Do you feel burdened by the challenges students share with you during events and gatherings?
I feel like it keeps me going and actually informs me of what I am missing.
I do not feel burdened, I think that it is important for us to have an understanding of the experiences of a broader reach of students and it is a helpful tool to do our work. It is our job to work towards improving the student journey and experience.
I don’t feel burdened at all; in fact, I resonate deeply with the students. Having been through similar paths, I understand their struggles firsthand. When I connect with them over experiences like discrimination or a sense of belonging, it fuels my determination to foster a supportive community. This solidarity breeds a sense of reliability and mutual assistance that I appreciate deeply and can only be created by sharing each other’s experiences.
I feel that this is our job, and we are the reflection of the students to faculty.
Reflecting on my own journey, I realize the value of peer support! My past isolation drives me to ensure that others don’t endure similar challenges alone, especially in STEM pursuits.
Upon joining the team, I was once the student sharing adversity with peers and mentors. Through discussions, I found solutions and discovered the NSM Action Team. Pursuing this, I sought to become a support and guidance for others facing similar struggles. Authenticity and transparency have always been my mottos, as they signify credibility and understanding.
I aspire to be a catalyst for change within my peer group. The meaningful work I undertake with the Action Team is deeply personal, as I strive to pave the way for others and ignite transformative action.
What do you gain from being part of the Team?
I gain communication, leadership, collaboration, presentation, organization, and negotiation skills.
I gain being able to collaborate with a team in order to address issues where student power could make a difference.
I love being part of the team and the connections we all share with each other and the students who attend our events. The openness and candid conversations we have are incredibly valuable.
Being on the team has been transformative for me in several ways: Boosted Confidence in Public Speaking: Previously, I was rather shy and lacked confidence in speaking up. However, through numerous opportunities to address various audiences—students, faculty, and team members—at meetings and symposiums, I discovered a passion for advocating for DEI in STEM. This journey has helped me find my voice and speak with confidence.
Expanded Network with Faculty Members: Engaging in the work I’m passionate about has provided me with invaluable opportunities to connect with faculty members across departments. Building these relationships has not only expanded my network but also made me more comfortable approaching and collaborating with faculty members, fostering a sense of care for one another within the academic community.
Pursued Meaningful Projects in DEI: Being part of the team has allowed me to pursue projects aligned with my passion for promoting diversity, equity, and inclusion in STEM fields. These projects have not only been fulfilling but also vital in driving positive change on campus and in STEM.
Developed Problem-Solving Skills: Working on various initiatives has taught me how to approach different challenges and develop innovative solutions. This experience has honed my problem-solving skills and equipped me with the ability to tackle complex issues effectively.
Became a Trusted Contact Person in My Department: Through my involvement in DEI initiatives, I have become a recognized figure within my department. Faculty members now reach out to me for input and collaboration, recognizing the value of my contributions. This sense of being a trusted contact person has further motivated me to continue my efforts in fostering an inclusive academic community.