From Student Leader and Equity Activist to Dean of Science: Advocating for EDI in the Chemical Sciences

We are taught that Chemistry is supposed to be an objective field - in theory one that should not differentiate based on irrelevant characteristics. But the experience of students and faculty members is not objective. In recent years, we have seen many examples of inequities and intolerance, from the heartbreaking accounts in the Report of the Truth and Reconciliation Commission to the increased levels of racism and xenophobia and the challenges faced by folks of diverse gender identities. In order to make our institutions fully inclusive is it important that we listen and pay attention to the insights and experiences of scientists from these diverse identities.

In this session I will share my journey to and through an academic career, beginning with my years as a PhD student at the University of Alberta in the early 1990s. I will share the impacts that my multiple identities have had on my career and the choices I have made in my research, my teaching, and my focus on service to my communities. My story will show how our identities are intricately tied to all aspects of our lives, and how bringing our full selves to our work allows us to make the greatest impact.

A Decade of Discovery as a Mi’kmaw Chemist

Results from the 2016 Statistics Canada Census indicate that Canada remains a leader in education among developed countries. On average, 86 % of Canadians aged 24-65 obtain a high-school diploma or higher and 28.5 % hold at least a Bachelor’s degree. However, In the same age category just 65 % of Indigenous peoples (First Nations, Métis, and Inuit) hold a high-school credentials and only 10 % have at least a Bachelor’s degree. Although Indigenous peoples are clearly underrepresented in higher education, the Atlantic region has made great efforts to address the barriers faced by Indigenous scholars. The results speak for themselves. Atlantic Canada has the highest percentage of Indigenous students attending university across Canada, and Nova Scotia ranks first in the country for
Indigenous education with a high-school completion rate of 87 %. In Nova Scotia, 17 % of Indigenous students obtain at least a Bachelor’s degree, much higher than the national average. Significant investments in education and collaboration between the numerous Indigenous communities (13) and public universities (10) are contributing factors to Nova Scotia’s success in advancing Indigenous scholarship.

The Mi'kmaq are a First Nations people that are indigenous to Canada's Atlantic Provinces, parts of Québec, and northeastern regions of Maine (traditionally named Miꞌkmaꞌki). For the Mi’kmaq, the art of storytelling was essential to share information and to learn. As a Mi’kmaw and first-generation university student from rural Nova Scotia, I will share my story and journey with chemistry, and some of the notable lessons gained along the way.

Amplifying Perspectives, Empowering Excellence: The Black Student Experience in Chemical Sciences

The pursuit of chemistry degrees by Black students comes with unique challenges. Underrepresentation in chemical sciences, limited access to resources, and implicit bias can significantly impact their academic experience and success. In my talk, I will shed light on my experiences and discuss the importance of diversity in scientific fields. The chemistry department can play transformative roles in addressing these challenges and providing crucial support. By implementing strategies such as increasing representation, cultivating inclusive environments, offering mentorship/tutoring programs, strengthening support services and providing targeted financial assistance, an inclusive and equitable environment that empowers Black students can be created. Through this, the academic achievements of these students can be promoted, and their voices and perspectives can be amplified while also fostering a more diverse and innovative scientific community. Through personal insights and actionable strategies, my talk aims to inspire change and pave the way toward a brighter, more inclusive future.

Colour Vision Deficiency in the Chemistry Laboratory: A Student Perspective

There are several universal characteristics that make up an undergraduate chemistry laboratory: a pre-lab talk, busy students and teaching assistants doing chemistry, a post-lab report, etc. However, one lesser discussed but equally important aspect that makes up many undergraduate experiments is colour. Colour aids students in a chemistry laboratory; from analytical techniques to reaction monitoring, colour is both cost-effective and useful. For those with colour vision deficiency, however, colour based experiments pose a serious detriment to learning outcomes in the laboratory. Examples include: a student may not be able to determine the endpoint of a titration done with phenolpthalein, which changes from a clear to light pink colour; a student may not be able to identify key colour markers for observations in a metal complex synthesis; and a student may have difficulty performing a separation on two differently coloured solutions. This begs the question of how can we best support these students, who make up 8% of the global population, in our chemistry laboratories. In this brief talk, I hope to give a student/teacher perspective on how to accommodate these students, and some general guiding principles that have helped us in the first year program.

Dalhousie WIC (Working for Inclusivity in Chemical Sciences)

In 2021 we found that our department was lacking in equity, diversity, and inclusion (EDI) initiatives and graduate students needed more support, so we founded a new chapter of Canadians Working for Inclusivity in Chemical Sciences, Engineering, and Technology (CWIC) network. This chapter happened to be the first in Atlantic Canada! We are a graduate-student-led initiative focused on promoting EDI in chemical sciences. Some of the initiatives we have taken on are, sharing educational resources, and spreading awareness of EDI issues, providing advocacy for graduate students, harbouring a supportive environment via outreach and events. Specifically, we have worked with graduate students in our department to bring attention to stipend pay errors and ensure that the faculty of graduate studies (FGS) addresses these issues promptly. We surveyed over 200 students who have experienced pay errors and have seen progress in terms of improved pay transparency from FGS as well as two new positions specifically dealing with stipend pay issues. Moving forward we hope to implement a stipend pay floor for graduate students in our department as well as establish an emergency fund for students facing hardship.