Science is often seen as a space for the physically resilient, for those who can hike, sample, climb, and endure. But for many of us, the path into science includes navigating health challenges that aren’t always visible.
During my Master’s program, I was diagnosed with Multiple Autoimmune Syndrome. That diagnosis brought a new set of realities: seizures, fatigue, flares, and the need to adapt to a changing body while pursuing a demanding academic path. Like many with chronic illness, I encountered logistical and institutional challenges in accessing accommodations and continuing field-based research. There were moments when I felt uncertain about how to continue.
Despite these challenges, I found ways to move forward. I completed my Master’s, entered a Ph.D. program, and built a supportive community that allowed me to pursue meaningful research while prioritizing my health. I learned how to advocate for myself, set boundaries, and find strength in community. Today, I’m in remission, and I bring those experiences with me into every conversation about inclusion in science.
Creating accessible environments is not about lowering expectations; it’s about making sure everyone has a fair opportunity to succeed.
You can read my full essay, which was awarded in the 2025 Women and Health Sciences Essay Contest at UAlbany, for a more detailed reflection on my journey navigating chronic illness in STEM:
Navigating Chronic Illness While Striving for Balance in STEM (PDF)
My Commitment
As a scientist, mentor, and public educator, I am committed to:
- Normalizing disability and chronic illness in STEM
- Creating flexible research environments
- Mentoring students navigating access barriers
- Speaking openly about my experience to shift perceptions of what “success” looks like in science
Community Engagement
I serve as a Student Ambassador with the International Association for Geoscience Diversity (IAGD), a global organization dedicated to improving access, inclusion, and participation of people with disabilities in the geosciences. Through this role I contribute to inclusive pedagogy initiatives and help build more equitable pathways into earth and environmental sciences. Anyone is welcome to become involved!
Learn more: theIAGD.org
Why It Matters
According to recent studies:
- Disabled individuals are underrepresented in STEM and more likely to drop out of graduate programs.
- Students with chronic illness face higher rates of academic burnout and lower accommodation success.
- There is a lack of disability visibility in field-based disciplines like environmental science and geoscience, where physical endurance is too often equated with capability.
Academic culture must shift from “accommodating when asked” to designing for access from the start.
How to Create an Inclusive Spaces as an Educator
A short, anonymous questionnaire can help PIs, instructors, and mentors build more inclusive environments. You can distribute it at the beginning of a course, research experience, or field season:
Inclusive Science Environment Questionnaire:
- Do you have any access needs you’d like us to know about?
- Are you comfortable with physical activity expectations for this course/project?
- Do you need flexibility in scheduling (e.g., due to medical appointments, energy levels)?
- Do you prefer written instructions, verbal walk-throughs, or both?
- What helps you feel supported and included in group work?
- Would you prefer communication by email, chat, or another format?
- Is there anything else we can do to make this experience more accessible?