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Abstract

The following essay reports on the reflective experiences of the author’s time completing a certificate program “Advancing Graduate Research Impact in Society” offered by Purdue University’s Office of Community Engagement in Fall 2023. It begins by narrating the author's journey as a Muslim woman in STEM spaces, highlighting the lack of relatable role models and the ensuing dissonance between aspirations and prevailing narratives. Through introspection, the essay progresses to examine the paradox of publicly funded but inaccessible science, which often fails to engage with community needs and priorities. The essay underscores the importance of inclusivity and diverse representation in scientific narratives. It argues for a shift towards community-engaged learning (CEL) in biology education, emphasizing the transformative potential of integrating classroom learning with real-world applications and community partnerships. Central to the essay is the advocacy for Culturally Responsive Pedagogy (CRP) as a tool for fostering inclusivity and collaboration in science education. By prioritizing students' cultural backgrounds and experiences, CRP creates inclusive learning environments that celebrate diversity and empower students to approach scientific inquiry with critical awareness. Furthermore, the essay reflects on the broader implications of research impact, urging scholars to critically examine the societal relevance and accessibility of their work. Through the "So What, Who, How, and Why" framework, the author navigates the complexities of translating research into meaningful engagement, recognizing the importance of understanding, accessibility, and personal motivation in driving impactful change. By centering community needs and embracing diversity, the essay calls for a redefinition of research impact that seeks to empower the learning and production of not only competent biologists but civic-minded scientists.

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