The link between ethnic diversity and scientific impact: the mediating effect of novelty and audience diversity

Using quotients as a mentor to facilitate the success of underrepresented students

Choosing a mentor requires a certain level of introspection for both the mentor and the mentee. The dynamics of mentorship may change depending on the academic status of the mentee. Regardless, mentors should help their trainees grow both academically and professionally. The success of an individual in the fields of science, technology, engineering, mathematics, and medicine (STEMM) depends on more than intellectual capacity; a holistic view encompassing all factors that contribute to scientific achievement is all-important. Specifically, one new method scientists can adopt is quotients, which are scales and techniques that can be used to measure aptitude in a specific area. In this paper, we focus on these factors and how to grow one's adversity quotient (AQ), social quotient (SQ), and personal growth initiative scale (PGIS). We also look at how mentors can better understand the biases of their trainees. In addressing this, mentors can help trainees become more visible and encourage other trainees to become allies through reducing biases.

Valuation regimes in academia: Researchers’ attitudes towards their diversity of activities and academic performance

Evaluation systems have been long criticized for abusing and misusing bibliometric indicators. This has created a culture by which academics are constantly exposing their daily work to the standards they are expected to perform. In this study, we investigate whether researchers’ own values and expectations are in line with the expectations of the evaluation system. We conduct a multiple case study of five departments in two Dutch universities to examine how they balance between their own valuation regimes and the evaluation schemes. For this, we combine curriculum analysis with a series of semi-structured interviews. We propose a model to study the diversity of academic activities and apply it to the multiple case study to understand how such diversity is shaped by discipline and career stage. We conclude that the observed misalignment is not only resulting from an abuse of metrics but also by a lack of tools to evaluate performance in a contextualized and adaptable way.

The importance of mentors and how to handle more than one mentor

INTRODUCTION

Working with multiple mentors is a critical way for students to expand their network, gain opportunities, and better prepare for future scholastic or professional ventures. However, students from underrepresented groups (UR) are less likely to be mentored or have access to mentors, particularly in science, technology, engineering, and mathematics (STEM) fields. We developed and implemented a workshop, to provide the necessary foundation for students to be better prepared for establishing future mentorships throughout graduate and professional school.

METHODS

Faculty well-versed in the area of effective mentorship from multiple universities developed and delivered a 1.5-hour workshop to address the roles of a mentor, especially when it comes to UR students, and how students may effectively work with multiple mentors. This workshop was delivered to a group of students from the, Historically Black College and University (HBCU), Winston-Salem State University, and a pre/post- A 10-point Likert scale-based survey was administered where 1 was strongly disagree and 10 was strongly agree. The questions used in this seminar were newly designed by the authors as program evaluations.

RESULTS

We analyzed the raw data with nonparametric tests for comparison within paired samples. Wilcoxon matched-pairs and signed-rank tests showed statistically significant growth in student self-ratings related to the workshop learning objectives.

CONCLUSIONS

The 'How to Handle More than One Mentor to Achieve Excellence' workshop was well received as a component of pre-graduate and pre-professional training. Incorporating workshops like this may increase student preparedness around developing and cultivating healthy mentorship relationships throughout STEM training.