This HSTEM student essay challenges the traditional perspective of prioritizing the “forest” over the “trees,” advocating instead for recognizing and valuing individual contributions within a collective, analogous to the relationship between individuals and society. It explores how scientific objectivity, often thought to be impartial, is inherently social and strengthened by incorporating diverse perspectives, drawing on insights from Helene Longino and Sandra Harding to argue for a more inclusive and human-centered approach to STEM….
Workshop Proposal: Reenvisioning TA Training
This HSTEM student created workshop aims to equip teaching assistants (TAs) in quantitative disciplines with tools to create more welcoming and supportive help sessions, especially for students hesitant to approach professors directly. Led primarily by veteran TAs with input from teaching experts, it also provides strategies for navigating challenging situations, benefiting both TAs and the students they support….
An Anthology of Advice for First Years
This HSTEM student compilation of words of wisdom from Amherst Seniors to Amherst Freshman to help them find internships, stay healthy, and make friends during their first year at Amherst….
Student-Professor Partnership in STEM: An Introduction to Office Hours
This HSTEM Student created workshop serves to to introduce STEM students to office hours. The workshop aims to help catalyze robust student-professor partnerships in learning that will encourage students to continue their STEM education at Amherst….
Over-representation and De-minoritization: Asian/Americans in STEM (Workshop)
Jackie Shen Why this Workshop Over J-term in my sophomore year at Amherst College, I enrolled in a course called Being Human in STEM. Prior to the first class meeting, we were given an assignment which included a preliminary reflection on our identities and our roles in being human in STEM. The fourth question of…
Unsaid Thoughts: A Conversation on Class Dynamics
Rebecca Awuah & Lauren Ju Mainly, is STEM objective, and if not, is objectivity even realistically achievable? Sandra Harding and Helen Longino both emphasize the idea that science happens in conversation with society at large. In other words, science is not practiced by individuals but by social groups. Consequently, scientific knowledge can be better characterized…
Dear Human: Letters From an HSTEM Alumni
Lorelle Cortés SangHuman in STEM ‘J21 For Building a Basis January 19, 2021 Dear Human, The idea for these letters stems from a watershed moment. In the fall of this past year I finished my major requirements at Amherst and I broke down, but perhaps in the best way possible. I want to emphasize here…
Uncovering The ‘Hidden Curriculum’ at Amherst
Jessica Butler What is the Hidden Curriculum? Defined by Dr. Amy Heard Egbert in a recent Twitter thread, the Hidden Curriculum is “the rules and norms that you only learn if you know somebody who knows somebody.” The rules of the hidden curriculum feel ever-changing. At the undergraduate level, these ‘norms’ can be found in…
Group Peer Tutoring: Reducing Belonging Uncertainty in Introductory STEM Courses
Claire Macero, HSTEM ’23S Themes: DEI, Outreach Disconnect Addressed: Advantages contributing to STEM success / Deficiency models often focus on individuals closing gaps Goal: This project will propose a group peer tutoring system to provide academic and social support to students who feel out of place in STEM. Outlining the Need The Leaky Pipeline in…
How To Tackle Imposter Syndrome
A Four-Step Guide For Students by Yuen Azu ’23 This booklet aims to raise awareness of a common, yet under-spoken feeling that many students feel and provide on-campus resources for those who wish to seek help. Step 1: Define Imposter syndrome is an internal battle. This phenomenon describes when individuals doubt their accomplishments and have…