1
|
Roberts LA, Farny NG. Fostering student authorship skills in synthetic biology. Front Bioeng Biotechnol 2024; 12:1409763. [PMID: 38911549 PMCID: PMC11190368 DOI: 10.3389/fbioe.2024.1409763] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2024] [Accepted: 05/22/2024] [Indexed: 06/25/2024] Open
Abstract
Women and racial minorities are underrepresented in the synthetic biology community. Developing a scholarly identity by engaging in a scientific community through writing and communication is an important component for STEM retention, particularly for underrepresented individuals. Several excellent pedagogical tools have been developed to teach scientific literacy and to measure competency in reading and interpreting scientific literature. However, fewer tools exist to measure learning gains with respect to writing, or that teach the more abstract processes of peer review and scientific publishing, which are essential for developing scholarly identity and publication currency. Here we describe our approach to teaching scientific writing and publishing to undergraduate students within a synthetic biology course. Using gold standard practices in project-based learning, we created a writing project in which students became experts in a specific application area of synthetic biology with relevance to an important global problem or challenge. To measure learning gains associated with our learning outcomes, we adapted and expanded the Student Attitudes, Abilities, and Beliefs (SAAB) concept inventory to include additional questions about the process of scientific writing, authorship, and peer review. Our results suggest the project-based approach was effective in achieving the learning objectives with respect to writing and peer reviewed publication, and resulted in high student satisfaction and student self-reported learning gains. We propose that these educational practices could contribute directly to the development of scientific identity of undergraduate students as synthetic biologists, and will be useful in creating a more diverse synthetic biology research enterprise.
Collapse
Affiliation(s)
- Louis A. Roberts
- Department of Biology and Biotechnology, Worcester Polytechnic Institute, Worcester, MA, United States
| | - Natalie G. Farny
- Department of Biology and Biotechnology, Worcester Polytechnic Institute, Worcester, MA, United States
- Program in Bioinformatics and Computational Biology, Worcester Polytechnic Institute, Worcester, MA, United States
| |
Collapse
|
2
|
Okochi C, Gold AU, Christensen A, Batchelor RL. Early access to science research opportunities: Growth within a geoscience summer research program for community college students. PLoS One 2023; 18:e0293674. [PMID: 38127928 PMCID: PMC10734936 DOI: 10.1371/journal.pone.0293674] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/18/2023] [Accepted: 10/17/2023] [Indexed: 12/23/2023] Open
Abstract
Undergraduate research experiences benefit students by immersing them in the work of scientists and often result in increased interest and commitment to careers in the sciences. Expanding access to Research Experience for Undergraduate (REU) programs has the potential to engage more students in authentic research experiences earlier in their academic careers and grow and diversify the geoscience workforce. The Research Experience for Community College Students (RECCS) was one of the first National Science Foundation (NSF)-funded REU programs exclusively for 2-year college students. In this study, we describe findings from five years of the RECCS program and report on outcomes from 54 students. The study collected closed- and open-ended responses on post-program reflection surveys to analyze both student and mentor perspectives on their experience. Specifically, we focus on students' self-reported growth in areas such as research skills, confidence in their ability to do research, and belonging in the field, as well as the mentors' assessment of students' work and areas of growth, and the impact of the program on students' academic and career paths. In addition, RECCS alumni were surveyed annually to update data on their academic and career pursuits. Our data show that RECCS students learned scientific and professional skills throughout the program, developed a sense of identity as a scientist, and increased their interest in and excitement for graduate school after the program. Through this research experience, students gained confidence in their ability to "do" science and insight into whether this path is a good fit for them. This study contributes to an emerging body of data examining the impact of REU programs on community college students and encourages geoscience REU programs to welcome and support more community college students.
Collapse
Affiliation(s)
- Christine Okochi
- Cooperative Institute for Research in Environmental Science, University of Colorado Boulder, Boulder, Colorado, United States of America
| | - Anne U. Gold
- Cooperative Institute for Research in Environmental Science, University of Colorado Boulder, Boulder, Colorado, United States of America
| | - Alicia Christensen
- Cooperative Institute for Research in Environmental Science, University of Colorado Boulder, Boulder, Colorado, United States of America
| | - Rebecca L. Batchelor
- Cooperative Institute for Research in Environmental Science, University of Colorado Boulder, Boulder, Colorado, United States of America
| |
Collapse
|
3
|
Valdez CJ, Kelp NC. Student perceptions of inclusive pedagogy in undergraduate STEM classrooms. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2023; 24:e00097-23. [PMID: 38107997 PMCID: PMC10720537 DOI: 10.1128/jmbe.00097-23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/19/2023] [Accepted: 09/14/2023] [Indexed: 12/19/2023]
Abstract
In university STEM classrooms, the incorporation of inclusive practices improves student performance, decreases disparities in the academic success of underrepresented students, and increases student retention and persistence in Science, Technology, Engineering, and Mathematics (STEM) programs. Inclusive pedagogical practices include effective instructional choices like active learning, providing rubrics, and other strategies that have been shown to support students from disadvantaged backgrounds. Additionally, explicitly inclusive practices such as addressing microaggressions and sharing pronouns can promote a sense of belonging for students. While a plethora of literature has shown these impacts and faculty have access to resources and training about inclusive pedagogy, we were interested in whether students are noticing these practices and how student identities impact their observations of instructional practices. We surveyed undergraduates (n = 74) from diverse STEM disciplines at a large land-grant university regarding their observation of 11 different inclusive pedagogical practices. Overall, students observed inclusive instructional practices more often than they observed explicitly diversity, equity, and inclusion (DEI)-related practices. For explicitly DEI-related practices, white students observed more practices than Students of Color. This suggests that more work needs to be done to train faculty in explicit DEI-related practices, especially with the goal of supporting Students of Color who have been historically excluded from STEM.
Collapse
Affiliation(s)
- Caley J. Valdez
- Department of Microbiology, Immunology, and Pathology, Colorado State University, Fort Collins, Colorado, USA
| | - Nicole C. Kelp
- Department of Microbiology, Immunology, and Pathology, Colorado State University, Fort Collins, Colorado, USA
| |
Collapse
|
4
|
Piano M, Diemer K, Hall M, Hui F, Kefalianos E, Lawford BJ, McKibbin G, Jarden RJ. A rapid review of challenges and opportunities related to diversity and inclusion as experienced by early and mid-career academics in the medicine, dentistry and health sciences fields. BMC MEDICAL EDUCATION 2023; 23:288. [PMID: 37106362 PMCID: PMC10139666 DOI: 10.1186/s12909-023-04252-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/16/2022] [Accepted: 04/12/2023] [Indexed: 05/11/2023]
Abstract
BACKGROUND Early- and mid-career academics in medicine, dentistry and health sciences are integral to research, education and advancement of clinical professions, yet experience significant illbeing, high attrition and limited advancement opportunities. OBJECTIVES Identify and synthesise published research investigating challenges and opportunities related to diversity and inclusion, as experienced by early and mid-career academics employed in medicine, dentistry and health sciences disciplines. DESIGN Rapid review. DATA SOURCES OVID Medline, Embase, APA PsycInfo, CINAHL and Scopus. METHODS We systematically searched for peer reviewed published articles within the last five years, investigating challenges and opportunities related to diversity and inclusion, as experienced by early and mid-career academics employed in medicine, dentistry and health sciences. We screened and appraised articles, then extracted and synthesised data. RESULTS Database searches identified 1162 articles, 11 met inclusion criteria. Studies varied in quality, primarily reporting concepts encompassed by professional identity. There were limited findings relating to social identity, with sexual orientation and disability being a particularly notable absence, and few findings relating to inclusion. Job insecurity, limited opportunities for advancement or professional development, and a sense of being undervalued in the workplace were evident for these academics. CONCLUSIONS Our review identified overlap between academic models of wellbeing and key opportunities to foster inclusion. Challenges to professional identity such as job insecurity can contribute to development of illbeing. Future interventions to improve wellbeing in academia for early- and mid-career academics in these fields should consider addressing their social and professional identity, and foster their inclusion within the academic community. REGISTRATION Open Science Framework ( https://doi.org/10.17605/OSF.IO/SA4HX ).
Collapse
Affiliation(s)
- Marianne Piano
- Department of Optometry and Vision Sciences, Melbourne School of Health Sciences, University of Melbourne, 200 Berkeley Street, Carlton, VIC 3053 Australia
- National Vision Research Institute, Australian College of Optometry, Melbourne, Australia
| | - Kristin Diemer
- Department of Social Work, Melbourne School of Health Sciences, University of Melbourne, Melbourne, Australia
| | - Michelle Hall
- Department of Physiotherapy, Melbourne School of Health Sciences, University of Melbourne, Melbourne, Australia
- Centre for Health, Exercise and Sports Medicine, University of Melbourne, Melbourne, Australia
| | - Flora Hui
- Department of Optometry and Vision Sciences, Melbourne School of Health Sciences, University of Melbourne, 200 Berkeley Street, Carlton, VIC 3053 Australia
- Centre for Eye Research Australia, Department of Surgery, Royal Victorian Eye and Ear Hospital, University of Melbourne, Melbourne, Australia
| | - Elaina Kefalianos
- Department of Audiology and Speech Pathology, Melbourne School of Health Sciences, University of Melbourne, Melbourne, Australia
| | - Belinda J. Lawford
- Department of Physiotherapy, Melbourne School of Health Sciences, University of Melbourne, Melbourne, Australia
- Centre for Health, Exercise and Sports Medicine, University of Melbourne, Melbourne, Australia
| | - Gemma McKibbin
- Department of Social Work, Melbourne School of Health Sciences, University of Melbourne, Melbourne, Australia
| | - Rebecca J. Jarden
- Department of Nursing, Melbourne School of Health Sciences, University of Melbourne, Melbourne, Australia
- Austin Health, Melbourne, Australia
| |
Collapse
|
5
|
Cameron CA, Lee HY, Anderson CB, Dahlstrom EK, Chang S. A scientific communication mentoring intervention benefits diverse mentees with language variety related discomfort. PSYCHOLOGY OF LANGUAGE AND COMMUNICATION 2023; 27:436-462. [PMID: 38738168 PMCID: PMC11086751 DOI: 10.58734/plc-2023-0020] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 05/14/2024]
Abstract
We studied social-psychological effects over time of a faculty-mentor workshop intervention that addressed attitudes associated with language variety and their impact on scientific communication (SC) skill development of PhD and postdoctoral STEM research trainees (N = 274). Six months after their mentors attended the workshop, all mentees had significant gains in productivity in speaking tasks. In particular, mentees with high language discomfort rated their quality of communication with their mentor and their enthusiasm about communicating more highly (p < .05 for both measures), compared to mentees with low language discomfort. In addition, mentees raised speaking nonstandardized varieties of English reported significant reductions in discomfort related to language use (p = .003), compared to mentees raised speaking standardized English. We conclude that training mentors to understand and respond to language diversity and development results in multiple beneficial outcomes for mentees, including the amelioration of language-variety related discomfort in the research environment.
Collapse
Affiliation(s)
- Carrie A. Cameron
- Behavioral Science, The University of Texas MD Anderson Cancer Center, United States
| | - Hwa Young Lee
- Cancer Prevention Research Training Program, The University of Texas MD Anderson Cancer Center, United States
| | - Cheryl B. Anderson
- Cancer Prevention Research Training Program, The University of Texas MD Anderson Cancer Center, United States
| | - Erin K. Dahlstrom
- Behavioral Science, The University of Texas MD Anderson Cancer Center, United States
| | - Shine Chang
- Cancer Prevention Research Training Program, The University of Texas MD Anderson Cancer Center, United States
| |
Collapse
|
6
|
Huffmyer AS, O’Neill T, Lemus JD. Evidence for Professional Conceptualization in Science as an Important Component of Science Identity. CBE LIFE SCIENCES EDUCATION 2022; 21:ar76. [PMID: 36206328 PMCID: PMC9727604 DOI: 10.1187/cbe.20-12-0280] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/09/2023]
Abstract
Experience in research facilitates development of science identity and encourages undergraduate student persistence along the pathway to careers in science, technology, engineering, and math (STEM). Participation in authentic research can foster identity development by influencing a sense of belonging, recognition, interest, and performance and competence in science. We examine science identity in a group of five community college women in marine science during a 2-year study in which students participated in a research experience. We used interviews, surveys, identity artifacts, and significant circles before and after the research experience in a thematic analysis to explore identities and examine their intentions, interests, perspectives, and aspirations for a future career. Participation in research provided opportunities for students to gain conceptual understanding of themselves and their abilities in science as well as explore and clarify their professional interests. This work builds upon our current understanding by providing evidence that conceptualization of career trajectories and self as a science professional is an important component of identity. Exploring career options and developing professional conceptualization are critical components in science research experiences and warrants additional study to understand the role of professional conceptualization in shaping student trajectories in STEM.
Collapse
Affiliation(s)
- Ariana S. Huffmyer
- Hawai‘i Institute of Marine Biology, University of Hawai‘i at Mānoa, Kāne‘ohe, HI 96744
- Department of Biological Sciences, University of Rhode Island, Kingston, RI 02881
- *Address correspondence to: Ariana S. Huffmyer ()
| | - Tara O’Neill
- College of Education, University of Hawai‘i at Mānoa, Honolulu, HI 96822
| | - Judith D. Lemus
- Hawai‘i Institute of Marine Biology, University of Hawai‘i at Mānoa, Kāne‘ohe, HI 96744
| |
Collapse
|
7
|
Ritchie TS, Rossiter DL, Opris HB, Akpan IE, Oliphant S, McCartney M. How do STEM graduate students perceive science communication? Understanding science communication perceptions of future scientists. PLoS One 2022; 17:e0274840. [PMID: 36191004 PMCID: PMC9529114 DOI: 10.1371/journal.pone.0274840] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/09/2022] [Accepted: 09/06/2022] [Indexed: 11/05/2022] Open
Abstract
Increasingly, communicating science to the public is recognized as the responsibility of professional scientists; however, these skills are not always included in graduate training. In addition, most research on science communication training during graduate school, which is limited, has been program evaluation or literature reviews and does not report on or seek to understand graduate student perspectives. This research study provides a comprehensive analysis of graduate-level science communication training from the perspective of STEM graduate students. Using a mixed-methods approach, this study aimed to investigate where graduate students are receiving science communication training (if at all), what this training looks like from the student’s point of view, and, for graduate students that are engaging in science communication, what do these experiences look like. This study also explores how graduate students define science communication. Taken together, these results will give graduate students a voice in the development of science communication trainings and will remove barriers and increase equity in science communication training.
Collapse
Affiliation(s)
- Tessy S. Ritchie
- Department of Chemistry & Life Science, United States Military Academy, West Point, NY, United States of America
| | - Dione L. Rossiter
- Science at Cal, University of California, Berkeley, Berkeley, CA, United States of America
| | - Hannah Bruce Opris
- STEM Transformation Institute, Florida International University, Miami, FL, United States of America
- Department of Biological Sciences, Florida International University, Miami, FL, United States of America
| | - Idarabasi Evangel Akpan
- STEM Transformation Institute, Florida International University, Miami, FL, United States of America
- Department of Biological Sciences, Florida International University, Miami, FL, United States of America
| | - Simone Oliphant
- STEM Transformation Institute, Florida International University, Miami, FL, United States of America
- Department of Biological Sciences, Florida International University, Miami, FL, United States of America
| | - Melissa McCartney
- STEM Transformation Institute, Florida International University, Miami, FL, United States of America
- Department of Biological Sciences, Florida International University, Miami, FL, United States of America
- * E-mail:
| |
Collapse
|
8
|
Montgomery TD, Buchbinder JR, Gawalt ES, Iuliucci RJ, Koch AS, Kotsikorou E, Lackey PE, Lim MS, Rohde JJ, Rupprecht AJ, Srnec MN, Vernier B, Evanseck JD. The Scientific Method as a Scaffold to Enhance Communication Skills in Chemistry. JOURNAL OF CHEMICAL EDUCATION 2022; 99:2338-2350. [PMID: 35722631 PMCID: PMC9202561 DOI: 10.1021/acs.jchemed.2c00113] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/10/2022] [Revised: 04/11/2022] [Indexed: 06/15/2023]
Abstract
Scientific success in the field of chemistry depends upon the mastery of a wide range of soft skills, most notably scientific writing and speaking. However, training for scientific communication is typically limited at the undergraduate level, where students struggle to express themselves in a clear and logical manner. The underlying issue is deeper than basic technical skills; rather, it is a problem of students' unawareness of a fundamental and strategic framework for writing and speaking with a purpose. The methodology has been implemented for individual mentorship and in our regional summer research program to deliver a blueprint of thought and reasoning that endows students with the confidence and skills to become more effective communicators. Our didactic process intertwines undergraduate research with the scientific method and is partitioned into six steps, referred to as "phases", to allow for focused and deep thinking on the essential components of the scientific method. The phases are designed to challenge the student in their zone of proximal development so they learn to extract and ultimately comprehend the elements of the scientific method through focused written and oral assignments. Students then compile their newly acquired knowledge to create a compelling and logical story, using their persuasive written and oral presentations to complete a research proposal, final report, and formal 20 min presentation. We find that such an approach delivers the necessary guidance to promote the logical framework that improves writing and speaking skills. Over the past decade, we have witnessed both qualitative and quantitative gains in the students' confidence in their abilities and skills (developed by this process), preparing them for future careers as young scientists.
Collapse
Affiliation(s)
- Thomas D. Montgomery
- Department
of Chemistry and Biochemistry, Duquesne
University, 600 Forbes Avenue, Pittsburgh, Pennsylvania 15282, United States
| | - Joanne Rae Buchbinder
- Department
of Educational Studies, St. Mary’s
College of Maryland, 47645 College Drive, St. Mary’s City, Maryland 20686, United States
| | - Ellen S. Gawalt
- Department
of Chemistry and Biochemistry, Duquesne
University, 600 Forbes Avenue, Pittsburgh, Pennsylvania 15282, United States
| | - Robbie J. Iuliucci
- Department
of Chemistry, Washington and Jefferson College, 60 South Lincoln Street, Washington, Pennsylvania 15301, United States
| | - Andrew S. Koch
- Department
of Chemistry and Biochemistry, St. Mary’s
College of Maryland, 18952 E. Fisher Drive, St. Mary’s City, Maryland 20686, United States
| | - Evangelia Kotsikorou
- Department
of Chemistry, University of Texas Rio Grande
Valley, 1201 W University Drive, Edinburg, Texas 78539, United
States
| | - Patrick E. Lackey
- Department
of Chemistry, Westminster College, 319 S Market Street, New Wilmington, Pennsylvania 16172, United States
| | - Min Soo Lim
- Department
of Chemistry, Slippery Rock University of
Pennsylvania, 1 Morrow Way, Slippery Rock, Pennsylvania 16057, United States
| | - Jeffrey Joseph Rohde
- Department
of Chemistry, Physics, and Engineering, Franciscan University of Steubenville, 1235 University Blvd., Steubenville, Ohio 43952, United States
| | - Alexander J. Rupprecht
- Department
of Physical and Environmental Sciences, Concord University, 1000 Vermillion Street, Athens, West Virginia 24712, United States
| | - Matthew N. Srnec
- Department
of Chemistry, Physics, and Engineering, Franciscan University of Steubenville, 1235 University Blvd., Steubenville, Ohio 43952, United States
| | - Brandon Vernier
- Department
of Natural Science, Bethune-Cookman University, 640 Dr. Mary McLeod Bethune Blvd., Daytona Beach, Florida 32114, United States
| | - Jeffrey D. Evanseck
- Department
of Chemistry and Biochemistry, Duquesne
University, 600 Forbes Avenue, Pittsburgh, Pennsylvania 15282, United States
| |
Collapse
|
9
|
Lee HY, Chang S, Anderson CB, Dahlstrom EK, Cameron C. Research Career Intentions Among Non-Native English-Speaking Graduate and Postdoctoral Trainees in STEM-Results from Cross-Sectional and Longitudinal Studies. INTERNATIONAL EDUCATION STUDIES 2022; 15:61-76. [PMID: 38919845 PMCID: PMC11197469 DOI: 10.5539/ies.v15n3p61] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/27/2024]
Abstract
International graduate trainees, many of whom are non-native English-speaking (L2) trainees, comprise more than half of graduate-level trainees in STEM, but little is known regarding factors that influence their career intentions, especially those that foster their growth as scientists to achieve their full potential in research. Thus, the purpose of our studies was to examine the relationship between L2 status and contextual factors that help shape the learning experiences and plans for research-focused careers. Study 1 collected cross-sectional survey data from doctoral and postdoctoral trainees (N=510) from research institutes in the Texas Medical Center in Houston. We examined which factors were associated with research career intentions using multiple linear regression analysis. Study 2 collected longitudinal data from doctoral and postdoctoral trainees (N=185) from 71 institutions in 33 states in the U.S. Repeated measures of career intentions were evaluated using mixed-effect modeling, and cross-tabulation analysis evaluated job-seeking behaviors by language status. Results showed that L2 trainees had stronger intentions to pursue research careers than did native English-speaking trainees (L1), controlling for other variables. Mentoring, trainee self-efficacy, and the perception of working more than mentors expected influenced each career intention differently. In Study 2, career intentions did not change over time for L2 or L1 trainees, but L2s preferred working in higher education or research institutes more than L1s. L2s, however, were more likely to be in early stages of seeking jobs compared to L1s. These findings provide implications for research mentors, advisors, and academic administrators in facilitating L2 career advancement and success.
Collapse
Affiliation(s)
- Hwa Young Lee
- Cancer Prevention Research Training Program, The University of Texas MD Anderson Cancer Center, USA
| | - Shine Chang
- Cancer Prevention Research Training Program, The University of Texas MD Anderson Cancer Center, USA
- Department of Epidemiology, The University of Texas MD Anderson Cancer Center, USA
| | - Cheryl B. Anderson
- Cancer Prevention Research Training Program, The University of Texas MD Anderson Cancer Center, USA
| | - Erin K. Dahlstrom
- Department of Behavioral Science, The University of Texas MD Anderson Cancer Center, USA
| | - Carrie Cameron
- Department of Behavioral Science, The University of Texas MD Anderson Cancer Center, USA
| |
Collapse
|
10
|
Shah H, Simeon J, Fisher KQ, Eddy SL. Talking Science: Undergraduates' Everyday Conversations as Acts of Boundary Spanning That Connect Science to Local Communities. CBE LIFE SCIENCES EDUCATION 2022; 21:ar12. [PMID: 35179951 PMCID: PMC9250363 DOI: 10.1187/cbe.21-06-0151] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/09/2023]
Abstract
Biologists produce knowledge that can be applied to both global and personal challenges. Thus, communicating this knowledge to the general public is becoming increasingly important. One way information can move between different communities is through boundary spanners. Boundary spanners are individuals embedded in both communities who can communicate information known by one community to the other. We explore whether undergraduate biology majors can act as boundary spanners connecting their biology departments to laypeople in their personal networks. We conducted 20 interviews with upper-division first-generation college students at a large Hispanic-serving institution. These students were engaging in everyday conversations about science with people in their personal networks. They engaged in behaviors that characterize boundary spanners: translating scientific language into more common language and knowledge building, that is, providing background concepts that community members need to understand a topic. Finally, students were sometimes perceived as credible resources and sometimes were not. We explore some of the causes of this variation. The boundary spanning of undergraduates could help address one of the major challenges facing the scientific community: spreading the use of scientific knowledge in personal and policy decision making.
Collapse
Affiliation(s)
- Hana Shah
- Department of Biological Sciences, Florida International University, Miami, FL 33199
| | - Josue Simeon
- Department of Biological Sciences, Florida International University, Miami, FL 33199
| | | | - Sarah L. Eddy
- Department of Biological Sciences, Florida International University, Miami, FL 33199
- *Address correspondence to: Sarah L. Eddy ()
| |
Collapse
|
11
|
Dahlstrom EK, Bell C, Chang S, Lee HY, Anderson CB, Pham A, Pribbenow CM, Cameron CA. Translating mentoring interventions research into practice: Evaluation of an evidence-based workshop for research mentors on developing trainees’ scientific communication skills. PLoS One 2022; 17:e0262418. [PMID: 35108289 PMCID: PMC8809591 DOI: 10.1371/journal.pone.0262418] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/11/2021] [Accepted: 12/26/2021] [Indexed: 11/25/2022] Open
Abstract
A key part of keeping doctoral and postdoctoral trainees in STEM research careers is mentoring. Our previous research indicates that mentoring trainees in scientific communication (SC) skill development increases research career intention through two social-cognitive constructs, self-efficacy in and outcome expectations for acquiring SC skills, as well as science identity. While many mentor training interventions exist, no programs focus on developing SC skills specifically. The “Scientific Communication Advances Research Excellence” (SCOARE) program trains mentors to address trainee scientific communication (SC) skill development as an innovative approach to increase trainee research career persistence. The SCOARE training is a half-day workshop for faculty mentors of research trainees at five sites nationally. Informed by previous research, workshop content focuses on practical, effective mentoring strategies to develop trainee speaking and writing skills. Anonymous evaluation data collected after each workshop indicates participant satisfaction and reported positive increases in skills and knowledge in applying new and various techniques when mentoring trainees (skills) and how linguistic bias influences our perception of others (knowledge). This article outlines the research-based development of the SCOARE program, the first two years’ of workshop evaluations showing positive increases in skills and knowledge, and lessons learned to increase participant satisfaction with the program.
Collapse
Affiliation(s)
- Erin K. Dahlstrom
- Department of Behavioral Science, The University of Texas MD Anderson Cancer Center, Houston, TX, United States of America
- * E-mail:
| | - Christine Bell
- Wisconsin Center for Education Research, University of Wisconsin-Madison, Madison, WI, United States of America
| | - Shine Chang
- Division of Cancer Prevention and Population Sciences, Cancer Prevention Research Training Program, The University of Texas MD Anderson Cancer Center, Houston, TX, United States of America
- Department of Epidemiology, The University of Texas MD Anderson Cancer Center, Houston, TX, United States of America
| | - Hwa Young Lee
- Division of Cancer Prevention and Population Sciences, Cancer Prevention Research Training Program, The University of Texas MD Anderson Cancer Center, Houston, TX, United States of America
| | - Cheryl B. Anderson
- Division of Cancer Prevention and Population Sciences, Cancer Prevention Research Training Program, The University of Texas MD Anderson Cancer Center, Houston, TX, United States of America
| | - Annie Pham
- Division of Social Science, Behavioral Research Laboratory, Rice University, Houston, TX, United States of America
| | - Christine Maidl Pribbenow
- Wisconsin Center for Education Research, University of Wisconsin-Madison, Madison, WI, United States of America
| | - Carrie A. Cameron
- Department of Behavioral Science, The University of Texas MD Anderson Cancer Center, Houston, TX, United States of America
| |
Collapse
|
12
|
Dicks A, Bhatia H, Clemens AW, Locke MC, Mueller EA, Murphy D, Pomper N, Robinson AE, Schoch KM. Improving scientific communication with service, education and career development. Nat Biotechnol 2021; 39:1309-1313. [PMID: 34621067 DOI: 10.1038/s41587-021-01077-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- Amanda Dicks
- Department of Biomedical Engineering, Washington University, Saint Louis, MO, USA.,Department of Orthopedic Surgery, Washington University School of Medicine, Saint Louis, MO, USA.,Shriners Hospitals for Children - St. Louis, Saint Louis, MO, USA
| | - Himanshi Bhatia
- Department of Internal Medicine, Division of Oncology, Washington University School of Medicine, Saint Louis, MO, USA
| | - Adam W Clemens
- Division of Biology and Biomedical Sciences, Washington University School of Medicine, Saint Louis, MO, USA.,Department of Neuroscience, Washington University School of Medicine, Saint Louis, MO, USA
| | - Marissa C Locke
- Division of Biology and Biomedical Sciences, Washington University School of Medicine, Saint Louis, MO, USA.,Department of Pathology and Immunology, Washington University School of Medicine, Saint Louis, MO, USA
| | - Elizabeth A Mueller
- Department of Internal Medicine, Division of Oncology, Washington University School of Medicine, Saint Louis, MO, USA.,Department of Biology, Washington University, Saint Louis, MO, USA
| | - Daniel Murphy
- Department of Pathology and Immunology, Washington University School of Medicine, Saint Louis, MO, USA
| | - Nathan Pomper
- Division of Biology and Biomedical Sciences, Washington University School of Medicine, Saint Louis, MO, USA.,Department of Neurology, Washington University School of Medicine, Saint Louis, MO, USA
| | - Anne E Robinson
- Department of Biology, Washington University, Saint Louis, MO, USA
| | - Kathleen M Schoch
- Department of Neurology, Washington University School of Medicine, Saint Louis, MO, USA.
| |
Collapse
|
13
|
Mentoring Barriers, Expected Outcomes, and Practices in Scientific Communication: Scale Development and Validation. JOURNAL OF CAREER DEVELOPMENT 2021. [DOI: 10.1177/0894845321991680] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Developing new scales to measure aspects of mentoring, including guidance in scientific communication (SciComm), is important to enhance success among trainees pursuing research careers in science and medicine. This study examined the psychometric properties of three new measures, based on social cognitive career theory (SCCT), as mentors address skills in scientific writing, oral presentation, and impromptu speaking. Faculty research mentors ( N = 194) completed online questionnaires assessing perceptions of mentoring barriers in SciComm, outcome expectations, and practice behaviors in research and SciComm. Exploratory and confirmatory factor analyses rendered support for a three-factor measure of barriers, one-factor measure of expected outcomes, and a five-factor measure of practices. Good support was also found for a path model that included the variables in the prediction of mentoring practices. Findings support applying SCCT to mentoring and clarify contextual barriers–choice outcome relations which can inform barrier-coping, SciComm interventions among mentors.
Collapse
|
14
|
Anderson CB, Chang S, Lee HY, Baldwin CD. Identifying Effective Mentors in Scientific Communication: A Latent Profile Analysis of Mentor Beliefs. JOURNAL OF CAREER DEVELOPMENT 2020. [DOI: 10.1177/0894845320924127] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
The need to specifically mentor graduate and medical students performing biomedical and biobehavioral research in communication skills is increasingly being highlighted to increase intention to pursue academic research careers, including physician–scientist careers. This study used data collected from 354 research faculty in 33 states across the United States to examine beliefs and perceived barriers about mentoring in scientific communication (writing, presenting, and informal discussion about science), with the goal of advancing evidence-based recommendations for mentoring interventions. Latent profile analysis identified four mentor profiles, based on beliefs regarding mentoring responsibility, expected outcomes, and barriers in scientific communication mentoring. Problem solvers, who acknowledged trainee problems but reported high efficacy in overcoming them, offered the highest levels of supportive and instructive mentoring. Since mentoring messages and actions influence trainee career development significantly, our results have important implications for faculty development to advance effective mentoring, especially in scientific communication.
Collapse
Affiliation(s)
- Cheryl B. Anderson
- Cancer Prevention Research Training Program, Division of Cancer Prevention, The University of Texas MD Anderson Cancer Center, Houston, TX, USA
| | - Shine Chang
- Cancer Prevention Research Training Program, Division of Cancer Prevention, The University of Texas MD Anderson Cancer Center, Houston, TX, USA
| | - Hwa Young Lee
- Cancer Prevention Research Training Program, Division of Cancer Prevention, The University of Texas MD Anderson Cancer Center, Houston, TX, USA
| | | |
Collapse
|