Science and Intersectionality

TBD

• 04:30-05:15 PM
• Frist 208

The National Academies of Sciences, Engineering, and Medicine produces research in the national interest with participation from over 6,000 experts annually who contribute their expertise through workshops, reports, and public sessions. While this institution produces over 200 reports a year, the question remains: How can staff engage with the public and make sure the findings reach students, emerging researchers and future leaders? Layne Scherer, Program Officer for the Board on Higher Education and Workforce, and Alex Helman, Mirzayan Fellow with the Committee on Women in Science, Engineering, and Medicine, seek your feedback on how the NASEM can design engagement strategies for the 21st Century.

• 04:30-05:15 PM
• Frist 209

As powerful computational techniques and technologies transform both how science is performed and how it is communicated to and perceived by the public, a discussion of the epistemology and ethics of algorithms is long overdue. How can scientists introduce critical perspectives on computational thinking without undermining the legitimacy and productivity of new techniques?

• 04:30-05:15 PM
• Frist 210

Inspired by Alan Alda’s statement, “…real listening is the willingness to let the other person change you,” this 90-minute interactive session will introduce you to the Alda Method and teach general principles in how to craft short, clear conversational statements, intelligible to nonscientists, about what you do and why it matters.

• 05:20-06:55 PM
• Frist 208

During this conversation, anecdotes will be shared about being authentic, fighting impostor syndrome, establishing boundaries and breaking stereotypes while navigating a career as scientist in STEM and academia. Participants will be encouraged to actively participate in the conversation. The goal of the session is to discuss strategies to help participants get started at developing their personal toolkit to manage these aspects while navigate their science careers.

• 05:20-06:05 PM
• Frist 209

The Princeton Plasma Physics Laboratory employs a number of strategies ranging from hiring practices and purchasing policies to STEM education to improve diversity and inclusion in the field of plasma physics. In a field like plasma physics with the lowest representation of women and minorities compared to other fields, there’s no where to go but up! We’ll discuss successes, failures, and new ideas for the unique challenges of broadening participation in a research facility that’s at the intersection of government and academia.

• 05:20-06:05 PM
• Frist 210

In this session, we will consider the societal context of scientific research and the collective responsibilities of STEM researchers to attend to the wider ethical implications of their work. Some questions to discuss:

• What are your responsibilities as a scientist, and to whom?
• As a scientist are you morally responsible for the applications of your research findings?
• What makes a good scientist?
• What is “good science”?
• Should scientists be involved in decisions about the appropriate use of their work to address societal issues?
• Do scientists have an obligation to promote science literacy?

• 06:10-06:55 PM
• Frist 209

For half a century the programs and vision of the National Science Foundation have led the way toward greater inclusion in the American scientific enterprise. I will discuss this history in the frame of our current NSF-INCLUDES grant that aims to promote STEM education in New Jersey prisons, and report on how the grant is helping us to overcome some of the challenges unique to that endeavor.

• 06:10-06:55 PM
• Frist 210

There is now an opportunity to improve US science advice for decades to come. Drawing on lessons from the (no-longer-operating) Congressional Office of Technology Assessment, the US EPA’s Science Advisory Board, the Federal Advisory Committee Act, and other science advisory activities, Thomas will discuss opportunities to evaluate, support, communicate, and strengthen US science advisory capabilities.

• 04:30-05:15 PM
• Frist 208

Science teachers, like all educators, seek to change behaviors. In our case we want to aid in the understanding of natural phenomenon and a more reasoned view of our role in the world. But a perhaps larger behavior is feeling (knowing?) that you are not an active participant due to your socio-economic position, color, or gender identity. How can Science educators help make participation in the sciences more accessible to all?

• 04:30-05:15 PM
• Frist 209

In this workshop, we will discuss the results of research investigating barriers to success in STEM for individuals that identify as members of a variety of social identity groups. Research presented will focus primarily on three areas of research in graduate education, recruitment, admissions, and retention. This workshop will conclude with collectively generated strategies on how we can support members of marginalized groups in pursuing success in STEM.

• 04:30-05:15 PM
• Frist 210

As scientists, we are encouraged to be objective and unemotional, but is this creating a barrier between us and our audience? By relying on narrative as well as data, we can draw parallels that allow audiences to see themselves in science – and scientists to be seen as people.

• 05:20-06:05 PM
• Frist 208

For half a century the programs and vision of the National Science Foundation have led the way toward greater inclusion in the American scientific enterprise. I will discuss this history in the frame of our current NSF-INCLUDES grant that aims to promote STEM education in New Jersey prisons, and report on how the grant is helping us to overcome some of the challenges unique to that endeavor. This event has been rescheduled

• 05:20-06:05 PM
• Frist 209

In this session, I will discuss the lack of diversity (not limited to culture or ethnicity) in science and propose teaching practices that support increased participation in science. I am especially interested in training and professional development for novice instructors, such as graduate students, that focuses on helping students to develop scientific reasoning.

• 05:20-06:05 PM
• Frist 210

TBD

• 06:10-06:55 PM
• Frist 208

While elite universities currently accept more first-generation, low-income, and underrepresented minority students than ever before, STEM courses have yet to adapt to the changing demographics of today’s college classrooms. Dr. Stein and Dr. Barton discuss Princeton’s recent initiatives to revamp the STEM curriculum via the Freshman Scholars Institute (FSI), introduce participants to pedgocially practices that better engage students and decrease attrition in the STEM fields, and invite participants to help think through what more can be done.

• 06:10-06:55 PM
• Frist 209