Join us for our Autumn 2024 grad student seminar series!

Presenting...
Sweet Old Bats: Morphological and Physiological Signs of Senescence in Wild Fruit and Nectar Bats
By: Andrea Bernal (Santana/Rico-Guevara Lab)

Trophic level responses to different longline densities and clustering
By: Maria Garcia (Ruesink Lab)

Born to Shine: Feather transcriptomes suggest constitutive iridescence in hummingbirds
By: Yasmeen Erritouni (Leaché/Rico-Guevara Lab)

In 2002, author Robin D.G. Kelley published the book "Freedom Dreams," examining the efforts of various social movements across the African Diaspora. In this text, Dr. Kelley posed the questions:

“How do we produce a vision that enables us to see beyond our immediate ordeals?”
“How do we transcend bitterness and cynicism and embrace love, hope, and an all-encompassing dream of freedom, especially in these rough times?”

As educators, we expand the reach of our classrooms when we create inclusive and welcoming environments that invite students to apply their learning in novel ways. Our evidence-based teaching strategies allow students to scaffold their learning and see deep connections between different organizational levels and subfields of biology. Not only do we strive to create meaningful learning experiences within the classroom, but our scholarship and service shape our students’ broader educational experiences.

Increasing opportunities for undergraduate students to practice research, particularly underrepresented student populations in STEM, improves the recruitment and retention of these students because they are exposed to an authentic research environment in their required courses and learn valuable skills necessary for success in their discipline. Community colleges are an excellent venue for providing more inclusive access to research experiences because underrepresented minorities (URMs) account for almost half of all undergraduates attending community colleges.