Abstract
For many universities, the emergency transition to remote learning in
March 2020 has evolved into full or partial remote teaching for the
foreseeable future. Decades of research show that university classrooms,
particularly in STEM (science, technology, engineering, and
mathematics), are inequitable and non-inclusive spaces for
underrepresented students. Without deliberate action from teachers, the
transition to remote learning will exacerbate this issue. As STEM
graduate students invested in our learning outcomes and dismantling
systemic injustices, we propose specific strategies to create more
equitable and inclusive remote graduate STEM learning environments
through the revaluation of communication methods and classroom
structures.