In the face of fearmongering over critical efforts to advance science education in ways that prioritize humanity over knowledge acquisition, we present an opportunity to hear and be inspired by science practitioners who enact and embody social justice across multiple, intersectional dimensions of being. Please join us for the first webinar in the “Strategies for Transformative Action” series, hosted by SEEDS, to gain insights and form new alliances with like-minded science educators who are committed to social justice and transformative action. 

Lisette E. Torres-Gerald-Long

Dr. Lisette E. Torres-Gerald (she/her/ella) is a trained scientist and disabled scholar-activist who is a Senior Researcher at TERC, a math and science education non-profit, and the Director of Inclusive Communication and Capacity Development for the national NSF-funded resource center called the Realizing Excellence and Vitality in Informal STEM Education (REVISE) Center. Dr. Torres-Gerald has a doctorate with a Certificate in Social Justice from the School of Education at Iowa State University, a M.S. in Zoology with a Certificate in Ecology from Miami University, and a B.A. in Earth and Environmental Science and Religion Studies (double-major) from Lehigh University. Her academic research focuses on addressing racialized gender justice and disability in science and higher education. She is an active member of Scientists in Solidarity and Science for the People, a co-founder of Sines of Disability, and a co-founder and former executive board member of the National Coalition for Latinxs with Disabilities (CNLD). Dr. Torres-Gerald is also a member of the AAAS Multidisciplinary Working Group on Disability Inclusion and Anti-Ableism in STEMM.

Learn more about Lisette E. Torres-Gerald here.

Jasmine Jones-Long

Jasmine Jones is a PhD student studying Mathematics and Science Education at the University of Illinois at Chicago (UIC). She holds an M.Ed in Science Education from UIC and a B.S. in Physics from Louisiana State University. With a focus on developing and implementing justice-centered, participatory physics and technology curriculum, Jasmine’s research contests the boundaries of STEM education by centering the discursive relationship emergent between participatory learning and community self-determination. As a science teacher in Chicago Public Schools, Jasmine and her physics students led a multi-year, community based project designing solar energy systems to combat environmental racism on the West Side of Chicago. Seeking to disseminate updates on their solar project and educate neighborhood residents about available renewable energy incentives, they recognized the complex role that Chicago’s existing digital divide played in awareness & participation gaps, and with it, the need for a hyper-local communication network to overcome these challenges. In the context of her nonprofit organization, Fresh Supply, and their digital justice & stewardship program, Jasmine’s students investigated contributing factors to the digital inequities in Chicago while simultaneously designing a community app capable of circumnavigating broadband infrastructure disparities. As the Executive Director of Fresh Supply, Jasmine stands at the unique intersection of organizational leader, educational researcher, and community organizer on mission to seed intergenerational change in emerging communities through justice-centered curriculum & projects, creative placemaking, and equitable technologies. Beyond her doctoral studies and leadership service, Jasmine enjoys singing, serving in her local church, and spending time with family and friends.

Learn more about Jasmine Jones here, here, and here.

Arthur Mitchell-Long

Arthur is an active voice for underserved populations and a change agent for issues of equity and access, especially in STEM education. He is a seasoned educator who has worked in some of the most impoverished and affluent school systems in the Greater Philadelphia Region. His broad experiences have convinced him that assisting organizations in developing a systems approach when addressing STEM education will give them a stronger foundation and clearer vision for what they are trying to achieve. As he partners with organizations to ensure that all student groups are being served, his most rewarding work always comes from direct interactions he has with students. He was recently appointed as an Equity Fellow for the Philadelphia Regional Institute for STEM Educators (PRISE).

Learn more about Arthur Mitchell here and here.