1
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Kamalumpundi V, Silvers S, Franklin L, Neikirk K, Spencer E, Beasley H, Wanajalla C, Vue Z, Crabtree A, Kirabo A, Gaddy JA, Damo SM, McReynolds M, Odie LH, Murray SA, Zavala ME, Diaz Vazquez A, Hinton AO. Speaking up for the invisible minority: First-generation students in higher education. J Cell Physiol 2024; 239:e31158. [PMID: 38226956 PMCID: PMC11250050 DOI: 10.1002/jcp.31158] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/16/2023] [Accepted: 10/26/2023] [Indexed: 01/17/2024]
Abstract
A first-generation college student is typically defined as a student whose biological parent(s) or guardian(s) never attended college or who started but did not finish college. However, "first-generation" can represent diverse family education situations. The first-generation student community is a multifaceted, and intersectional group of individuals who frequently lack educational/financial resources to succeed and, consequently, require supportive environments with rigorous mentorship. However, first-generation students often do not make their identity as first-generation students known to others due to several psychosocial and academic factors. Therefore, they are often "invisible minorities" in higher education. In this paper, we describe the diverse family situations of first-generation students, further define "first-generation," and suggest five actions that first-generation trainees at the undergraduate/graduate stages can engage in to succeed in an academic climate. We also provide suggestions for mentors to accommodate first-generation students' unique experiences and equip them with tools to deliver intentional mentoring practices. We hope that this paper will help promote first-generation student success throughout the academic pipeline.
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Affiliation(s)
- Vijayvardhan Kamalumpundi
- Department of Internal Medicine, Roy J. and Lucille A. Carver College of Medicine, Iowa City, IA 52242, USA
| | - Sophielle Silvers
- Department of Biochemistry and Molecular Biology, Eberly College of Science, Pennsylvania State University, State, College, PA 16801, USA
| | - Latisha Franklin
- Department of Biochemistry and Molecular Biology, Eberly College of Science, Pennsylvania State University, State, College, PA 16801, USA
- Millenium Scholars Program, Eberly College of Science, Pennsylvania State University, State, College, PA 16801, USA
| | - Kit Neikirk
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN 37232, USA
| | - Elsie Spencer
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN 37232, USA
- Teachers College, Columbia University, New York, NY 10027, USA
| | - Heather Beasley
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN 37232, USA
| | | | - Zer Vue
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN 37232, USA
| | - Amber Crabtree
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN 37232, USA
| | - Annet Kirabo
- Department of Medicine, Nashville, TN 37232, USA
| | - Jennifer A. Gaddy
- Department of Medicine, Vanderbilt University Medical Center, Nashville, TN 37232, USA; Tennessee Valley Healthcare Systems, Department of Veterans Affairs, Nashville, TN 37212, USA
| | - Steven M. Damo
- Department of Life and Physical Sciences, Fisk University, Nashville, TN 37208, USA
- Center for Structural Biology, Vanderbilt University, Nashville, TN 37232, USA
| | - Melanie McReynolds
- Department of Biochemistry and Molecular Biology, Eberly College of Science, Pennsylvania State University, State, College, PA 16801, USA
| | - Latanya Hammonds Odie
- Department of Biological Sciences, Georgia Gwinnett College, Lawrenceville, GA 30043, USA
| | - Sandra A. Murray
- Department of Cell Biology, University of Pittsburgh; Pittsburgh, PA 15261, USA
| | - Maria Elena Zavala
- Department of Biology, California State University, Northridge, CA 91330 USA
| | - Arnaldo Diaz Vazquez
- University of Texas Southwestern Medical Center, Graduate School of Biomedical Sciences, Dallas, TX 75390, USA
| | - Antentor O. Hinton
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN 37232, USA
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2
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Benjamin J, Wanjalla CN, Gaddy JA, Kirabo A, Williams EM, Hinton A. Reimagining bioRxiv and preprint servers as platforms for academic learning. J Cell Physiol 2024; 239:e31234. [PMID: 38457273 DOI: 10.1002/jcp.31234] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/12/2024] [Revised: 02/16/2024] [Accepted: 02/20/2024] [Indexed: 03/10/2024]
Abstract
A popular preprint server, bioRxiv, is important as a tool for increased visibility for life science research. If used properly, however, bioRxiv can also be an important tool for training, as it may expose trainees (degree-seeking students undertaking research or internships directly related to their field of study) to the peer review process. Here, we offer a comprehensive guide to using bioRxiv as a training tool, as well as offer suggestions for improvements in bioRxiv, including confusion that may be caused by bioRxiv articles appearing on PubMed.
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Affiliation(s)
- Jazmine Benjamin
- Department of Medicine, Vanderbilt University Medical Center, Nashville, Tennessee, USA
| | - Celestine N Wanjalla
- Department of Medicine, Vanderbilt University Medical Center, Nashville, Tennessee, USA
| | - Jennifer A Gaddy
- Department of Medicine Health and Society, Vanderbilt University, Nashville, Tennessee, USA
- Department of Pathology, Microbiology and Immunology, Vanderbilt University Medical Center, Nashville, Tennessee, USA
- Department of Veterans Affairs, Tennessee Valley Healthcare Systems, Nashville, Tennessee, USA
| | - Annet Kirabo
- Department of Medicine, Vanderbilt University Medical Center, Nashville, Tennessee, USA
| | - Edith M Williams
- Department of Public Health Sciences (SMD), University of Rochester, Rochester, New York, USA
| | - Antentor Hinton
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, USA
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3
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Beasley HK, Vue Z, McReynolds MR, Neikirk K, Garza-Lopez E, Mungai M, Marshall AG, Shao B, Benjamin J, Wanjalla CN, Williams CR, Murray SA, Shuler HD, Kirabo A, Hinton A. A review of undergraduate research programs aimed at underrepresented students. STAR Protoc 2024; 5:102997. [PMID: 38748884 PMCID: PMC11109887 DOI: 10.1016/j.xpro.2024.102997] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/12/2024] [Revised: 02/24/2024] [Accepted: 03/18/2024] [Indexed: 05/18/2024] Open
Abstract
It is well-understood that the science, technology, engineering, and mathematics (STEM) fields have unique challenges that discourage recruiting and retaining underrepresented minorities. Research programs aimed at undergraduates have arisen as a critical mechanism for fostering innovation and addressing the challenges faced by underrepresented minorities. Here, we review various undergraduate research programs designed to provide exposure to undergraduates, with a focus on underrepresented minorities in STEM disciplines. We provide insight into selected programs' objectives, key features, potential limitations, and outcomes. We also offer recommendations for future improvements of each research program, particularly in the context of mentorship. These programs range from broad-reaching initiatives (e.g., Leadership Alliance) to more specific programs targeting underrepresented students. By offering a nuanced understanding of each program's structure, we seek to provide a brief overview of the landscape of diversity-focused STEM initiatives and a guide on how to run a research program effectively.
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Affiliation(s)
- Heather K Beasley
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN 37232, USA
| | - Zer Vue
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN 37232, USA
| | - Melanie R McReynolds
- Department of Biochemistry and Molecular Biology, Pennsylvania State University, University Park, PA 16802, USA; The Huck Institute of the Life Sciences, Pennsylvania State University, University Park, PA 16802, USA
| | - Kit Neikirk
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN 37232, USA
| | - Edgar Garza-Lopez
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN 37232, USA
| | - Margaret Mungai
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN 37232, USA
| | - Andrea G Marshall
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN 37232, USA
| | - Bryanna Shao
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN 37232, USA
| | - Jazmine Benjamin
- Department of Medicine, Vanderbilt University Medical Center, Nashville, TN 37232, USA
| | - Celestine N Wanjalla
- Department of Medicine, Vanderbilt University Medical Center, Nashville, TN 37232, USA
| | - Clintoria R Williams
- Department of Neuroscience, Cell Biology and Physiology, Wright State University, Dayton, OH 45435, USA
| | - Sandra A Murray
- Department of Cell Biology, School of Medicine, University of Pittsburgh, Pittsburgh, PA 52013, USA
| | - Haysetta D Shuler
- Department of Biological Sciences, Winston-Salem State University, Winston-Salem, NC 27110, USA; Shuler Consulting, Winston-Salem, NC 27110, USA
| | - Annet Kirabo
- Department of Medicine, Vanderbilt University Medical Center, Nashville, TN 37232, USA
| | - Antentor Hinton
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN 37232, USA.
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4
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Marshall AG, Neikirk K, Stephens D, Garza-Lopez E, Vue Z, Beasley HK, Doe YJ, Campbell D, Fears L, Alghanem A, Spencer EC, Scudese E, Owens B, Vang C, Morton DJ, Conley Z, Hinton A. A workshop to showcase the diversity of scientists to middle school students. ADVANCES IN PHYSIOLOGY EDUCATION 2024; 48:186-192. [PMID: 38234295 PMCID: PMC11371276 DOI: 10.1152/advan.00117.2023] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/30/2023] [Revised: 12/12/2023] [Accepted: 01/11/2024] [Indexed: 01/19/2024]
Abstract
Identity matters in science, technology, engineering, mathematics, and medicine (STEMM) because it can affect an individual's long-term sense of belonging, which may in turn affect their persistence in STEMM. Early K-12 science classes often teach students about the foundational discoveries of the field, which have been predominately made, or at least published, by White men. This homogeneity can leave underrepresented individuals in STEMM feeling isolated, and underrepresented K-12 students may feel as though they cannot enter STEMM fields. This study aimed to examine these feelings of inclusivity in STEMM through an interactive workshop that asked middle schoolers to identify scientists from images of individuals with various racial and gender identities. We found that a plurality of students had a positive experience discussing diversity in science and recognizing underrepresented individuals as scientists.NEW & NOTEWORTHY We observed positive sentiments from middle school students following a workshop that showcased diversity in science. This workshop uniquely encourages students to recognize that physiologists and scientists today are much more diverse than textbooks typically demonstrate and can be adapted for middle schoolers, high schoolers, and college students.
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Affiliation(s)
- Andrea G Marshall
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, United States
| | - Kit Neikirk
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, United States
| | - Dominique Stephens
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, United States
| | - Edgar Garza-Lopez
- Department of Internal Medicine, University of Iowa, Iowa City, Iowa, United States
| | - Zer Vue
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, United States
| | - Heather K Beasley
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, United States
| | - Yelena Janumyan Doe
- Collaborative for STEM Education and Outreach, Department of Teaching and Learning, Vanderbilt University, Nashville, Tennessee, United States
| | - Desmond Campbell
- Collaborative for STEM Education and Outreach, Department of Teaching and Learning, Vanderbilt University, Nashville, Tennessee, United States
| | - Letimicia Fears
- Collaborative for STEM Education and Outreach, Department of Teaching and Learning, Vanderbilt University, Nashville, Tennessee, United States
| | - Ahmad Alghanem
- King Abdullah International Medical Research Center, Ali Al Arini, Ar Rimayah, Riyadh, Saudi Arabia
| | - Elsie C Spencer
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, United States
- Teachers College, Columbia University, New York, United States
| | - Estevão Scudese
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, United States
- Laboratory of Biosciences of Human Motricity, Federal University of State of Rio de Janeiro, Rio de Janeiro, Brazil
- Sport Sciences and Exercise Laboratory, Catholic University of Petrópolis, Brazil
| | - Beverly Owens
- Department of Chemistry, Cleveland Early College High School, Shelby, North Carolina, United States
| | - Chia Vang
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, United States
- Counseling Department, New Highlands University, Las Vegas, New Mexico, United States
| | - Derrick J Morton
- Department of Biomedical Science, Kaiser Permanente Bernard J. Tyson School of Medicine, Pasadena, California, United States
- Department of Biological Sciences, University of Southern California, Los Angeles, California, United States
| | - Zachary Conley
- Collaborative for STEM Education and Outreach, Department of Teaching and Learning, Vanderbilt University, Nashville, Tennessee, United States
| | - Antentor Hinton
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, United States
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5
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Beck P, Matusiewicz D, Schouler-Ocak M, Khan Z, Peppler L, Schenk L. Evaluation of cross-cultural competence among German health care professionals: A quasi-experimental study of training in two hospitals. Heliyon 2024; 10:e27331. [PMID: 38509980 PMCID: PMC10950504 DOI: 10.1016/j.heliyon.2024.e27331] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/11/2022] [Revised: 02/08/2024] [Accepted: 02/28/2024] [Indexed: 03/22/2024] Open
Abstract
Sociocultural diversity in the German health care system is increasingly reflected in multicultural teams and the diversity of patients. To ensure successful collaboration in a multicultural environment and effective care to diverse patients the importance of cross-cultural competence training is growing. There is a lack of evidence-based training approaches for the German health care system, and it is unclear how the theoretical-conceptual promotion of cross-cultural competence can be achieved sustainably. The aim of the study is to evaluate the effectiveness of cross-cultural competence training for German health care professionals. A quasi-experimental evaluation study in two German hospitals was conducted. Cross-cultural competence was examined in an intervention and a control group (n = 196) using the self-reported instrument Cross-Cultural Competence of Healthcare Professionals (CCCHP) and analyzed with SPSS Statistics 25. Cross-cultural training had a cognitive level impact on knowledge, awareness, and attitudes and showed a highly significant reduction in social desirability. On an affective level, cross-cultural motivation and curiosity initially increased at t1 and decreased at t2. Cross-cultural emotion and empathy increased slightly. On a behavioral level, cross-cultural skills decreased after the training. For sustainable effects, cross-cultural training should focus more on practical skills in addition to theoretical content. Training interventions should be long-term. The results show that more needs to be done in the German health care sector to meet the increasing diversity and demands.
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Affiliation(s)
- Patricia Beck
- FOM University of Applied Sciences for Economics and Management, Germany
- Charité – Universitätsmedizin Berlin, Corporate Member of Freie Universität Berlin and Humboldt-Universität zu Berlin, Institute of Medical Sociology and Rehabilitation Science, Germany
- IEGUS - Institute for European Health and Social Economy, Germany
| | - David Matusiewicz
- FOM University of Applied Sciences for Economics and Management, Germany
| | | | - Zohra Khan
- Psychiatric University Clinic of Charité at St. Hedwig Hospital, Germany
| | - Lisa Peppler
- Charité – Universitätsmedizin Berlin, Corporate Member of Freie Universität Berlin and Humboldt-Universität zu Berlin, Institute of Medical Sociology and Rehabilitation Science, Germany
| | - Liane Schenk
- Charité – Universitätsmedizin Berlin, Corporate Member of Freie Universität Berlin and Humboldt-Universität zu Berlin, Institute of Medical Sociology and Rehabilitation Science, Germany
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6
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Bethea M, Silvers S, Franklin L, Robinson RAS, Brady LJ, Vue N, Beasley HK, Kirabo A, Wanjalla CN, Shuler HD, Hinton A, McReynolds MR. A guide to establishing, implementing, and optimizing diversity, equity, inclusion, and accessibility (DEIA) committees. Am J Physiol Heart Circ Physiol 2024; 326:H786-H796. [PMID: 38276949 PMCID: PMC11221803 DOI: 10.1152/ajpheart.00583.2023] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/20/2023] [Revised: 01/17/2024] [Accepted: 01/17/2024] [Indexed: 01/27/2024]
Abstract
Diversity, equity, inclusion, and accessibility (DEIA) efforts are increasingly recognized as critical for the success of academic institutions. These efforts are facilitated mainly through the formation of dedicated DEIA committees. DEIA committees enhance professional development and create a more inclusive environment, which benefits all members of the institution. Although leadership and faculty membership have recognized the importance and necessity of DEIA, the roles of DEIA committees may be more ambiguous. Although leadership and faculty may seek to support DEIA at their institutions, they may not always fully understand the necessity of these committees or how to successfully create a committee, foster and promote its success, and sustain its impact. Thus, here, we offer a background rationale and guide for strategically setting up DEIA committees for success and impact within an academic institution with applicability to scientific societies.
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Affiliation(s)
- Maigen Bethea
- Department of Pediatrics, Colorado Anschutz Medical Campus, Aurora, Colorado, United States
| | - Sophielle Silvers
- Department of Biochemistry and Molecular Biology, Pennsylvania State University, University Park, Pennsylvania, United States
| | - Latisha Franklin
- Department of Biochemistry and Molecular Biology, Pennsylvania State University, University Park, Pennsylvania, United States
| | - Renã A S Robinson
- Department of Chemistry, Vanderbilt University, Nashville, Tennessee, United States
| | - Lillian J Brady
- Department of Psychiatry and Behavioral Neurobiology, University of Alabama, Birmingham, Alabama, United States
| | - Neng Vue
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, United States
| | - Heather K Beasley
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, United States
| | - Annet Kirabo
- Department of Medicine, Vanderbilt University Medical Center, Nashville, Tennessee, United States
| | - Celestine N Wanjalla
- Department of Medicine, Vanderbilt University Medical Center, Nashville, Tennessee, United States
| | - Haysetta D Shuler
- Department of Biological Sciences, Winston-Salem State University, Winston-Salem, North Carolina, United States
- Shuler Consulting, Winston-Salem, North Carolina, United States
| | - Antentor Hinton
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, United States
| | - Melanie R McReynolds
- Department of Biochemistry and Molecular Biology, Pennsylvania State University, University Park, Pennsylvania, United States
- The Huck Institute of the Life Sciences, Pennsylvania State University, University Park, Pennsylvania, United States
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7
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Neikirk K, Silvers S, Kamalumpundi V, Marshall AG, Scudese E, McReynolds M, Hinton AO. Recognizing and addressing environmental microaggressions, know-your-place aggression, peer mediocrity, and code-switching in STEMM. FRONTIERS IN EDUCATION 2023; 8:1270567. [PMID: 38389784 PMCID: PMC10883026 DOI: 10.3389/feduc.2023.1270567] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/24/2024]
Abstract
Diversity, equity, and inclusion (DEI) initiatives are critical for fostering growth, innovation, and collaboration in science, technology, engineering, mathematics, and medicine (STEMM). This article focuses on four key topics that have impacted many Black individuals in STEMM: know-your-place aggression, environmental microaggressions, peer mediocrity, and code-switching. We provide a comprehensive background on these issues, discuss current statistics, and provide references that support their existence, as well as offer solutions to recognize and address these problems in the STEMM which can be expanded to all historically underrepresented individuals.
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Affiliation(s)
- Kit Neikirk
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, United States
| | - Sophielle Silvers
- Department of Biochemistry and Molecular Biology, Eberly College of Science, Pennsylvania State University, University Park, PA, United States
| | | | - Andrea G Marshall
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, United States
| | - Estevão Scudese
- Laboratory of Biosciences of Human Motricity (LABIMH) of the Federal University of State of Rio de Janeiro (UNIRIO), Rio de Janeiro, Brazil
- Sport Sciences and Exercise Laboratory (LaCEE), Catholic University of Petrópolis (UCP), Petrópolis, Brazil
| | - Melanie McReynolds
- Department of Biochemistry and Molecular Biology, Eberly College of Science, Pennsylvania State University, University Park, PA, United States
| | - Antentor O Hinton
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, United States
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8
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Marshall AG, Vue Z, Beasley HK, Neikirk K, Stephens D, Wanjalla CN, Damo SM, Trejo J, Rodriguez-Aliaga P, Headley CA, Shuler H, Liu K, Smith N, Garza-Lopez E, Barongan T, Scudese E, Spencer E, Heemstra J, Vazquez AD, Murray SA, Hinton A. Diversity, Equity and Inclusion in the Laboratory: Strategies to Enhance Inclusive Laboratory Culture. Mol Cell 2023; 83:3766-3772. [PMID: 37922871 PMCID: PMC10986851 DOI: 10.1016/j.molcel.2023.09.011] [Citation(s) in RCA: 7] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/31/2023] [Revised: 09/01/2023] [Accepted: 09/08/2023] [Indexed: 11/07/2023]
Abstract
Building a diverse laboratory that is equitable is critical for the retention of talent and the growth of trainees professionally and personally. Here, we outline several strategies including enhancing understanding of cultural competency and humility, establishing laboratory values, and developing equitable laboratory structures to create an inclusive laboratory environment to enable trainees to achieve their highest success.
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Affiliation(s)
- Andrea G Marshall
- Vanderbilt University, Department of Molecular Physiology and Biophysics, Nashville, TN 37232 USA
| | - Zer Vue
- Vanderbilt University, Department of Molecular Physiology and Biophysics, Nashville, TN 37232 USA
| | - Heather K Beasley
- Vanderbilt University, Department of Molecular Physiology and Biophysics, Nashville, TN 37232 USA
| | - Kit Neikirk
- Vanderbilt University, Department of Molecular Physiology and Biophysics, Nashville, TN 37232 USA
| | - Dominique Stephens
- Vanderbilt University, Department of Molecular Physiology and Biophysics, Nashville, TN 37232 USA
| | - Celestine N Wanjalla
- Department of Medicine, Division of Infectious Diseases Vanderbilt University, Nashville, TN 37232 USA
| | - Steven M Damo
- Center Structural Biology, Vanderbilt University, Nashville, TN 37232 USA; Fisk University, Department of Life and Physical Sciences, Nashville, TN 37208 USA
| | - JoAnn Trejo
- Department of Pharmacology, School of Medicine, University of California, San Diego, La Jolla, CA 92093, USA
| | | | - Colwyn Ansel Headley
- Department of Cardiovascular Medicine, Stanford University, Stanford, CA 94305, USA
| | - Haysetta Shuler
- Department of Biological Sciences, Winston-Salem State University; Winston-Salem, NC 27110 USA
| | - Kaihua Liu
- Department of Anatomy of Cell Biology, University of Iowa, Iowa City, IA 52242, USA
| | - Nathan Smith
- School of Medicine and Dentistry, University of Rochester Medical Center, Rochester, NY 14642, USA
| | - Edgar Garza-Lopez
- Department of Internal Medicine, University of Iowa, Iowa City, IA 52242, USA
| | - Taylor Barongan
- Vanderbilt University, Department of Molecular Physiology and Biophysics, Nashville, TN 37232 USA
| | - Estevão Scudese
- Laboratory of Biosciences of Human Motricity (LABIMH) of the Federal University of State of Rio de Janeiro (UNIRIO), Rio de Janeiro Brazil; Sport Sciences and Exercise Laboratory (LaCEE), Catholic University of Petrópolis (UCP), Brazil
| | - Elsie Spencer
- Teachers College, Columbia University, New York, NY 10027 USA
| | - Jennifer Heemstra
- Washington University in St. Louis, Department of Chemistry, St. Louis, MO 63130, USA
| | - Arnaldo Diaz Vazquez
- University of Texas Southwestern Medical Center, Graduate School of Biomedical Sciences, Dallas, TX 75390 USA
| | - Sandra A Murray
- University of Pittsburgh, Department of Cell Biology, Pittsburgh, PA 15261 USA.
| | - Antentor Hinton
- Vanderbilt University, Department of Molecular Physiology and Biophysics, Nashville, TN 37232 USA.
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9
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Barongan T, Neikirk K, Shao B, Vue N, Spencer EC, Kabugi K, Conley Z, Vang L, Vue M, Vang N, Garza-Lopez E, Crabtree A, Alexander S, Dal A, Beasley HK, Marshall AG, Killion M, Stephens DC, Martinez D, Palavicino-Maggio CB, Jenkins F, Davis J, Damo SM, Morra CN, Murray SA, Vang C, Morton DJ, Vue Z, Shuler H, Hinton A. Project Strengthen: An STEMM-focused career development workshop to prepare underrepresented minority students for graduate school. iScience 2023; 26:107766. [PMID: 37736045 PMCID: PMC10509704 DOI: 10.1016/j.isci.2023.107766] [Citation(s) in RCA: 10] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/25/2023] [Revised: 06/30/2023] [Accepted: 08/25/2023] [Indexed: 09/23/2023] Open
Abstract
Maximizing Access to Research Careers (MARC) programs are aimed to increase diversity in science, technology, engineering, math, and medicine (STEMM) fields. However, limited programs and eligibility requirements limit the students who may apply to similar programs. At Winston-Salem State University, we piloted a series of workshops, collectively termed Project Strengthen, to emulate some of the key aspects of MARC programs. Following the workshop, Project Strengthen students showed a significant increase in their understanding of essential educational development skills, such as writing personal statements, applying to graduate school, studying for the GRE, and seeking summer internships. This suggests Project Strengthen may be a potential lower cost comparable option than MARC to make up for current deficiencies in preparedness for graduate school. We also provide educational materials from Project Strengthen, including a clear framework for this seminar series, six ready-made PowerPoints to share with trainees that have been demonstrated to be effective.
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Affiliation(s)
- Taylor Barongan
- Department of Molecular Physiology and Biophysics, Vanderbilt University; Nashville, TN, USA
| | - Kit Neikirk
- Department of Molecular Physiology and Biophysics, Vanderbilt University; Nashville, TN, USA
| | - Bryanna Shao
- Department of Molecular Physiology and Biophysics, Vanderbilt University; Nashville, TN, USA
| | - Neng Vue
- Department of Molecular Physiology and Biophysics, Vanderbilt University; Nashville, TN, USA
| | - Elsie C. Spencer
- Department of Molecular Physiology and Biophysics, Vanderbilt University; Nashville, TN, USA
- Teachers College, Columbia University; New York, NY, USA
| | - Kinutha Kabugi
- Department of Molecular Physiology and Biophysics, Vanderbilt University; Nashville, TN, USA
| | - Zachary Conley
- Collaborative for STEM Education and Outreach, Department of Teaching and Learning, Vanderbilt University, Nashville, TN, USA
| | - Larry Vang
- Department of Molecular Physiology and Biophysics, Vanderbilt University; Nashville, TN, USA
| | - Mein Vue
- Department of Molecular Physiology and Biophysics, Vanderbilt University; Nashville, TN, USA
| | - Nancy Vang
- Department of Molecular Physiology and Biophysics, Vanderbilt University; Nashville, TN, USA
| | - Edgar Garza-Lopez
- Department of Internal Medicine, University of Iowa, Iowa City, IA, USA
| | - Amber Crabtree
- Department of Molecular Physiology and Biophysics, Vanderbilt University; Nashville, TN, USA
| | - Stefanie Alexander
- Department of Molecular Physiology and Biophysics, Vanderbilt University; Nashville, TN, USA
| | - Angyth Dal
- Department of Molecular Physiology and Biophysics, Vanderbilt University; Nashville, TN, USA
| | - Heather K. Beasley
- Department of Molecular Physiology and Biophysics, Vanderbilt University; Nashville, TN, USA
| | - Andrea G. Marshall
- Department of Molecular Physiology and Biophysics, Vanderbilt University; Nashville, TN, USA
| | - Mason Killion
- Department of Molecular Physiology and Biophysics, Vanderbilt University; Nashville, TN, USA
| | - Dominique C. Stephens
- Department of Molecular Physiology and Biophysics, Vanderbilt University; Nashville, TN, USA
- Department of Life and Physical Sciences, Fisk University, Nashville, TN, USA
| | - Denise Martinez
- Office of Diversity, Equity, and Inclusion, University of Iowa Roy J. and Lucille A. Carver College of Medicine, Iowa City, IA, USA
| | | | - Felysha Jenkins
- Department of Basic Sciences, Office of Diversity, Equity, and Inclusion, Vanderbilt School of Medicine, Nashville, TN, USA
| | - Jamaine Davis
- Department of Biochemistry, Cancer Biology, Neuroscience, and Pharmacology, Meharry Medical College, Nashville, TN, USA
| | - Steven M. Damo
- Department of Life and Physical Sciences, Fisk University, Nashville, TN, USA
| | - Christina N. Morra
- Department of Biology, University of Alabama at Birmingham, Birmingham, AL, USA
| | - Sandra A. Murray
- Department of Cell Biology, University of Pittsburgh; Pittsburgh, PA, USA
| | - Chia Vang
- Department of Molecular Physiology and Biophysics, Vanderbilt University; Nashville, TN, USA
- Counseling Department, New Highlands University, Las Vegas, NM, USA
| | - Derrick J. Morton
- Kaiser Permanente Bernard J. Tyson School of Medicine, Department of Biomedical Science, Pasadena, CA, USA
- Department of Biological Sciences, University of Southern California, Los Angeles, CA, USA
| | - Zer Vue
- Department of Molecular Physiology and Biophysics, Vanderbilt University; Nashville, TN, USA
| | - Haysetta Shuler
- Department of Biological Sciences, Winston-Salem State University; Winston-Salem, NC, USA
| | - Antentor Hinton
- Department of Molecular Physiology and Biophysics, Vanderbilt University; Nashville, TN, USA
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10
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Ransey E, Brookens S, Beasley HK, Marshall A, Marlin BJ, Rodriguez-Aliaga P, Headley CA, Wanjalla C, Vazquez AD, Murray S, Damo S, Taabazuing CY, Hinton A. A practical guide to graduate school interviewing for historically excluded individuals. Am J Physiol Heart Circ Physiol 2023; 324:H786-H790. [PMID: 37027327 PMCID: PMC10191121 DOI: 10.1152/ajpheart.00123.2023] [Citation(s) in RCA: 6] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/01/2023] [Revised: 04/03/2023] [Accepted: 04/03/2023] [Indexed: 04/08/2023]
Affiliation(s)
- Elizabeth Ransey
- Department of Psychiatry and Behavioral Sciences, Duke University Medical Center, Durham, North Carolina, United States
| | - Shawna Brookens
- Department of Pharmacology, University of Pennsylvania, Philadelphia, Pennsylvania, United States
| | - Heather K Beasley
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, United States
| | - Andrea Marshall
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, United States
| | - Bianca J Marlin
- Mortimer B. Zuckerman Mind Brain and Behavior Institute, Columbia University, New York, New York, United States
- Department of Psychology, Columbia University, New York, New York, United States
- Department of Neuroscience, Columbia University, New York, New York, United States
| | | | - Colwyn Ansel Headley
- Department of Cardiovascular Medicine, Stanford University, Stanford, California, United States
| | - Celestine Wanjalla
- Division of Infectious Diseases, Department of Medicine, Vanderbilt University Medical Center, Nashville, Tennessee, United States
| | - Arnaldo Diaz Vazquez
- Department of Biomedical Sciences, University of Texas Southwestern Medical Center, Dallas, Texas, United States
| | - Sandra Murray
- Department of Cell Biology, School of Medicine, University of Pittsburgh, Pittsburgh, Pennsylvania, United States
| | - Steven Damo
- Department of Life and Physical Sciences, Fisk University, Nashville, Tennessee, United States
- Center for Structural Biology, Vanderbilt University, Nashville, Tennessee, United States
| | - Cornelius Y Taabazuing
- Department of Biochemistry and Biophysics, University of Pennsylvania, Philadelphia, Pennsylvania, United States
| | - Antentor Hinton
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, United States
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11
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Hinton A, Shuler HD. Editorial: making the invisible visible in STEMM. Pathog Dis 2023; 81:ftad023. [PMID: 37793065 DOI: 10.1093/femspd/ftad023] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/07/2023] [Revised: 08/07/2023] [Accepted: 08/31/2023] [Indexed: 10/06/2023] Open
Abstract
Our editorial focused on the concept of "Making the Invisible Visible in Science, Technology, Engineering, Mathematics, and Medicine (STEMM)." We highlight 11 manuscripts submitted to our research topic, which offer unique and innovative, evidence-backed solutions to improve diversity, equity, and inclusion in STEMM. Notably, often racial, and ethnic minority scientists are forgotten and placed in the background even when they make a significant contribution to research. The manuscripts highlighted here begin to undo this and empower by making the invisible visible.
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Affiliation(s)
- Antentor Hinton
- Department of Molecular Physiology and Biophysics, Vanderbilt University, 2200 Pierce Ave Nashville, TN 37232-0615, United States
| | - Haysetta D Shuler
- Department of Biological Sciences, Winston-Salem State University, 601 S Martin Luther King Jr Dr, Winston-Salem, NC 27110, United States
- Shuler Consulting, Winston-Salem, NC 27110, United States
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