Guest post by Japna Sidhu-Brar, Program Manager, NSERC Chairs for Inclusion in Science and Engineering – Atlantic
The story of CISE-Atlantic begins on the island of K’taqumkuk, in Corner Brook, Newfoundland, with a shared vision of the future of STEM and a drive to make it a reality, through systemic change, research, policy development, equity-driven programs, and meaningful community engagement. With almost 50 years of collective leadership experience fostering Equity, Diversity, and Inclusion in STEM, Drs. Kevin Hewitt, Svetlana Barkanova, and Stephanie MacQuarrie are the three inaugural NSERC Chairs for Inclusion in Science and Engineering – Atlantic (CISE-Atlantic).
As Dean of Science and Technology and Full Professor in Organic Chemistry at Cape Breton University, one of Stephanie MacQuarrie’s biggest priorities is building and expanding programs that not only introduce learners to STEM but are developed to support and engage them along the way. Rather than adopting a mindset of “fixing the student”, CISE-Atlantic’s initiatives focus on changing and reshaping STEM environments into spaces where all learners can thrive. This means addressing the structural challenges and barriers to access and opportunity within STEM, by working with educators and policymakers to embed equity and diversity into STEM education policies. Impact comes not just from reaching large numbers of students but from meaningful, sustained engagement with youth, partners, and collaborators.
Building a network or ecosystem of STEM scholars, professionals, and community members has driven Memorial University Physics professor and particle physicist Svetlana Barkanova’s work as well. As a woman and an immigrant to Canada, she learned quickly that diversity, in and of itself, does not guarantee inclusion. CISE-Atlantic defines “Inclusion” as an outcome, represented by a feeling of belonging, that is created when systemic barriers are identified and removed through the process of equity. Svetlana is determined to develop national and international networks, including bridging community, academia, and industry through CISE-Atlantic’s “Physics in the Rural Classroom (PiRC)” initiative. This program addresses the challenge of delivering quality physics education in rural Atlantic Canadian schools. Designed for educators teaching Grades 7-12, PiRC aims to enhance physics instruction through online curriculum-aligned workshops and career exploration sessions. In addition to her role as CISE-Atlantic Chairholder, Svetlana serves on the Board of Directors for Science Atlantic, demonstrating an enduring commitment to driving diversity, equity, and inclusion in research and education.
In the classroom and in his Dalhousie University Bionanophotonics lab, Associate Dean, Equity and Inclusion and Physics Professor Kevin Hewitt strives to link Physics to the everyday lives of the learners as well as to the needs of their communities. Within this context, CISE-Atlantic’s “Bringing STEM to Life: Work-Integrated Learning Program in Physics (W-IL Physics)” is a virtual program that bridges work experience, mentorship, and high school Physics credit achievement. W-IL Physics is designed to support Black and African Nova Scotian High School learners as they decide whether to pursue careers in STEM. Twenty learners will be hired as Lab Assistants for four weeks to develop STEM research projects based on local research and the United Nations’ Sustainable Development Goals.
Under each of CISE-Atlantic’s programs and initiatives lies the principle of an “equity ethic”, highlighting the significance of social justice within STEM. The “equity ethic” framework recognizes a principled concern for reducing racial and other social inequities through and within STEM (McGee & Bentley, 2017). Incorporating an equity ethic into programs allows for bridges to be naturally created between scholars from equity-deserving groups and STEM fields, by connecting wider social, societal, and community needs to STEM careers explicitly. It is no surprise that individuals from communities that face social injustice may be drawn to careers that lead to social justice ends. When the connections between physics and social justice are clearly made, those learners may consider physics to be a viable way of giving back to the community.
Equity and inclusion are more critical now than ever, and the Chairs are proud to be working with a multitude of partners, including Science Atlantic, Imhotep’s Legacy Academy, IslandWISE, and Girls STEM Up, to ensure that we continue moving forward. They are determined to create a stronger, more inclusive STEM ecosystem in Atlantic Canada, one where opportunities and access aren’t determined by geography, background, or circumstance.
CISE-Atlantic is funded by the Natural Science and Engineering Research Council of Canada to drive inclusion in Science, Technology, Engineering, and Mathematics.