Scientific Societies Fostering Inclusivity in the Life Sciences Through Engagement of Undergraduate Scientists

Primus, Clara; Zimmerman, Alexandra N.; Terovolas, Avanthia K.; Block, Kirsten F.; Brown, Christopher; Burton, Michael D.; Edwards, Ashanti; Etson, Candice M.; Flores, Sonia C.; Fry, Catherine; Guillory, Ashley N.; Ingram, Susan; McGee, Richard; Neely-Fisher, Deborah L.; Paxson, Stephanie; Phelan, Laura; Suggs, Kirsta; Vega, Leticia R.; Vuong, Elizabeth; Lujan, James; Ramı́rez-Alvarado, Marina; Segarra, Verónica A.

doi:10.3389/feduc.2022.757816

Cited by 3 publications

(2 citation statements)

References 39 publications

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“…Aligned with these recommendations and research, national data indicates many of these universities are top baccalaureate producers for both historically underrepresented S&E doctoral (NCSES, 2019b) and masters engineering recipients (American Society of Engineering Education, 2021), respectively. Diversity meetings organized by professional societies can play a critical role in fostering STEM inclusivity (Casad et al, 2016;Hulede, 2018;Primus et al, 2022) by providing safe spaces for students to give research talks, build community, and engage role models and mentors.…”

Section: Intentional Recruitment At Msi Programs and National Diversi...mentioning

confidence: 99%

Building inclusive excellence in STEM: a 15-year analysis and Lessons Learned of the Alfred P. Sloan Foundation Minority Ph.D. Program at the University of South Florida

Diaz-Elsayed,

Acuna,

Henderson

et al. 2023

Front. Educ.

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In 2016, only 7 percent of African American and Hispanic students earned research doctorates in the critical disciplines of engineering, computing, and the physical sciences. In academia, diversity fairs even worse as historically underrepresented minorities represented just 6.1 percent of tenured and tenure-track faculty in engineering. The aim of this effort is to understand the “best practices” for the recruitment and mentoring of minority doctoral students in science and engineering disciplines. This was achieved through a literature review, surveys and focus groups with members of the University of South Florida’s (USF’s) Sloan University Center of Exemplary Mentoring (UCEM), and interviews with faculty champions. Between 2005 and 2020, 136 graduate students have been supported (43% African American, 56.2% Hispanic, 0.8% Native American), of which 87 percent are expected to earn doctorate degrees. Results indicate that the decision to apply and enroll at USF was largely driven by the alignment of research interests with potential advisors, the quality of funding, and positive interactions with mentors, enrolled students, and alumni who provide evidence of a welcoming climate. Ten practices for mentoring doctoral students are provided, which include creating and promoting an inclusive environment and providing a student-centered approach to mentoring. Our effort to build inclusive excellence and foster social justice in graduate education for African American and Hispanic doctoral students in science, technology, engineering, and mathematics (STEM) is one that can be modeled and adapted by other institutions to align with their institutional culture and values.

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Section: Intentional Recruitment At Msi Programs and National Diversi...mentioning

confidence: 99%

Building inclusive excellence in STEM: a 15-year analysis and Lessons Learned of the Alfred P. Sloan Foundation Minority Ph.D. Program at the University of South Florida

Diaz-Elsayed,

Acuna,

Henderson

et al. 2023

Front. Educ.

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“…In 2017, the Alliance to Catalyze Change for Equity in STEM Success (ACCESS) brought together Minority Affairs Committee (MAC) leaders from five biological Societies to create collective impact around Societies' DEI efforts. These leaders documented and disseminated information on challenges faced as they worked to create systematic inclusive change (Segarra et al, 2020a , b ; Primus et al, 2022 ). ACCESS work demonstrates the value of bringing together Society DEI change leaders to support systematic change.…”

Section: Introductionmentioning

confidence: 99%

Refining a DEI Assessment Tool for Use in Optimizing Professional STEM Societies for Gender Equity

Leibnitz

Peters²,

Campbell‐Montalvo

et al. 2022

Front. Sociol.

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Historic science, technology, engineering and mathematics (STEM) disciplinary cultures were founded in a system that was predominately male, white, heterosexual, and able-bodied (i.e., “majority”). Some societal norms have changed, and so has demand for inclusive STEM engagement. However, legacy mental models, or deeply held beliefs and assumptions, linger and are embedded in the STEM system and disciplinary cultures. STEM reform is needed to maximize talent and create inclusive professions, but cannot be achieved without recognizing and addressing norms and practices that disproportionately serve majority vs. minoritized groups. As leading voices in disciplinary work and application, disciplinary and professional societies (Societies) are instrumental in shaping and sustaining STEM norms. We, leaders of the Amplifying the Alliance to Catalyze Change for Equity in STEM Success (ACCESS+) project, recognize the need to provide Society diversity, equity, and inclusion (DEI) change leaders with tools necessary to foster systemic change. In this Perspectives article, we present the Equity Environmental Scanning Tool (EEST) as an aid to help Society DEI change leaders elucidate legacy mental models, discern areas of strength, identify foci for advancement, and benchmark organizational change efforts. We share our rationale and work done to identify, and, ultimately, adapt a Society DEI self-assessment tool from the United Kingdom. We share background information on the UK tool, content and structural changes made to create the EEST, and an overview of the resulting EEST. Ultimately, we seek to increase awareness of a Society-specific DEI self-assessment tool designed to help Society DEI change leaders advance inclusive reform.

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Promoting International Scientific Cooperation: the Role of Scientific Societies

Vráblová,

Bonetti,

Henehan

et al. 2024

The EuroBiotech Journal

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Scientific collaboration yields many advantages, especially in fields that require interdisciplinary approaches, as it fosters the sharing of knowledge and resources and is essential for the implementation of complex projects. The concept of scientific internationalism emerged around the 1900s, emphasizing that science surpasses national boundaries and promotes global peace and collaboration. International scientific cooperation is halted by geopolitical tensions and conflicts, such as World War II and the Cold War. Nevertheless, many examples show that scientific collaboration can surpass conflicts and bring scientific and society development, such as in the cases of the Tick-borne Encephalitis vaccine, the Apollo-Soyuz test project and more recently the international endeavour for COVID-19 vaccine development. In this contest, UN and WHO have an imporant role to promote peace and scientific cooperation, examplified by the 16th Sustainable Development Goal, to “Promote just, peaceful and inclusive societies”. This review aims to assess the available literature regarding international scientific collaboration and the role of scientific societies in promoting scientific cooperation. Scientific societies have proved to be pivotal in bridging cultures and promoting international cooperation. Apart from the historical example of the International Institute for Applied Systems Analysis, which showed an important cooperation between Western and Eastern countries during the Cold War, the scientific society European Biotechnology thematic network Association (EBTNA) has international scientific cooperation as one of its critical goals. Scientific societies such as EBTNA will be pivotal in promoting international scientific cooperation and fostering international activities and scientific research.

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Scientific Societies Fostering Inclusivity in the Life Sciences Through Engagement of Undergraduate Scientists

Cited by 3 publications

References 39 publications

Building inclusive excellence in STEM: a 15-year analysis and Lessons Learned of the Alfred P. Sloan Foundation Minority Ph.D. Program at the University of South Florida

Building inclusive excellence in STEM: a 15-year analysis and Lessons Learned of the Alfred P. Sloan Foundation Minority Ph.D. Program at the University of South Florida

Refining a DEI Assessment Tool for Use in Optimizing Professional STEM Societies for Gender Equity

Promoting International Scientific Cooperation: the Role of Scientific Societies

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