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.