Thank you for the kind words! I do struggle with dealing with existing power structures within academia and especially the "for-profit" model that's being encouraged in a lot of small community colleges as a means to stay solvent. Luckily, I work in California at a pretty isolated, rural CC that is pretty well insulated from financial pressures since CA state law (or maybe Ed Code) requires a community college in every county regardless of the population base.

As a result, our departments have a fair bit of leeway to make changes as we see fit (within reason), and the admin don't fight us much on anything we can show increases student access or success (even anecdotally), which really helps me think we're making some incremental progress. Our math, bio, physics, and chemistry departments are almost completely switched over to using open-access textbooks and other free resources, which seems to really help students that would otherwise not be able to afford to come back to school in a STEM field, and there's a fair bit of movement away from the traditional academic pathways, and emphasis on improving mental health among students, so maybe there's a chance that the next generation or two might be able to move the needle away from the current toxic grad-school culture. Although, academia will still likely have the same issue as political power (in the US) and capitalism; the people most likely to find themselves in a position of power are usually the most cutthroat and least suited to enacting benevolent change.

But although I love my STEM majors since they're the ones that appreciate the finer points of the more advanced classes, your point about scientific literacy is exactly why I wind up putting far more effort into my intro-level chem courses. For a majority of my students, my Intro to Gen Chem course might be the last science course they ever take, and it's a responsibility I don't take lightly. It's nice to know it's appreciated by others in the science community