Join us for an interactive session where we will collectively explore professional digital profiles through networking, online profiles, virtual communities, and more. The last year has induced uncertainty and tension around ideas of self-expression, censorship, and participation in DEI-related activities. In response, we will facilitate a conversation between our three panelists and the audience to address questions and discuss ideas about our digital presence in today’s climate. The session will be facilitated by members of the SEEDS Graduate Student Committee and is open to everyone. We will meet on Zoom on Friday, January 30th from 12:00-1:30pm Eastern Time.
Zoë Buck Bracey
I am Director of Learning for a Just and Sustainable Future at BSCS Science Learning. I am co-founder of the BSCS Equity and Social Justice Initiative, and I work to center the voices of Black, Indigenous, and Latine students and educators, as well as students and educators across the spectra of gender and sexuality, particularly in physics, astronomy, and Earth science. My work includes developing curriculum materials that connect disciplinary content to real issues in students' communities, designing professional learning that supports teachers in facilitating justice-oriented science instruction, and conducting research on implementation that takes seriously who gets to do science and whose questions get asked. I maintain a deliberately low-key digital presence, with professional visibility coming primarily through institutional work, grants, and publications rather than social media. This has worked for my career in curriculum development and research at a stable institution, but it also means I'm less visible in broader conversations about science education reform. I'm interested in discussing with graduate students how they might think strategically about digital presence given their career goals — and making sure they know that there are viable paths that don't require them to become content creators on top of everything else they're managing.
Aireale Rodgers
Dr. Aireale J. Rodgers is an Assistant Professor of Higher Education at the University of Wisconsin-Madison and PI for the Racialization in Learning Environments (RILE) Collective research team. Her scholarship explores how the dialectical processes of teaching and learning unfold across postsecondary ecologies and their implications for how we understand faculty’s shared work and responsibility as scholar-educators. She employs qualitative techniques to expose the mundane ways in which higher education in the United States socializes students to perpetuate ideological stances, material practices, and interpersonal arrangements that reify a racial capitalist order. Most recently, she has studied this in the context of the earth and geoscience disciplines. Dr. Rodgers holds a B.S. in Social Policy and an M.A. in Learning Sciences from Northwestern University and a Ph.D. in Urban Education Policy (with a concentration in higher education) from the University of Southern California.
Clausell Mathis
Clausell Mathis is an Assistant Professor at Michigan State University with a joint appointment in Lyman Briggs College and the Department of Teacher Education, and a courtesy appointment in Physics. His research background spans physics education, science teacher education, and learning sciences, with a focus on how teachers and students engage in disciplinary sensemaking. His work is centrally concerned with equity in science education, particularly how students’ cultural and community-based knowledge can serve as assets for rigorous scientific learning. He developed the Cultural Resource Enactment (CRE) Framework to provide a systematic way for teachers and researchers to recognize and leverage students’ cultural resources in instruction and assessment. Through federally funded projects, he collaborates with teachers and institutions to design culturally grounded curricula and professional learning experiences.
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