EDI Colloquium

Carl Sagan’s iconic question, "Who speaks for Earth?" from Cosmos invites us to reflect on whose voices are heard as we contemplate humanity's place in the universe. I will explore this question from the perspective of a queer mathematician, intertwining my personal journey with the broader experiences of LGBTQ+ scientists. Our diverse identities contribute to the richness of the scientific narrative, and by embracing our queerness, we ensure that the full spectrum of experiences is represented in the pursuit of knowledge. Drawing on Sagan’s legacy, I will argue that our voices, and our kindness to each other, are not just necessary but essential in shaping the future of science and our collective understanding of the world.

Learn more about the benefits of creating an accessible environment and how you play a part. Dr. Mahadeo Sukhai and Ainsley Latour are scientists, researchers, educators and IDEA professionals, who are passionate about and committed to inclusion in the scientific research and training enterprise. 

• Learning Objective 1 – provide an understanding of the “leaky funnel” in STEM training for persons with disabilities
• Learning Objective 2 – provide an overview of the principles underpinning a culture of accessibility and inclusion in the sciences
• Learning Objective 3 – provide an appreciation for the importance of accessibility in scientific conferences and publications

Dr. Mahadeo A. Sukhai (He/Him), Ph.D. is the world’s first congenitally blind geneticist. Dr. Sukhai is Vice-President Research & International Affairs and Chief Accessibility Officer for the CNIB (Canadian National Institute for the Blind), having previously served as a researcher in cancer genomics at the University Health Network in Toronto. Dr. Sukhai also holds an adjunct faculty appointment in the Department of Ophthalmology, School of Medicine, Queens University (Kingston, ON, Canada), as well as additional Adjunct roles in the Faculty of Business and Information Technology at Ontario Tech University and in the Inclusive Design Program at OCAD University. In his role at CNIB, Dr. Sukhai is responsible for organizational employee culture-building strategy related to inclusion, accessibility and employee wellness. Dr. Sukhai is the Principal Investigator for "Creating a Culture of Accessibility in the Sciences," a book based on his ground-breaking work on access to science within higher education, and serves as the principal investigator for national projects to examine accessibility and inclusion within science education and healthcare. Dr. Sukhai co-founded IDEA-STEM, and INOVA, the international Network of researchers with Visual impairments and their Allies, a new professional society with the mission to improve accessibility and inclusion in the biomedical sciences for researchers with vision loss. Dr. Sukhai is the External Co-Chair for the Canadian Institutes of Health Research External Advisory Committee on Accessibility and Systemic Ableism and the Chair of the Employment Technical Committee for Accessibility Standards Canada.

Ms. Ainsley R. Latour (She/Her), B.Ed., MLT, M.Sc. is the president and co-founder of IDEA-STEM, an organization created to enhance the participation and inclusion for people with disabilities in STEM.  She identifies as hard of hearing and neurodiverse.  She also serves on the Government of Ontario’s AODA Post-Secondary Education Standards Development Committee. Ainsley's work on the experience of students with disabilities in Canada has been presented at national and international conferences on science and disability, including SciAccess 2019 and 2020, the ISLAND 2020 conference, and the American Association for the Advancement of Science (2018, 2019 and 2021).  She also maintains a practice as a licensed cytogenetic and molecular genetic technologist (MLT).  She holds two undergraduate degrees, two graduate diplomas and will graduate soon with a masters in marine environmental genetics from the Memorial University of Newfoundland.

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Zoom link:  https://pitp.zoom.us/j/99867497693?pwd=ZDRkdE44dVBWRDdtS3J3ZzFOMFlHZz09

During this colloquium, I will discuss my journey in looking for astronomical information hiding in the ancestral knowledge of my community. I will show concrete examples of my findings and encourage communities to engage in similar practice to provide content that could be used to teach indigenous Astronomy in classrooms. 

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Bio:

Laurie Rousseau-Nepton is a new faculty at the University of Toronto and the Dunlap Institute for Astronomy and Astrophysics. She comes with six years of experience working as a resident astronomer at the Canada-France-Hawaii Observatory supporting various instruments including wide-field cameras, high-resolution spectrographs, Fourier Transform Spectro-imager. She received her diploma from Université Laval by studying regions of star formation in spiral galaxies and helping with the development of two Fourier Transform Spectro-imagers, SpIOMM and SITELLE. She is now leading an international project called SIGNALS, the Star formation,Ionized Gas, and Nebular Abundances Legacy Survey, which sampled with the SITELLE instrument more than 50,000 of star-forming regions in 40 nearby galaxies to understand how the local environment affect the young star clusters characteristics.

Over the last decade, there have been many Perimeter efforts in the realm of EDI, and they have unquestionably enhanced the Institute’s culture. Paradoxically, some of these efforts have illuminated areas where we can do more, and there are still others to be addressed.  

In Perimeter’s short life, we’ve built a unique institution, with a culture characterized by intellectual fearlessness and excellence. Yet we can do even better. Our culture is connected to our research. We’re here to make breakthroughs in our understanding of our universe – and breakthroughs are made by thinking in new ways. We can’t afford to leave any great thinkers, or any great ideas, behind.  

In 2020, we embarked on a project to develop a coherent, concrete strategic plan to guide Perimeter’s efforts in EDI, in partnership with experts at Shift Health and the Laurier Centre for Women in Science. All members of the Perimeter community have been consulted to ensure that the final strategy is reflective of our whole community.  

Our actions to date are a step in an intentional and comprehensive effort to make Perimeter an institute where everyone can thrive and find a sense of belonging. 

Zoom link:  https://pitp.zoom.us/j/93399374837?pwd=QlBTSnluRk84L2x0eE0zYXlGQ0JFZz09

It has been argued astronomy and astrophysics as a research field developed with the first telescope.  At the same time that Galileo observed the phases of Venus and the moons of Jupiter, European Powers will colonizing the Americas and other parts of the world.  This began a relationship between astronomy and colonization that continues today in terms of astronomers and nations building giant telescopes on Indigenous lands.  In the future as private actors develop a new space industry we will see the export of this colonialism to Space, to the Moon and one day even to Mars. We are already seeing this today with the development of satellite constellations, some of which are visible by the unaided eye and with the multinational Artemis Accords for lunar exploration.  In this talk I will review the relation between astronomy and colonization in the past, present, and future; and I will discuss steps educators and astronomers can take to address this in the classroom and how the field of astronomy and space exploration can be inclusive of Indigenous rights and voices.

Zoom link: https://pitp.zoom.us/j/95620288526?pwd=dW9ReW5FUVp3TWFmUVUxZjV5VFhNdz09

Academic science reflects the context in which science is conducted.  Thus, the academic scientific enterprise struggles with privilege, racism, sexism, ableism, and homophobia, in Canada, as around the world.  In this talk, I will address the uncomfortable and sometimes difficult conversations we must have in order to get to the real work of identifying and removing barriers that limit access and engagement in the scientific enterprise for the full diversity of humanity.  We live within a myth of meritocracy in academia and are failing to achieve our full potential as a sector.  Moving on from self-awareness as individuals or organizations, we can start to identify the tools and skill sets that individuals and collectives need in order to create cultures of care that achieve inclusive excellence and the very best scientific outputs.  

Zoom Link: https://pitp.zoom.us/j/91715376839?pwd=TnBIM1NNek4zOFNyVWFnMHMySE02Zz09

Indigenous wellness and higher education in Canada, through the creation of Indian Residential Schools, has a dark history and has left a legacy of intergenerational trauma for Indigenous peoples. Currently, the Truth and Reconciliation Commission’s Final Report (2015) provides  a timely context for systemic change that can improve the lives of Indigenous individuals and provide healing to Indigenous communities. This presentation addresses Indigenous academic strengths and challenges in Canada and provides practical implications of implementing decolonial change in higher education settings. Examples from Dr. Stewart’s community-based Indigenous ethics and educational research provide concrete illustrations of issues such as racism, oppression, cultural identity, tensions between Western and Indigenous worldviews, and the importance of traditional knowledges.

There is a profound lack of diversity in science labs and classrooms, which has a negative impact on productivity. Scientific research demonstrates that diverse groups are more creative and better able to solve problems. Though the perception is that things are improving, NSERC’s recently released report shows that attrition rates in Canadian STEM fields are higher for women than for men at all career stages and that the percentage of women has not changed substantially in the last 15 years. Racialized and Indigenous people are also underrepresented at Canadian universities. This seminar will explore the scientific research surrounding EDI in hiring, writing reference letters, reviewing grants, and managing trainees. Also included are tips and tricks for incorporating EDI into grant applications.