Breaking down the Title IX process with Toyia Sims, ESF Title IX Coordinator

By Ava Dunham, Environmental Biology, B.S. ‘27

During the final session of FOR 496 Perspectives on Career and Gender, Toyia Sims delved into what her job as ESFs Title IX coordinator involves and how the reporting process works.

Title IX is a federal law that states: "No person in the U.S. shall, on the basis of sex, be excluded from participation in, or denied the benefits of, or be subjected to discrimination under any educational program or activity receiving federal aid." (Title IX of the Education Amendments of 1972). This includes sexual harassment, sexual assault, and sexual violence. Every student has the right to report behavior that violates Title IX.

The first step in reporting is reaching out to Toyia Sims and/or University Police, Syracuse Police, or New York state Police. Sims can be reached at her office at 216 Bray Hall, 315-470-6617, or email TitleIX@esf.edu.  Individuals may also use the campus Bias Reporting System, https://www.esf.edu/ide/bias.php.  

What might this conversation look like? What happens next?

“The complainant… drives the car” Sims explained. The nature of Title IX violations means there are multiple approaches to how reporting works. A written intake form is typically the first step and includes a description of the incident with details like dates and time. These reports can be done anonymously and can also exclude the respondent’s name. Students have the option to file a formal complaint which requires both the complainant and respondent’s name. This opens an investigation. Investigations include an interview with the respondent and potentially a hearing in front of a panel and sanctions. Level of involvement for this process is entirely up to the complainant. A no contact order or NCO can be issued, which is a mutual document between two students for no contact online or in person.

Throughout this process supportive resources are available. “When I meet with the complainant, I always give them options to talk with our counseling center.” Sims said, and “there's outside resources as far as Vera House for anyone who has been a victim of domestic violence… along with our counseling center, along with timely care [that’s] our virtual counselor available for our students.”

Reaching out is the first step. Everyone has a right to feel safe on campus and Sims and other members of ESF Title IX staff are here to support you.

About the speaker: Toyia Sims is the Lead for Civil Service/Classified staff recruitment and appointments, Lead for Graduate Assistants medical insurance, Lead for Student Assistant appointments, assists employee relations for Civil Service/Classified staff units, and currently serving as Title IX Coordinator.

Further resources:

• ESF counseling center,   110A Bray Hall, 315-470-4716, counseling@esf.edu
• Vera House, 723 James St, Syracuse, NY 13203, (315) 425-0818
• University Police Department, 315-470-6666/6667
• Seth Thompson (he/him/his), Chief Diversity Officer/ Deputy Title IX Coordinator & Affirmative Action Officer, 219 Bray Hall, 315-470-6810, sthomp43@esf.edu
• Anthony Chefalo (he/him/his), Title IX Investigator, 110 Bray Hal l(315) 470-6660, apchefal@esf.edu
• Robert Dugan, Chief of University Police, 218 Bray Hall, (315) 470-6667, upolice@esf.edu (email is monitore business hours only; the phone number rings through to someone 24/7)

 

 

From Gatekeeping to Belonging: Rethinking STEM Education

Dr. Dawn Johnson, SU

Syracuse, NY — In the closing lecture of the 2026 Women in Scientific and Environmental Professions Speaker Series, Dr. Dawn Johnson, Professor, School of Education, Syracuse University explored Identity and Belonging in STEM, particularly for women of color in STEM disciplines. Through her talk, Dr. Johson described how sense of belonging shapes the academic experiences, persistence, and success of women of color in STEM fields, drawing on decades of research, national data, and lived experiences from students.

Johnson began by situating the work within her own path into higher education, noting that she was “the first one in my family to graduate college” and that her professional experiences have taken place primarily at predominantly white schools, colleges, and universities.  Her early work at Worcester Polytechnic Institute sparked a sustained focus on women of color after exploring the possibility of creating a Black sorority on campus, and realizing that only 13 Black and Latina women were enrolled on a campus of approximately 3,000 students—“a number that you know, but then when you hear it, it’s still jarring.”

Central to the talk was the concept of sense of belonging, defined as students’ perceptions of social support, connectedness, and mattering. “Essentially,” said Dr. Johnson, “we want to feel like we matter to somebody, that if we didn’t show up one day, someone would miss us and ask, ‘Where are you? Are you okay? How can I help?’”

While “belonging” has recently gained prominence as a term, the speaker emphasized that it has long been embedded in higher education research, particularly in scholarship focused on racial climate. “Even though belonging is sort of the new word for equity,” she explained, “belonging in many respects has always been connected to equity.”

Further, “belonging is relational and mutual. It’s important to the individual. The individual feels connected to the group, and the group values the individual.”

Participants were invited to reflect on spaces where they experience belonging. Students and employees identified elective courses, laboratory environments, committee work, informal coffee spaces, and affinity groups as places of connection. One student shared that elective courses foster belonging because of “a vast variety of students from different backgrounds,” while a staff member described feeling supported by colleagues who showed up for a committee-led campus event: “I felt really held by the people who showed up because they knew it was important to me.”

The talk then turned to why women of color remain a critical focus in STEM. Despite making up a growing share of college students, women of color continue to be severely underrepresented in STEM degrees. The presenter highlighted how early STEM coursework often functions as a gatekeeping mechanism, citing familiar messages such as, “Look to your left, look to your right. One of you won’t make it.”

Belonging, she explained, is closely tied to STEM identity—“being seen, recognized, and valued as a person who does science”—and is shaped by classroom dynamics, peer interactions, and faculty engagement. Negative experiences, such as being ignored in class or having one’s work dismissed in group projects, undermine that identity, while positive recognition and encouragement help students persist.

Drawing on research from the Louis Stokes Alliances for Minority Participation (LSAMP), Johnson shared findings from the multi-institutional study that included 233 women and 282 men from five central NY institutions. Women of color were more likely to report feeling ignored in class, experiencing racialized dynamics, and feeling less comfortable seeking help from instructors. They also reported lower confidence and higher levels of stress. At the same time, they placed greater value on minority STEM organizations and on “using their STEM degree to give back to their community.”

The talk underscored that these challenges reflect both individual experiences and systemic conditions. “Students are not the problem,” stressed Johnson. “If we could fix it by focusing on the students alone… we wouldn’t still be talking about underrepresented groups in science all these years later.”

Johnson identified Faculty as key change agents in shaping classroom climates, particularly through intentional group work design, mentoring, and early research opportunities. She concluded by emphasizing that fostering belonging is an institutional responsibility and invited attendees to continue the conversation.

Dr. Johnson is a Professor in the School of Education at Syracuse University. Her research focuses on the experiences of students of color in STEM majors at predominantly White institutions, with a special interest in women of color. She teaches courses on college student identity development and was a founding faculty member of the WiSE Women of Color in STEM program at SU. She was previously a Co-Principal Investigator for the Upstate Louis Stokes Alliance for Minority Participation (ULSAMP); Syracuse University served as lead institution for the institutions participating in the alliance.  Dr. Johnson earned her Ph.D. in Counseling and Personnel Services from the University of Maryland. 

This presentation was cohosted by the ESF Women’s Caucus; MOSA Intersectional Collective;  Office of Inclusion, Diversity, Equity and Access; and the ESF Science Corps.

 

Women in STEM Panel Celebrates Diverse Career Journeys

Jill Rahn, Erica Wood, Sue Fassler, and Katherine Hobbs

SYRACUSE, N.Y., March 24, 2026 — The ESF Women’s Caucus hosted an intimate and energizing Women in STEM Panel Discussion and Mixer this week, bringing together students, employees, and alumni for an evening of candid storytelling, mentorship, and community building. Four accomplished ESF alumnae in science and sustainability fields shared personal, diverse career journeys – highlighting how perseverance, authenticity, and community support helped them navigate their education and professional development.

Moderated by student leaders Bella Francisco (Biotechnology ’26) and Chloe Beaupre (PhD candidate, Animal Movement and Spatial Ecology), the panel featured four ESF professionals whose diverse paths reflect the breadth of STEM careers:

• ·       Jill Rahn (BS 2015, Forest Ecosystem Sci; MS 2017 For Management), Forest Resources Analyst, Forest Properties, based at the college’s Heiberg Forest
• ·       Erica Wood (MS Env Biology 2025 Foci:  Botany, in partnership with Indigenous Nations), Plant Restoration Project Manager, Center for Native Peoples and the Environment
• ·       Sue Fassler (BS 2012 ,MPS 2014 Env Sci), ESF’s Director of Sustainability
• ·       Katherine Hobbs (MPS 2006 Env Comm & Participatory Processes), Contracts and Compliance Business Manager, Office of Sustainable Facilities & Operations

Diverse Paths: Panelists each illuminated a unique path in STEM. From transferring colleges or switching majors to returning to graduate school after a decade in the workforce, their stories showed that there is no single “right” path to success. Despite career pivots, detours, and even setbacks like layoffs and false starts, each speaker ultimately found a fulfilling role at their alma mater aligned with their passion for science and the environment. Their journeys underscored a common message: persistence, self-belief, and a supportive community can propel women to thrive in STEM.

Resilience and Authenticity in Focus: Throughout the discussion, themes of resilience and emotional authenticity took center stage. Panelists spoke openly about overcoming self-doubt and societal pressures in fields where women are often underrepresented. Jill Rahn candidly recalled a crisis of confidence she faced early in her career. By continually challenging herself – even taking on public speaking duties she once found daunting – Rahn transformed those nerves into new strength. “Practice… the things that make you the most uncomfortable,” she advised, noting that even if a challenge feels impossible at the beginning, it will get easier each time.

Embracing Emotional Intelligence as a Strength: “I would say that it is okay to be emotional,” added Sue Fassler, urging women never to hide their feelings in professional settings. “Let’s normalize having human moments in the workplace… It’s okay to feel emotions,” she said, emphasizing that empathy can be “a superpower… our capacity to feel.” Fassler’s point resonated with the audience, reinforcing a key sentiment of the night – that authenticity and passion are assets in leadership, not liabilities.

Mentorship and Community Support: Another recurring theme was the critical role of mentors and a supportive network. “If you’re able to, be really picky about your team. Try to work with people whose values align with yours. When you’re on a team that “gets” you and respects what you bring, it’s a lot easier to set boundaries and be yourself,” advised Erica Wood, who credited strong female mentors for much of her growth. Working with “really strong, supportive women” has made an enormous difference in her success, Wood noted. Jill Rahn likewise stressed the importance of women uplifting one another: “We women are really good at supporting each other, and we need to keep doing that. If you feel that pang of envy or self-doubt when you see another woman excel, use it as motivation. Turn it into a learning opportunity. But start with celebration. When one of us wins, we all do,” she observed, underscoring the event’s emphasis on community and mutual encouragement.  Hobbs reiterated this with “Find your niche and your allies, and keep doing the good work you’re doing.”

Challenges Persist for Women in STEM.  Panelists discussed experiences with being underestimated, talked over, or dismissed—especially early in their careers. They also spoke about navigating age dynamics, microaggressions, and the pressure to prove themselves.  Katherine Hobbs shared “learning how to grow a thick skin without becoming hardened—to grow a callus without becoming calcified. In other words, you do have to toughen up a bit—because the world isn’t always kind—but you don’t want to lose your empathy or become cynical.”

Self‑Care and Balance Are Essential: Speakers urged students to protect their well‑being, honor personal boundaries, and recognize that careers unfold in seasons. Wood reminded the audience that “Activism and STEM careers alike can be draining, so make sure you refill your own cup. In a world that often demands women to work harder for equal recognition, sometimes rest is a form of resistance. If you need to rest, listen to your body and rest.” 

Empowering the Next Generation: In closing remarks, Katherine Hobbs reminded attendees to lead with compassion and solidarity. “We can’t lose sight of [our] humanity… everything we do is about relationships; that’s what makes us strong,” Hobbs said, urging the next ge
neration of women in STEM to be “there for each other” and to pursue their careers with heart.  “Don’t lose sight of why you care.”  Following the panel, participants continued to share their stories and advice during an informal mixer over refreshments, embodying the supportive spirit that defined the night. 

About the Event: The Women in STEM Panel was organized by the ESF Women’s Caucus as part of its ongoing mission to foster community, mentorship, and empowerment for women in science, technology, engineering, and mathematics at ESF. The uplifting discussion and networking mixer left the campus community and alumnae inspired – a testament to the strength of authenticity, resilience, and mutual support in shaping successful career journeys in STEM.

Refreshments were provided by the Mighty Oaks Student Assembly (MOSA) and the Auxiliary Services Corporation.

For more formal and informal opportunities to network, visit the program schedule at http://www.esf.edu/womenscaucus

SUNY Upstate Professor Urges Scientists to Embrace Civic Engagement Amid Rising Science Skepticism

 Sarah C. Reckess, J.D., HEC-C

In a compelling and timely address, Professor Sarah Reckess, SUNY Upstate Medical University, called on scientists to step beyond the lab and engage directly with their communities to combat growing public skepticism toward science.

Professor Reckess—a legal scholar and ethics consultant—shared personal stories and national data to illustrate the urgent need for scientists to become “civic scientists.”

“We know more science than any people in the history of the world,” Reckess said. “And yet, we’re seeing more uncertainty and skepticism than ever before. That’s a paradox we can’t ignore.”

Reckess opened with a personal anecdote about her pet goat, Pixie, who nearly died in 2020 when the deworming medication ivermectin was unavailable due to widespread misuse during the COVID-19 pandemic. “My goat needed this medicine, and there was none on the shelves,” she recalled. 

The story served as a springboard into a broader discussion about misinformation, the replication crisis in science, and the erosion of public trust. Reckess emphasized that while scientists are widely viewed as intelligent, only 45% of Americans consider them good communicators. “Here’s our problem,” she said. “We’re not just facing a trust crisis—we’re facing a communication crisis.”

She challenged scientists to rethink their role in society, urging them to engage in two-way conversations with the public. “What we thought communication meant was that we should just provide information. But there hasn’t been enough listening and collaborating,” she said.

Reckess highlighted the importance of civic engagement at all levels—from volunteering at school science fairs to briefing policymakers and even running for office. “Only 3% of state-level elected officials have a background in science, healthcare, or engineering,” she noted. “Wouldn’t it be great if there was a five in front of that number?”

She also offered practical advice for scientists looking to improve their outreach: “Can you explain your research in three sentences? Two? One? Can you remove the jargon and make it matter to someone who hasn’t been in school for 30 years?”

Despite the challenges, Reckess ended on a hopeful note. “The public wants to hear from you. They don’t necessarily want you to run the country, but they do want you whispering in the ears of those who do.”

For more information or to connect with Professor Reckess, she encourages students and colleagues to reach out: “Please don’t be a stranger. Email me or come down the hill—I’ll meet you for lunch if you want to talk.”

Recorded Presentation

About the Speaker:  Sarah C. Reckess, J.D., HEC-C, is an Assistant Professor at Upstate Medical University Norton College of Medicine in the Center for Bioethics and Humanities. Prof. Reckess works at the intersection of policy, law and bioethics and the on-call ethics consultant for area hospitals.

Professor Reckess earned her Juris Doctorate at Syracuse University College of Law, with a concentration in Family Law and Social Policy.  She is licensed to practice law in New York State and in the U.S. Supreme Court. She co- co-director of the Syracuse Medical Legal Partnership, a collaboration between the Center for Bioethics + Humanities, University Pediatric and Adolescent Clinic (UPAC), and Syracuse University College of Law. This interdisciplinary clinic places student attorneys in the pediatric clinic to address legal issues impacting child health outcomes, including unsafe housing related to lead, mold, and asthma.

About the series:

This event was part of the Adaptive Peaks Seminar Series, organized by ESF's Department of Environmental Biology, and the Women in Scientific and Environmental Professions (WiSE) Speaker Series, organized by the ESF Women’s Caucus. For upcoming events, please visit the college calendar.

Know Before You Go: Career Fair Edition a success!

A week before the Spring Career and Internship Fair, the ESF Women's Caucus and GSA hosted a casual, drop-in student advising session focused on careers and graduate school.  Undergraduate students from were invited for "honest conversations with grad students, practical advice, and food."  

Organizers shared "We no idea how many people to expect, or what topics to anticipate. Waves of undergrads showed up, almost all unsure what to ask or where to begin. 
"That so many grad students took the time to patiently talk them through to figure out those questions is an amazing testament to their collective care and consideration.  The number of undergrads that stopped in and stayed long after the pizza was gone says a lot, too, about their appreciation of the grads time and experience, and how much they needed a place to figure out what to ask."