Series Overview
The STEM+IE Speaker Series offers students, faculty, and staff the opportunity to engage with diverse perspectives outside of the JMU community. Speakers are selected from other academic institutions and explore topics related to diversity, equity, inclusion, justice, anti-racism, and related areas.
Next Session
January 22, 2025
RSVP is required for this event. Please click the button below to RSVP before Friday, January 17th.
When: 3:00-4:00PM Presentation, 4:00-5:00PM Q&A/Workshop
Where: King (Ntelos Room) 259
Authors: Dr. Bennett Goldberg, Professor of Physics & Astronomy, Northwestern University
Topic: Dr. Bennett will discuss his involvement with the Inclusive STEM Teaching Project.
Abstract: There has long been an undeniable need for more inclusive learning environments in higher education, particularly in STEM courses. Due in part to alienating classroom climates and marginalizing instruction, historically excluded and minoritized students leave STEM majors – and hence careers in STEM – at significantly higher rates than majority students. Practicing inclusive STEM instruction requires an understanding of the challenges learners face and developing strategies that actively support all students’ success. Inclusive instructors also must be aware of their own identities and impact to enhance their connection, awareness, and sensitivity to student experiences. The Inclusive STEM Teaching Project has developed and implemented a free, open, online course that centers identity, power, positionality and privilege prior to focusing on evidence-based teaching and learning strategies. Our course seeks to shift educator mindsets and abilities, through embodied case studies, optional local learning communities led by trained facilitators, and facilitated, virtual, affinity-based discussion groups. The course has run eight times through fall 2025 with 13,748 registrants, awarded completion certificates to 3,072 learners who are largely instructors and maintained a completion rate of 60% for any learner who opened a single page, ten times the average for free online courses. Coupled with the online, asynchronous interactive course are local learning communities led by project-trained facilitators. We developed content for and trained 549 facilitators at 164 institutions representing R1, comprehensive 2 year and community colleges who have run 146 local learning communities with 1095 participants. I will report on research outcomes measuring learners’ growth and exploring the unique nationwide delivery of project-trained facilitators leading local learning communities. I will also provide the audience with short bits of the course and learning community experiences.
Previous Events
October 30, 2024
When/Where: 2:50-4:50pm, BioSci 1007
Authors: Tim Bloss, Steven Cresawn, Joe Harsh, Patrice Ludwig, Rocky Parker, Kim Slekar, and Kristin Yoshimura
Title: Inclusive Excellence in the Biology Department at JMU: Our Six-Year Mission to Improve Student Outcomes
Abstract: In 2018, the JMU Biology Department was awarded a Howard Hughes Medical Institute Inclusive Excellence grant based on a proposal of three initiatives designed to improve the experience and retention of students historically underserved and poorly retained in biology/biotechnology: first-generation students, community college transfer students, and BIPOC students. Concerning these initiatives, our transfer student-specific CURE is improving transfer students’ experiences as majors in our discipline; our BioCommons learning space is creating a community to meet the needs of all our majors, particularly transfer students and BIPOC students; and our inclusive awareness and neurodiversity workshops are enabling faculty to understand diverse student identities and backgrounds to enhance their teaching practices. Throughout our journey, we have developed and assessed considerable programming and resources that we are excited to share with our greater JMU community, along with our experiences and lessons learned. Our seminar will provide details regarding each of our initiatives, presented by those driving them, and provide an opportunity for questions, thoughts, and ideas from the audience. We will also present an opportunity to re-engage at a later date with colleagues interested in learning more and establishing collaborations that best serve the needs of their students and fellow faculty.
April 23, 2024
When/Where: 2:00-4:00 PM; EnGeo 1301
Speaker: Dr. Estrella Johnson, Department of Mathematics, Virginia Tech
Topic: Inclusive Teaching & Pedagogy
Abstract: In Fall 2020 we collected 1,064 responses to a survey asking instructors of first-year math and science courses questions about their attitudes, beliefs, and views of diversity, inclusion, and equity. Here I’ll provide descriptive analyses on three aspects of the survey: items aimed at instructors’ views of certain factors that might contribute to disproportionate representation of different race-gender groups in STEM; items that asked participants about their views on strategies for addressing race-gender disparities in STEM; and items about respondent’s personal experiences with discriminatory behavior. As a way to reflect on how these beliefs and attitudes may be shaping our instruction, we will then dive into thinking about how Gutiérrez’s (2009) four dimensions of equity (access, achievement, identity, and power) and how those dimensions might manifest in undergraduate mathematics and science classrooms.
Bio: Dr. Estrella Johnson is an Associate Professor of Mathematics at Virginia Tech. Her research focuses on the pedagogical practices of mathematicians, with the goal of better understanding and supporting high-quality, ambitious teaching in undergraduate mathematics classrooms. Research projects range from investigating and supporting mathematicians as they work to implement inquiry-oriented instructional materials to large-scale national survey projects investigating instructional practice, and influences on practice, in undergraduate STEM education. Recently, her research and professional interests have incorporated issues of inclusion and diversity – both in the undergraduate mathematics classroom and in the sciences more broadly. She currently serves as the Assistant Dean for Inclusion and Diversity for the College of Science.
September 13, 2023
When/Where: 12:30-2:30; EnGeo 1207
Speaker: Dr. Paul Guèye, Associate Professor, Department of Physics & Astronomy, Michigan State University/FRIB
Title: The (Hidden) Shades of Physics: Physics Impacts from (still) Unsung Heroes
Abstract: Scientific discoveries have historically been rooted in the desire for some to take on a quest to tackle the unknown, often with relentless commitments and efforts. Failures along the way become learning outcomes that eventually shape the directions of the processes leading to solutions. We learn early on that the two camps in science, theorists and experimentalists, not only work in teams but also interact with each other to discuss and brainstorm ideas and pathways to establish meaningful information for the scientific community and the public at large. This relationship/collaboration can only occur if both sides listen carefully, process, and understand the information shared, and then implement the appropriate actions. More recent experiences led to yet other pathways to not only broaden our impact in the science community but also society. My journey in becoming a physicist was mirrored after many similar statements while enduring yet unknown but interesting challenges within and outside the physics community. This talk will provide some personal perspectives in becoming a physicist while belonging to an untapped and hidden pool of talented individuals.
(requires login with JMU credentials)
April 4, 2023
Speaker: Dr. Sammy Matsaw, Jr., Research Scientist/Principle Investigator with the Shoshone-Bannock Tribes Fish and Wildlife Department
Title: Cultivating Alliances: Indigenous Knowledge, Methodologies, and Research in Natural Resource Sciences
Abstract: In the sciences so much is lost in communication, when communicating is the heart of the work scientists do as managers and researchers in natural resources. The nuance in language is not lost in nomenclature, taxonomy, and so on; however, in everyday speaking with people from different ideas, backgrounds, and ways of knowing there is a lack of understanding. Traditional/Indigenous Knowledge is still practiced today persisting over 500 generations informing a way of knowing to be a part of nature, the land and waterways aka science. Decolonizing and Indigenous Research Methodologies is the critical lens the scientific enterprise needs to interweave different ways of knowing that informs policy towards real climate change action. This presentation will touch on a starting point for ongoing self-work and labor to sustainably lift one's own awareness evolving towards social and environmental justice
September 28, 2022
Speaker: Dr. Brandon Jones, Program Director for the education and diversity efforts in the National Science Foundation’s Geosciences Directorate
Title: Change in Science: The Method or the Enterprise
Abstract: For decades the Earth and Space Science (ESS) community has lagged behind other STEM fields in creating a workforce that reflects the diversity of the United States. As our scientific research community grapples with a myriad of changes in our Earth system, there must also be a reckoning about how to center the “humane” in the enterprise. But how can we address societal issues more humanely when our workforce and scientific community is not reflective of society? Our ESS community has a long history of investing in programs and strategies to bring students and scientists from marginalized groups into our classrooms and workspaces. However, we have not put an equal effort into ensuring those places are where every individual can show up with their full selves. To make progress on creating a workforce that is truly reflective of the greater population, a cultural transformation is needed. This transformation requires not only a commitment from our community, but also sound grounding in social science literature on belonging, accessibility, justice, equity, diversity and inclusion. Afterall, scientific research does not conduct itself.
(requires login with JMU credentials)
April 8, 2022
Session Title: On Becoming Better Mentors and Advocates in STEM
Speaker: Dr. Pamela Harris Associate Professor of Mathematics & Faculty Fellow of the Davis Center and the Office for Institutional Diversity, Equity and Inclusion at Williams College
Abstract: In this talk, I discuss some of my past mentoring experiences and their effects on my self-confidence and my career progression. Based on these experiences I share concrete ideas on how to build better mentoring relationships. I also detail how becoming advocates for systemic and cultural changes in STEM fields provides another way to help create environments in which members of groups who have been historically underrepresented and underserved can thrive authentically in the STEM community.
November 8, 2021
Session Title: From Change to Practice: Using Data to Drive Systemic Changes to Chemistry Curriculum
Speaker: Dr. Benny Chan, Chair/Professor, The College of New Jersey
Abstract: The changing demographics of the NJ student population towards more first generation and students of color was forecasted by decades of census data. Change is hard. Change is complex. Coupling the COVID-19 pandemic, we have seen a seismic shift in student preparation that requires a paradigm shift in our teaching. Luckily, The College of New Jersey’s School of Science was already engaged in doing systemic changes to our curriculum to make the courses more inclusive and student centered. The Chemistry Department has developed our vision and mission to be as inclusive as possible so that we can increase the numbers of successful and thriving students in our majors and chemical professionals.
April 16, 2021
Session Title: Equity and Advocating in STEM: There is still more to do
Speaker: Dr. Aris Winger, Assistant Professor, Georgia Gwinnett College
Abstract: Dr. Aris Winger, Co-author of "Asked and Answered: Advocating for Students of Color in Mathematics will engage participants with a discussion about what equity, belonging, and advocating looks like in science, technology, engineering, and mathematics. This work can be challenging and easily ignored. The talk is an invitation to all of us to look to places that have too often been unseen. We need to go past our discomfort to allow for a possibility for all people in STEM to achieve a greater sense of achievement and validation than they ever have.
