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Norman JB, Fuesting MA, Geerling DM, Chen JM, Gable SL, Diekman AB. To Pursue or Not to Pursue STEM? Faculty Behavior Enhances Student Involvement in STEM Roles by Signaling Role-Specific Support. SOCIAL PSYCHOLOGICAL AND PERSONALITY SCIENCE 2021. [DOI: 10.1177/19485506211035003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Four studies examine the faculty–student relationship as a mechanism through which students ascertain their place in science, technology, engineering, and mathematics (STEM) fields. Studies 1 and 2 use experimental methods to demonstrate STEM faculty who behave communally, relative to independently, increase undergraduates’ belonging and interest in STEM roles through anticipation of greater role-specific support (i.e., support that emphasizes guiding students through structures and activities of field-specific roles). Study 3 then examined the consequences of role-specific support for undergraduates’ belonging and interest in STEM. Students anticipated more belonging and interest in STEM roles when faculty provided high levels of role-specific support. Finally, STEM doctoral students’ perception of role-specific support from faculty related to their belonging and future identification in STEM fields (Study 4). Taken together, these studies demonstrate the importance of students’ construals of role-specific support from faculty, and how faculty behavior signals role-specific support, with benefits for student involvement in STEM.
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Affiliation(s)
- Jasmine B. Norman
- Department of Psychology, The University of Utah, Salt Lake City, UT, USA
| | - Melissa A. Fuesting
- College and University Professional Association for Human Resources, Knoxville, TN, USA
| | | | - Jacqueline M. Chen
- Department of Psychology, The University of Utah, Salt Lake City, UT, USA
| | - Shelly L. Gable
- Department of Psychological and Brain Sciences, University of California, Santa Barbara, CA, USA
| | - Amanda B. Diekman
- Department of Psychological and Brain Sciences, Indiana University Bloomington, IN, USA
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2
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Gold JA, Jia L, Bentzley JP, Bonnet KA, Franciscus AM, Denduluri MS, Zappert LT. WISE: A Support Group for Graduate and Post-Graduate Women in STEM. Int J Group Psychother 2021; 71:81-115. [PMID: 38449140 DOI: 10.1080/00207284.2020.1722674] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
Women remain underrepresented in many science, technology, engineering, and mathematics (STEM) fields. Women in Science and Engineering (WISE) support groups were developed in 2001 as an intervention to foster community in graduate and postgraduate women in STEM at a large academic research institution. Since the WISE program's inception, over 1,500 women have participated. From 2011 to 2018, anonymous, voluntary surveys were distributed at the end of every academic year to WISE group members. Surveys consisted of quantitative and qualitative data regarding participants' perceptions of and experiences in the WISE groups. From 2011 to 2018, 76.4% of survey respondents (n = 416) reported that WISE groups were an excellent experience overall. Thematic analysis of the qualitative data demonstrated four major benefits of WISE group participation: creation of community, having a safe space, emotional support, and peer mentorship. Suggestions for improvement included increasing access to groups. The WISE group program was a well-liked intervention that may support graduate and postgraduate women in STEM. Study limitations, as well as implications for future research, practice, and advocacy are noted.
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3
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Botham CM, Brawn S, Steele L, Barrón CB, Kleppner SR, Herschlag D. Biosciences Proposal Bootcamp: Structured peer and faculty feedback improves trainees' proposals and grantsmanship self-efficacy. PLoS One 2020; 15:e0243973. [PMID: 33370337 PMCID: PMC7769268 DOI: 10.1371/journal.pone.0243973] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2019] [Accepted: 11/25/2020] [Indexed: 11/18/2022] Open
Abstract
Grant writing is an essential skill to develop for academic and other career success but providing individual feedback to large numbers of trainees is challenging. In 2014, we launched the Stanford Biosciences Grant Writing Academy to support graduate students and postdocs in writing research proposals. Its core program is a multi-week Proposal Bootcamp designed to increase the feedback writers receive as they develop and refine their proposals. The Proposal Bootcamp consisted of two-hour weekly meetings that included mini lectures and peer review. Bootcamp participants also attended faculty review workshops to obtain faculty feedback. Postdoctoral trainees were trained and hired as course teaching assistants and facilitated weekly meetings and review workshops. Over the last six years, the annual Bootcamp has provided 525 doctoral students and postdocs with multi-level feedback (peer and faculty). Proposals from Bootcamp participants were almost twice as likely to be funded than proposals from non-Bootcamp trainees. Overall, this structured program provided opportunities for feedback from multiple peer and faculty reviewers, increased the participants' confidence in developing and submitting research proposals, while accommodating a large number of participants.
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Affiliation(s)
- Crystal M. Botham
- Stanford Biosciences Grant Writing Academy, Stanford University, Stanford, California, United States of America
| | - Shay Brawn
- Program in Writing and Rhetoric, Stanford University, Stanford, California, United States of America
| | - Latishya Steele
- Office of Graduate Education, Stanford University, Stanford, California, United States of America
| | - Cisco B. Barrón
- Office of Graduate Education, Stanford University, Stanford, California, United States of America
| | - Sofie R. Kleppner
- Office of Postdoctoral Affairs, Stanford University, Stanford, California, United States of America
| | - Daniel Herschlag
- Department of Biochemistry, ChEM-H Institute, Department of Chemistry, Stanford University, Stanford, California, United States of America
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4
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Lee SW, Ing M. Does the Match between Gender and Race of Graduate Teaching Assistants and Undergraduates Improve Student Performance in Introductory Biology? CBE LIFE SCIENCES EDUCATION 2020; 19:ar57. [PMID: 33215971 PMCID: PMC8693930 DOI: 10.1187/cbe.20-07-0137] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/10/2020] [Revised: 09/21/2020] [Accepted: 10/06/2020] [Indexed: 05/26/2023]
Abstract
Research suggests there are potential benefits to students when taught by instructors who share the same gender and/or race/ethnicity. While underrepresented students have shown increased persistence and academic performance when they were taught by gender- and/or race/ethnicity-congruent faculty, there is little research that has explored the influence of matching for graduate student teaching assistants (GTAs). Given that science, technology, engineering, and mathematics (STEM) GTAs spend a significant amount of time with undergraduates, measurable impacts on student outcomes have the potential to contribute to the success of undergraduates who have been underrepresented in STEM fields. This study evaluated the effects on academic performance of GTA (n = 50) matching for first-year students (n = 976) in an introductory biology lab course at a Hispanic-serving institution. There was no significant difference in academic performance for students who matched with the gender, race/ethnicity, income, and first-generation status of their GTAs. Results were consistent across multiple cohorts of students, after including statistical controls for prior academic performance and other demographic characteristics and accounting for the nested structure of the data. These results suggest there is a need of supporting GTAs to develop more effective teaching practices and to consider effects of GTA matching on other outcomes.
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Affiliation(s)
- Star W. Lee
- Department of Developmental and Cell Biology, University of California, Irvine, Irvine, CA 92697
| | - Marsha Ing
- Graduate School of Education, University of California, Riverside, Riverside, CA 92521
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5
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Sbeglia GC, Nehm RH. Illuminating the complexities of conflict with evolution: validation of the scales of evolutionary conflict measure (SECM). Evolution 2020; 13:23. [PMID: 33269052 PMCID: PMC7683450 DOI: 10.1186/s12052-020-00137-5] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/02/2020] [Accepted: 10/30/2020] [Indexed: 11/10/2022]
Abstract
BACKGROUND Although personal, familial, and community conflict with evolution have been documented in the literature, these scales require conceptualization as a construct and operationalization as a measure. The Scales of Conflict with Evolution Measure (SECM) instrument was developed in response to these needs. Using a construct validity framework, the content, internal structure, convergent, and substantive validity of the SECM were evaluated using Rasch analysis, Structural Equation Modeling (SEM), and follow up questioning. The conceptual utility of the instrument was explored by examining whether it added explanatory insights into evolution acceptance above and beyond religiosity, evolution knowledge, and background variables. RESULTS A literature review and expert consultation indicated that construct of evolutionary conflict perception should (i) encompass the hierarchical nature of human social structures (personal, family, community) and (ii) probe conflict as it relates to human values, cultures, and beliefs. A three-dimensional construct was operationalized as a nine-item rating scale measure. Using Rasch analyses of SECM responses from a diverse sample of > 1000 students studying evolution, the instrument met criteria of robust measurement, including: fit to model expectations; three-dimensional structure; high reliability; good rating scale function; measurement invariance with time; and convergence with a similar construct. SEM showed that: (i) family and community conflict had unique causal contributions to personal conflict, with family showing a stronger and modest impact, and (ii) personal conflict had a significant and modest causal impact on evolution acceptance above and beyond the contributions of religiosity, evolution knowledge, and background variables. CONCLUSION The SECM is an easy-to-administer instrument to measure conflict with evolution and is supported by several forms of validity evidence. The SECM has potential for facilitating measurement of evolutionary conflict in educational settings, thereby raising instructor awareness of conflict levels in students, promoting rigorous evaluations of educational interventions designed to reduce conflict, and fostering conceptual advances in the field of evolution education. Future work is needed to gather additional forms of validity evidence and to test current validity claims in additional participant samples. SECM measures should also be incorporated into more complex SEM models that treat evolution knowledge and religiosity as part of the structural paths to evolution acceptance. Such models could provide insights into the most worthwhile targets for the development of educational interventions to mitigate conflict at multiple scales.
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Affiliation(s)
- Gena C. Sbeglia
- Department of Ecology and Evolution, Stony Brook University, Stony Brook, NY 11794 USA
| | - Ross H. Nehm
- Department of Ecology and Evolution, Program in Science Education, Stony Brook University, Stony Brook, NY 11794 USA
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6
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Campbell KM, Kaur-Walker K, Singh S, Braxton MM, Acheampong C, White CD, Tumin D. Institutional and Faculty Partnerships to Promote Learner Preparedness for Health Professions Education. J Racial Ethn Health Disparities 2020; 8:1315-1321. [PMID: 33051747 PMCID: PMC7553150 DOI: 10.1007/s40615-020-00893-6] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2020] [Revised: 10/02/2020] [Accepted: 10/06/2020] [Indexed: 11/13/2022]
Abstract
By the year 2060, it is projected that 57% of the US population will be members of minority groups, with no one group being the majority. While there is increasing diversity of the population, there remain significant disparities in morbidity and mortality affecting minority groups, and persistent low numbers of underrepresented students in the health professions. Increasing the numbers of underrepresented minority students in health care and decreasing the disparity gap have been a priority for many institutions. Increasing diversity requires an approach that not only involves health professions schools but also involves undergraduate institutions, faculty, and other professionals who provide pre-health training to students. In 2018, a group of academic medicine leaders convened the Innovators, Collaborators, and Leaders conference with faculty at institutions across the state of North Carolina to discuss ways to improve learner preparedness for health professions education and increase numbers of underrepresented students pursuing health careers. In this manuscript, the authors share results from the conference and how institutional and faculty partnerships can promote learner preparedness for health professions education.
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Affiliation(s)
- Kendall M Campbell
- Division of Academic Affairs, Brody School of Medicine, East Carolina University, 600 Moye Blvd AD-47, Greenville, NC, 27834, USA.
| | - Kulwinder Kaur-Walker
- Department of Health and Human Studies, Elizabeth City State University, Elizabeth City, NC, USA
| | - Sarwyn Singh
- Reproductive and Developmental Biology Laboratory, National Institute of Environmental Health Sciences, Durham, NC, USA
| | | | - Cassandra Acheampong
- Division of Academic Affairs, Brody School of Medicine, East Carolina University, 600 Moye Blvd AD-47, Greenville, NC, 27834, USA
| | - Catherine D White
- Department of Biology, North Carolina A&T State University, Greensboro, NC, USA
| | - Dmitry Tumin
- Division of Academic Affairs, Brody School of Medicine, East Carolina University, 600 Moye Blvd AD-47, Greenville, NC, 27834, USA
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Hafsteinsdóttir TB, Schoonhoven L, Hamers J, Schuurmans MJ. The Leadership Mentoring in Nursing Research Program for Postdoctoral Nurses: A Development Paper. J Nurs Scholarsh 2020; 52:435-445. [PMID: 32452651 PMCID: PMC7383918 DOI: 10.1111/jnu.12565] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/08/2020] [Indexed: 11/30/2022]
Abstract
PURPOSE The Dutch Nursing Science Faculties developed the Leadership Mentoring in Nursing Research program, which aims to increase the cadre of nurse scientists, strengthen nursing research within universities, and improve the career development of postdoctoral nurses. The purpose of this article was to describe the development of the leadership and mentoring program to foster its replication and to present a formative program evaluation. DESIGN The leadership mentoring program was developed using a three-step procedure: a systematic review of the literature on successful leadership programs was conducted; theoretical underpinnings were identified and input; and feedback was solicited from national and international experts and changes made, resulting in the final program, which was executed from February 2016-2018. FINDINGS A 2-year leadership and mentoring program for postdoctoral nurses working in research was developed and executed. Ten fellows completed the program and worked on their leadership development, developed their own research programs, and established research collaborations. Formative evaluations showed that the fellows highly valued the program sessions. We have learned several key lessons on how to structure, implement, and evaluate the leadership and mentoring program. CONCLUSIONS Through the leadership and mentoring program, the fellows are immersed in concerted leadership development focusing on the academic leadership role. Formative evaluations showed that the program was valued by the fellows and that several key lessons were learned. CLINICAL RELEVANCE Through the leadership and mentoring program, 10 postdoctoral nurses strengthened their leadership in research and will further develop their role in healthcare research, clinical practice, and education.
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Affiliation(s)
- Thóra B Hafsteinsdóttir
- Rho Chi at Large, Senior Researcher, Julius Center for Health Sciences and Primary Care, Nursing Science Department, University Medical Center Utrecht, and Utrecht University, The Netherlands, Utrecht, The Netherlands
| | - Lisette Schoonhoven
- Rho Chi at Large, Professor in Nursing, Julius Center for Health Sciences and Primary Care, Nursing Science Department, University Medical Center Utrecht, and Utrecht University, Utrecht, The Netherlands
| | - Jan Hamers
- Rho Chi at Large, Professor of Nursing, Department of Health Services Research, CAPHRI, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands
| | - Marieke J Schuurmans
- Rho Chi at Large, Professor in Nursing, Education Center, University Medical Center Utrecht Academy, University Medical Center Utrecht, Utrecht, The Netherlands
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Rupert DD, Nowlan AC, Tam OH, Gale Hammell M. Ten simple rules for running a successful women-in-STEM organization on an academic campus. PLoS Comput Biol 2020; 16:e1007754. [PMID: 32379823 PMCID: PMC7205210 DOI: 10.1371/journal.pcbi.1007754] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/03/2022] Open
Abstract
The current academic culture facing women in science, technology, engineering, and math (STEM) fields in the United States has sparked the formation of grassroots advocacy groups to empower female scientists in training. However, the impact of these initiatives often goes unmeasured and underappreciated. Our Women in Science and Engineering (WiSE) organization serves postdoctoral researchers, graduate students, and research technicians (trainees) at a private research institute for biological sciences. Here we propose the following guidelines for cultivating a successful women-in-STEM-focused group based upon survey results from our own scientific community as well as the experience of our WiSE group leaders. We hope these recommendations can provide guidance to advocacy groups at other research and academic organizations that wish to strengthen their efforts. Whereas our own group specifically focuses on the underrepresented state of women in science, we hope these guidelines may be adapted and applied to groups that advocate for any minority group within the greater scientific community (i.e., those of gender, race/ethnicity, socioeconomic background, sexual orientation, etc.). Women are underrepresented in leadership positions in the fields of science, technology, engineering, and math (STEM) despite obtaining undergraduate and graduate-level degrees at roughly the same rate as men. To take advantage of this resource of highly trained women in STEM fields, there needs to be better career support for female scientists in training. The authors report on their experience running a women-in-STEM-focused group to foster a more supportive, collaborative, and egalitarian scientific community. In particular, the authors use data-driven metrics to evaluate the success of their group in meeting the needs of their community. The results of this evaluation are presented as a set of 10 guidelines for establishing and maintaining advocacy groups that support the careers of women in science.
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Affiliation(s)
- Deborah D. Rupert
- Cold Spring Harbor Laboratory, Cold Spring Harbor, New York, United States of America
- Stony Brook University, Medical Scientist Training Program, Stony Brook, New York, United States of America
| | - Alexandra C. Nowlan
- Cold Spring Harbor Laboratory, Cold Spring Harbor, New York, United States of America
| | - Oliver H. Tam
- Cold Spring Harbor Laboratory, Cold Spring Harbor, New York, United States of America
| | - Molly Gale Hammell
- Cold Spring Harbor Laboratory, Cold Spring Harbor, New York, United States of America
- * E-mail:
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9
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Blackburn H, Heppler J. Who Is Writing About Women in STEM in Higher Education in the United States? A Citation Analysis of Gendered Authorship. Front Psychol 2020; 10:2979. [PMID: 32038374 PMCID: PMC6985584 DOI: 10.3389/fpsyg.2019.02979] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/12/2019] [Accepted: 12/16/2019] [Indexed: 11/20/2022] Open
Abstract
The purpose of this study was to identify trends in the representation of female authorship regarding the topic of the status of women in science, technology, engineering, and mathematics (STEM) in higher education in the United States from 2007 to 2018 in prominent interdisciplinary journals. We conducted a comprehensive search for articles and collected the genders of the first and senior authors from 647 citations. We assessed the number of male versus female authors, the percentages of female first authors and senior authors, and the percentage of female corresponding authors for each year. Additionally, we also analyzed the citations to determine the journals and publishers who produced the most literature in this area. Women constituted 59% overall authorship and 34% first authorship. The top publishers in this area include Sage Publications, Springer/Nature, and Elsevier. Women constituted 60% of the first authors in STEM literature on the status of women and 38% of senior authors. Although there was growth over time in first authorship in STEM literature written by women, they continue to remain a minority in senior authorship. We suggest it is women that are leading this discussion, highlighting the additional lift that women in STEM in higher education must make; researching and publishing on their own experiences as part of their self-advocacy.
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Affiliation(s)
- Heidi Blackburn
- Research and Instruction Services, Dr. C.C. and Mabel L. Criss Library, University of Nebraska Omaha, Omaha, NE, United States
| | - Jason Heppler
- Archives and Special Collections, Dr. C.C. and Mabel L. Criss Library, University of Nebraska Omaha, Omaha, NE, United States
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Martinez-Acosta VG, Favero CB. A Discussion of Diversity and Inclusivity at the Institutional Level: The Need for a Strategic Plan. JOURNAL OF UNDERGRADUATE NEUROSCIENCE EDUCATION : JUNE : A PUBLICATION OF FUN, FACULTY FOR UNDERGRADUATE NEUROSCIENCE 2018; 16:A252-A260. [PMID: 30254540 PMCID: PMC6153014] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Subscribe] [Scholar Register] [Received: 07/20/2018] [Revised: 07/30/2018] [Accepted: 08/01/2018] [Indexed: 06/08/2023]
Abstract
A wider discussion is taking place nationally regarding how universities can make 'real' change in the old way of academic business. These changes include a hard look at the inclusive nature of the institutional environment as a whole. Lack of diversity is most noticeable within higher administrative levels of universities across the country. We have now reached a point where true reflection and assessment of inclusive practices on our campuses must be carried out so that we fully serve the needs of all of our students. In this breakout session participants will share best practices currently in place or strategic planning at your institutions, which not only promote diversity and inclusion in the classroom but describe strategies for institutional buy-in at all levels and provide examples of accountability measures that further promote diversity and inclusion at higher administrative levels.
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11
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Vishwanatha JK, Jones HP. Implementation of The Steps Toward Academic Research (STAR) Fellowship Program to Promote Underrepresented Minority Faculty into Health Disparity Research. Ethn Dis 2018; 28:3-10. [PMID: 29467560 DOI: 10.18865/ed.28.1.3] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/07/2023] Open
Abstract
Eliminating disparities in health can benefit from the inclusion of diverse populations pursuing health disparity research careers. A goal of the Texas Center for Health Disparities (TCHD) is to provide opportunities for underrepresented minority faculty to become successful health disparity researchers. The TCHD created the Steps Toward Academic Research (STAR) fellowship program to provide faculty and community partners a yearlong face-to-face and online hybrid curriculum focused on acquiring fundamental concepts in biomedical and behavioral health disparity research, basics in grantsmanship as well as professional development skills. In total, this training approach is envisioned to provide mutually beneficial co-learning experiences that will increase the number of under-represented minorities (URMs) entering translational research focused on the elimination of health disparities.
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Affiliation(s)
- Jamboor K Vishwanatha
- The Center for Diversity and International Programs, University of North Texas Health Science Center
| | - Harlan P Jones
- The Center for Diversity and International Programs, University of North Texas Health Science Center
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12
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Blackburn H. The Status of Women in STEM in Higher Education: A Review of the Literature 2007–2017. ACTA ACUST UNITED AC 2017. [DOI: 10.1080/0194262x.2017.1371658] [Citation(s) in RCA: 50] [Impact Index Per Article: 7.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
- Heidi Blackburn
- Criss Library, University of Nebraska at Omaha, Omaha, Nebraska
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13
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Adler HJ, Anbuhl KL, Atcherson SR, Barlow N, Brennan MA, Brigande JV, Buran BN, Fraenzer JT, Gale JE, Gallun FJ, Gluck SD, Goldsworthy RL, Heng J, Hight AE, Huyck JJ, Jacobson BD, Karasawa T, Kovačić D, Lim SR, Malone AK, Nolan LS, Pisano DV, Rao VRM, Raphael RM, Ratnanather JT, Reiss LAJ, Ruffin CV, Schwalje AT, Sinan M, Stahn P, Steyger PS, Tang SJ, Tejani VD, Wong V. Community network for deaf scientists. Science 2017; 356:386-387. [PMID: 28450605 DOI: 10.1126/science.aan2330] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/02/2022]
Affiliation(s)
- Henry J Adler
- Center for Hearing and Deafness, University at Buffalo, Buffalo, NY 14214, USA.
| | - Kelsey L Anbuhl
- University of Colorado School of Medicine, Aurora, CO 80045, USA
| | | | | | - Marc A Brennan
- Boys Town National Research Hospital, Boys Town, NE 68010, USA
| | | | - Brad N Buran
- Oregon Health & Science University, Portland, OR 97239, USA
| | | | - Jonathan E Gale
- University College London Ear Institute, London, WC1X 8EE, UK
| | - Frederick J Gallun
- Oregon Health & Science University, Portland, OR 97239, USA.,U.S. Department of Veterans Affairs, Portland, OR 97239, USA
| | | | | | - Joseph Heng
- Johns Hopkins Hospital, Baltimore, MD 21287, USA
| | | | | | | | | | | | - Stacey R Lim
- Central Michigan University, Mt. Pleasant, MI 48859, USA
| | | | - Lisa S Nolan
- University College London Ear Institute, London, WC1X 8EE, UK
| | - Dominic V Pisano
- University of Michigan School of Medicine, Ann Arbor, MI 48103, USA
| | | | | | | | - Lina A J Reiss
- Oregon Health & Science University, Portland, OR 97239, USA
| | - Chad V Ruffin
- Indiana University School of Medicine, Indianapolis, IN 46202, USA
| | - Adam T Schwalje
- University of Iowa Hospitals and Clinics, Iowa City, IA 52242, USA
| | - Moaz Sinan
- Wayne State University School of Medicine, Detroit, MI 48201, USA
| | - Patricia Stahn
- Saarland University Faculty of Medicine, D-66421 Homburg, Germany
| | | | - Stephen J Tang
- University of Wisconsin Hospital and Clinics, Madison, WI 53792, USA
| | - Viral D Tejani
- University of Iowa Hospitals and Clinics, Iowa City, IA 52242, USA
| | - Victor Wong
- Burke Medical Research Institute, White Plains, NY 10605, USA
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