The Fisk-Vanderbilt Masters-to-PhD Bridge Program: A Model for Broadening Participation of Underrepresented Groups in the Physical Sciences through Effective Partnerships with Minority-Serving Institutions

Stassun, Keivan G.; Bürger, A.; Lange, Sheila Edwards

doi:10.5408/1.3559648

Cited by 32 publications

(27 citation statements)

References 2 publications

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“…Effective mentoring for master's and doctoral students can assume various predefined structures, such as near-peer and peer-to-peer mentoring (Holland et al, 2012), "scaffolded" or multidimensional mentoring (Stassun et al, 2010;Nelson et al, 2014), and culturally competent or cross-cultural mentoring (Crutcher, 2014). It is well documented that mentoring plays a pivotal role in addressing some of the primary factors contributing to underrepresentation in the STEM fields, such as attrition and lack of professional preparation, and it is a critical component of effective instructional practices (Packard, 2011;PCAST, 2012;MacPhee et al, 2013;Johnson, 2014;Nelson et al, 2014).…”

Section: Structured Mentoring: a Promising Approach With Examplesmentioning

confidence: 99%

Strategies for Increasing Diversity in the Ocean Science Workforce Through Mentoring

Johnson¹,

Huggans

Siegfried

et al. 2016

Oceanog

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Section: Structured Mentoring: a Promising Approach With Examplesmentioning

confidence: 99%

Strategies for Increasing Diversity in the Ocean Science Workforce Through Mentoring

Johnson¹,

Huggans

Siegfried

et al. 2016

Oceanog

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“…A higher fraction of these undergraduates have started out in two-year colleges [19]. Even as they complete undergraduate degrees, a much higher fraction of URM students are not sufficiently prepared to go directly into PhDs and do MS degrees first [20],[21]. Many students in strong undergraduate settings are unable to enjoy the full benefit of these settings because of ongoing challenges not faced by most of their majority classmates, e.g.…”

Section: Refocusing Pipeline Metaphor: Development During Transitmentioning

confidence: 99%

“…Identification of additional students with potential talent is a critical element in this process and experiences of biomedical PhD program directors have verified that conventional measures of achievement simply are not predictive of success for URM applicants with non-traditional backgrounds. This important issue has been raised by programs that transition URM students into PhD programs [20] and must be carefully considered for earlier pipeline programs, from which it may become possible to extract meaningful data on “late bloomers,” i.e. development of latent talent.…”

Section: Refocusing Pipeline Metaphor: Development During Transitmentioning

confidence: 99%

“…Risk is taken for some applicants each year who show potential, but whose current quantitative, analytical or standardized test-taking skills are not yet in good alignment with stated goals for PhD or MD/PhD programs. Such applicants have been characterized by others as a ‘diamonds in the rough’ applicant group [37],[20], and the 2005 NRC report recommended that diversity programs expand their development of talent from this pool [6]. The program looks for evidence of exceptional persistence, which is often noted in recommendation letters or evident in personal statements that outline an applicant’s climb up a ladder of challenges.…”

Section: Post-baccalaureate Research Education Programs: Purposeful Pmentioning

confidence: 99%

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Diversity in the Biomedical Research Workforce: Developing Talent

McGee

Saran

Krulwich

2012

Mount Sinai J Medicine

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Much has been written about the need for and barriers to achievement of greater diversity in the biomedical workforce from the perspectives of gender, race and ethnicity; this is not a new topic. These discussions often center around a ‘pipeline metaphor’ which imagines students flowing through a series of experiences to eventually arrive at a science career. Here we argue that diversity will only be achieved if the primary focus is on: what is happening within the pipeline, not just counting individuals entering and leaving it; de-emphasizing achieving academic milestones by ‘typical’ ages; and adopting approaches that most effectively develop talent. Students may develop skills at different rates based on factors such as earlier access to educational resources, exposure to science (especially research experiences), and competing demands for time and attention during high school and college. Therefore, there is wide variety among students at any point along the pipeline. Taking this view requires letting go of imagining the pipeline as a sequence of age-dependent steps in favor of milestones of skill and talent development decoupled from age or educational stage. Emphasizing talent development opens up many new approaches for science training outside of traditional degree programs. This article provides examples of such approaches, including interventions at the post-baccalaureate and PhD levels, as well as a novel coaching model that incorporates well-established social science theories and complements traditional mentoring. These approaches could significantly impact diversity by developing scientific talent, especially among currently underrepresented minorities.

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“…There are few studies in the literature which focus specifically on Ph.D. attainment for URM students in the biomedical sciences, particularly in departments within medical schools, or which evaluate effectiveness of intervention programs geared toward training URMs in the sciences at both masters and doctoral levels (Capomacchia and Garner, 2004; Fagen and Labov 2007; Hill, et.. al, 1999; Maton and Hrabowski 2004; Pasick, et. al., 2003; Stassun, Burger and Lange, 2008). …”

Section: Introductionmentioning

confidence: 99%

Diversifying Biomedical Training: A Synergistic Intervention

Gibau

Foertsch²,

Blum

et al. 2010

J Women Minor Scien Eng

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For over three decades, the scientific community has expressed concern over the paucity of African American, Latino and Native American researchers in the biomedical training pipeline. Concern has been expressed regarding what is forecasted as a shortage of these underrepresented minority (URM) scientists given the demographic shifts occurring worldwide and particularly in the United States. Increased access to graduate education has made a positive contribution in addressing this disparity. This article describes the multiple pathway approaches that have been employed by a school of medicine at an urban Midwest research institution to increase the number of URM students enrolled in, and graduating from, doctoral programs within basic science departments, through the combination of R25 grants and other grant programs funded by the National Institutes of Health (NIH). This article outlines the process of implementing a strong synergistic approach to the training of URM students through linkages between the NIH-funded “Bridges to the Doctorate (BRIDGES)” and “Initiative for Maximizing Graduate Student Diversity (IMGSD)” programs. The article documents the specific gains witnessed by this particular institution and identifies key components of the interventions that may prove useful for institutions seeking to increment the biomedical pipeline with scientists from diverse backgrounds.

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The Fisk-Vanderbilt Masters-to-PhD Bridge Program: A Model for Broadening Participation of Underrepresented Groups in the Physical Sciences through Effective Partnerships with Minority-Serving Institutions

Cited by 32 publications

References 2 publications

Strategies for Increasing Diversity in the Ocean Science Workforce Through Mentoring

Strategies for Increasing Diversity in the Ocean Science Workforce Through Mentoring

Diversity in the Biomedical Research Workforce: Developing Talent

Diversifying Biomedical Training: A Synergistic Intervention

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