave me a front-row seat to the challenges and inequities facing under-resourced communities. At the time, I was on a pre-med track, driven by a desire to better understand the systemic barriers impacting youth and underserved populations. I wanted to see the system from the inside out — and I did. Over three years teaching high school science in the Bronx, I developed curriculum for four upper-level courses: chemistry, earth science, forensics, and Advanced Forensic Psychology. But more importantly, I witnessed how policy, access, and community dynamics play out in real time in the classroom — and just how powerful young people can be when they are given the right support and challenged.  

I didn’t always know I’d end up in education advocacy, but my experience with Teach For America lit a fire in me. It became clear that meaningful, lasting change has to happen both inside and beyond the classroom. And I realized that my role in driving that change wasn’t as a doctor, but as a lawyer. If I wanted to truly impact the systems shaping students’ lives, I needed to be at the table where those systems are designed.

What was your time like at USF and in the Honors College? Were there any experiences that helped shape your professional path?

My time at USF and the Honors College was incredibly formative. I was encouraged to think critically, connect across disciplines, and pursue opportunities that pushed me beyond my comfort zone. I had the unique opportunity to participate in courses outside of my science-intensive schedule and engage with ideas I hadn’t previously considered. I took part in undergraduate research with Dr. Donna Lee Ettel-Gambino, and I took a course that was connected to a service-learning project with the Kerolle Initiative for Community Health in Sosua, Puerto Plata, Dominican Republic, bridging science with community needs — although the pandemic had other plans.

The most transformative experience, however, was the Seminar in Applied Biomedical Ethics with Dr. John C. Dormois. That course, and Dr. Dormois himself, opened my eyes to the idea that knowledge is most powerful when it’s shared. I went on to model my Advanced Forensic Psychology class after the Socratic seminar structure of the honors college courses I participated in, specifically Dr. Dormois’ course — I even continued to access recommended articles and texts that Dr. Dormois had provided to us. His impact shaped not only how I learned but also how I taught — and for that, I’ll be forever grateful. As a whole, the Honors College gave me a space to explore leadership, collaborate with peers who cared deeply about impact, and envision how I could contribute to something bigger than myself. That mindset has stayed with me ever since. 

What are your plans for the future? 

I'm currently preparing to begin law school on a full-tuition Trustee scholarship from New York Law in Lower Manhattan. My goal is to combine my background in education and nonprofit work with a legal education to advocate for systemic change. I want to help lift up the voices of those too often excluded from decision-making spaces.  

Reflecting on my journey, I've become increasingly drawn to a broader, systemic approach to reform. While my path has not been linear, my perception of leadership, education, and social justice has been shaped by my belief in empowering others and engaging in inclusive problem-solving. A career in law offers a unique platform to challenge inequities at the structural level — and I intend to use it that way.

I don’t yet know what specific area of law I’ll practice, but I do know this: law isn’t just about rules and regulations — it’s about how those rules shape people’s lives. I plan to use my understanding of the law to confront injustice, build coalitions, and advocate for the kinds of changes that start in the classroom, the courtroom, and the community. 

What advice would you give to current Honors students who want to make an impact with their careers but aren’t sure where to start? 
 
Start by listening. Listen to your community, your professors, your peers, and most importantly, to what excites and moves you. Impact doesn’t always start with a clear job title or a perfect plan — it starts with small actions, with showing up. Say yes to opportunities that scare you a little. Be open to detours. Don’t be afraid to ask questions or make mistakes — that’s where growth happens. One of the most powerful lessons the Honors College taught me is that curiosity is a force for change. Follow your curiosity boldly, and trust that your path will come together as long as you lead with intention.