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The STEM in the Liberal Arts (STEMLA) Program empowers Fellows as they undertake a four-year process of exploration, self-discovery, and identity building. The program centers around the development of a STEM identity, community and belonging, and career exploration, all of which are recognized as significant contributors to persistence and success in STEM. Daiana Azim is a member of the STEMLA '28 cohort and is an intended Neuroscience major and Computer Science minor.

Tell us a little bit about your STEM journey.

In fourth grade, I immigrated to New York from Kazakhstan. I felt like an aquarium fish in the Atlantic Ocean with gibberish all around me. My vocabulary consisted of nouns and verbs that I did not know how to string together. Sitting in the back corner of the classroom during math, the teacher posed a simple fraction problem that I knew how to solve. But, answering the question in English was unfathomable to me. As I tried to translate the answer in my head, an eternity seemed to pass, yet still, no one had raised their hand. I gained the courage to raise my hand, surprising the teacher with my understanding of numbers. She decided to transfer me to the advanced math group and deemed me a “STEM kid.”

Why did you decide to do the STEMLA program? 

After I was accepted to 91�Թ���, I jumped at the opportunity to apply to the STEM in the Liberal Arts (STEMLA) program, as a program for first-generation, limited-income students with an interest in STEM. When I received my acceptance email, I could not believe I would be spending my summer on campus.

What was the summer cohort experience like?

That summer, I lived in Brecon Hall. Its proximity to the and the Park Science Building made it convenient for us to stay late in Park and attend Fit Club Yoga sessions. Its location on campus encouraged us to venture out to different parts of the campus like the labyrinth and the community garden. STEMLA's summer theme was Human and Environmental Impacts of Energy. Although this was not my initial interest, these courses allowed me to explore STEM and get a taste of college life.

My first introduction to a college-level course was a Geology class taught by Professor Selby Hearth (who we called Selby). Navigating Park Science to find room 373 was nothing short of a quest. But as we stepped foot into the classroom, a buttery waft of snickerdoodles welcomed us. Selby prompted us to grab a flip book and markers. In each of the three courses that summer, we used the flip book as a daily ice breaker where we responded to a prompt. That first day, the prompt was: “What makes you think of home?” We went around the table, sharing out our answers and rotating our flipbooks to allow our fellow Fellows to interpret our answers and illustrate them on a page of the book. "Mountains" was my answer. Normally, this question would have made me homesick. Instead, the discussion prompted the comforting realization that everyone there was also away from home. This daily ritual became cherished by all and was the start of a community. The rest of the summer was filled with late-night s’mores around the campfire, trips to a coal mine and an acid mine drainage remediation site, water-ballon fights complemented with working on the Scalar project and developing Cyanotypes.

"The STEMLA summer experience was pivotal to my transition to college."

What skills or experiences have you gained from doing the program?

We got a taste of academics with hour-long classes complemented by TA sessions. We built connections with faculty who have since become our advisors and mentors. The STEMLA summer experience was pivotal to my transition to college. The structured schedule—balancing classes, programmed activities, and plenty of free time—helped reinforce my time-management skills. I got back into using Google Calendar to plan my weeks and keep track of deadlines. The level of trust and the way we were treated as adults marked a seamless transition from high school to college.

Favorite aspect of the program so far?

Reflecting on my experience, I am beyond grateful that I took the chance and applied to become a STEMLA Fellow. I have found my people—students from different walks of life—all interested in STEM. The summer was a small taste of life at 91�Թ���, which makes me excited to continue exploring during my time at 91�Թ���. While I once embraced the title of a “STEM kid," I am now transitioning to the title of a “scientist.” Although, it feels foreign to me just like “STEM kid” did, I am slowly beginning to accept it. STEMLA has taught me that a scientist is not simply someone who is a genius in science, but rather it is a way of thinking and acting that anyone can adopt and learn.