The Inclusive Excellence STEM Fellowship is a program funded by the Howard Hughes Medical Institute that supports STEM faculty in making the introductory STEM experience at Illinois State University welcoming and supportive. The paid fellowship is both an honor that recognizes commitment to broadening representation in STEM disciplines as well as support for faculty who wish to provide more equitable and inclusive instruction in courses that are foundational to one or more STEM degree program(s).
These applicants were selected due to their expressed nuanced understanding of the importance of full representation in STEM disciplines as well as the contributing factors to underrepresentation in STEM fields. All fellows have substantial potential for positive impact in our STEM degree programs, due to both the courses they teach as well as their leadership potential.
Read below for more information about each of the STEM Fellows and the work they are doing as part of this program:
Olcay Akman (mathematics) – no longer in the program
Oscar Chavez (mathematics) – “I teach MAT 145, Calculus I. As an Inclusive Excellence STEM Fellow, I participated in professional development activities, including a book club with other STEM Fellows and a workshop. The book we read, Teach Students How to Learn, helped us think about small changes that can create a more welcoming environment for students in STEM majors by giving them tools for developing more productive working habits. We explored some of these tools and the corresponding teaching strategies during the workshop. As a result of our discussions and the workshop, I planned some changes in my MAT 145 class. These changes include non-curricular thinking activities, active reading of the textbook, and midterm wrappers. These strategies address problems common to mathematics courses, such as the unwillingness of some students to participate in class, not reading the textbook or reading it passively, and the need for reflection about studying practices.
I also attended our learning community’s annual meeting in Puerto Rico in July, where I had the opportunity to meet faculty from other institutions working on addressing similar challenges.”
Kyle Floyd (biological sciences) – “As a member of the LGBTQIA+ community I strongly believe in promoting diversity, equality, and full representation in STEM environments. I strongly feel that developing and providing a safe and inclusive atmosphere within the laboratory and classroom is fundamental to aid students in reaching their full potential and achieve their goals. Throughout my educational journey, I knew of few LGBTQIA+ professors and scientists, which made me wary of a career in academia as a queer person. However, I have been lucky to have open and caring mentors who encouraged and supported me in the pursuit of my career. Consequently, I am a fervent supporter of representation in STEM, and I want to provide similar encouragement and support for the next generation of burgeoning scientists. As an Inclusive Excellence STEM Fellow, I am revamping my microbiology course (BSC 260) to enhance student success and retention of the material in order to better prepare them for whatever path lies ahead. Harvey Milk once said, ‘Hope will never be silent.’ And it is with hope for a brighter future that I am a proud LGBTQIA+ scientist because ‘Science is for Everyone!’”
Mehdi Karimi (mathematics) – “As a new faculty member in the Department of Mathematics, my focus within the STEM Fellowship program has been on exploring metacognitive techniques in teaching courses like MAT 147: Calculus III. During my time as a STEM Fellow, I had the opportunity to attend three workshops led by Dr. Saundra McGuire, where I delved into strategies for enhancing students’ metacognition and motivation. Additionally, I participated in a three-day interactive workshop facilitated by Dr. Sarah Boesdorfer, which, in addition to insightful discussions, provided a platform for exchanging ideas with other STEM Fellows.
From these experiences, I have identified several key methods that I plan to implement in my classes this fall: encouraging students to self-evaluate to monitor and control their learning and helping them improve their study habits to better prepare for exams. Furthermore, I intend to guide students in using the textbook more effectively and to enrich my assignments and class activities with additional components designed to enhance their learning experience.”
Cynthia Pulley (mathematics) – “As a STEM fellow, I spent time reflecting on what helps students truly learn and not just memorize while keeping in mind one of the major obstacles in our calculus class is the lack of prerequisite content knowledge or misconceptions from precalculus.
With the help of our peer mentors in the Peer Mentor Program for calculus, we identified the precalculus concepts and skills that cause problems for students while learning calculus. This summer, I created five precalculus lessons along with practice problems covering a majority of the concepts and skills identified. These lessons and practice problems are readily available in the tutoring center for calculus when peer mentors identify gaps in the student’s skills or concepts. Students have expressed I have also incorporated weekly reviews that include problems attempting to dispel common misconceptions or algebra errors, concept reviews of calculus, and basic skills necessary for the next week. It is too early to determine whether these have made a difference.”
Gaywalee Yamskulna (mathematics) – “After dedicating 15 years to teaching advanced courses for mathematics majors, I had the refreshing opportunity in spring 2024 to return to teaching Calculus II. This subject has always held a special place in my heart as an educator and a former student. Engaging with a diverse group of STEM majors in this introductory course was refreshing and deeply fulfilling. The experience of teaching Calculus II last spring did more than bring me joy: It reignited my passion for the subject. Moreover, I learned from my students just as much as they learned from me, enriching my teaching perspective. Additionally, taking part in the STEM Fellow program during the spring and summer of 2024 offered a unique platform for mutual learning and exchanging ideas, further enhancing my teaching practices. I eagerly look forward to teaching Calculus II again in fall 2025 with many new ideas I cannot wait to implement in the classroom.
My passion for working with students extends beyond the classroom. I want to reach out to those interested in mathematical research but are still figuring out where to start. If you need guidance, consider me your mathematics ambassador—I am here to support and inspire you on your journey into this fascinating field.”
