scholarly journals Improved and Sustained Graduate Programs Diversity Outcomes: a 10-year Analysis and Summary of the Brown University IMSD Program

Author(s):  
Andrew G. Campbell ◽  
Nancy L. Thompson ◽  
Marlina Duncan ◽  
Elizabeth O. Harrington

AbstractThis report describes the 10-year outcome of implementing practices that support and foster success of underrepresented students in science, technology, engineering, and math (STEM) graduate training at Brown University. The results show sustained improvements in compositional diversity, retention, and degree attainment of supported students relative to their peers. Among the outcomes is an increase in enrolled student diversity from 19 (35 of 179) to 26% (58 of 223) for historically underrepresented minority (URM) students and an increase in Ph.D. degree attainment from 4 (1 of 25) to 14% (6 of 44) for this group. These achievements follow the introduction and coordination of academic and co-curricular practices through the National Institutes of General Medical Sciences–funded Brown University Initiative to Maximize Student Development (IMSD) Program. At the center of these outcomes is the alignment of IMSD practices with recent diversity initiatives launched by the university. The outcomes described result from long-term commitments to building a culture that includes: (1) development of relationships that serve underrepresented students, (2) provision of a personalized education program of support and skills-based learning that supplements discipline-based research and coursework, and (3) investments in processes that build a culture that values and benefits from diversity. These practices may yield similar outcomes and success for students when applied elsewhere.

2016 ◽  
Vol 15 (3) ◽  
pp. ar36 ◽  
Author(s):  
Heather Haeger ◽  
Carla Fresquez

Increasing inclusion of underrepresented minority and first-generation students in mentored research experiences both increases diversity in the life sciences research community and prepares students for successful careers in these fields. However, analyses of the impact of mentoring approaches on specific student gains are limited. This study addresses the impact of mentoring strategies within research experiences on broadening access to the life sciences by examining both how these experiences impacted student success and how the quality of mentorship affected the development of research and academic skills for a diverse population of students at a public, minority-serving institution. Institutional data on student grades and graduation rates (n = 348) along with postresearch experience surveys (n = 138) found that students mentored in research had significantly higher cumulative grade point averages and similar graduation rates as a matched set of peers. Examination of the relationships between student-reported gains and mentoring strategies demonstrated that socioemotional and culturally relevant mentoring impacted student development during mentored research experiences. Additionally, extended engagement in research yielded significantly higher development of research-related skills and level of independence in research. Recommendations are provided for using mentoring to support traditionally underrepresented students in the sciences.


2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 982-983
Author(s):  
Sheri Thompson ◽  
Lauren Pineda

Abstract MADURA is an R25 Advancing Diversity in Aging Research (ADAR) undergraduate training program funded by the National Institute on Aging and based at the University of California San Diego. Its objectives are to improve retention and academic success of underrepresented minority (URM) trainees, and to increase graduate/medical school applications and/or entry into Aging/ADRD careers. This multi-component program includes paid research lab experience, research and academic skills training, peer support, faculty-led small groups, guest seminars, and additional professional development opportunities. The Year 1 Cohort of 32 students consisted of Hispanic/Latinx and other students under-represented in collegiate MSTEM studies. Almost ¾ of the mentees also came from disadvantaged backgrounds, per current NIH criteria. Evaluation data have been collected through brief, weekly, anonymous online student surveys, plus more comprehensive quarterly mentee and mentor surveys. This poster will describe the Program structure and 20+ group activities, trainings, seminars, and modalities, and report student ratings of satisfaction and utility. 92% of trainees rated the overall program value as Excellent, and 92% also rated effectiveness in promoting Aging/ADRD careers among underrepresented students as Excellent. Quality ratings of components such as pay, research placements, group training and group mentorship were rated as Excellent or Good by 96%. Relative student component rankings, specific suggestions for improvements, plus Mentee and Mentor perspectives on research-specific training needs, will also be presented. Based upon these experiences and data, the authors will make specific suggestions for future URM research training, mentorship program content, and expanded delivery modalities.


2018 ◽  
Author(s):  
◽  
Andrew T. Kinslow

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Science ideas are frequently miscommunicated or distorted. In our digital age, a social media post may provoke an emotional response triggering a cascade of replies that spread misinformation about a socio-scientific issue such as a disease outbreak, genetically modified foods, or vaccine safety. Other times, as in the case of climate change denial, science ideas may be deliberately distorted in order to manipulate public opinion toward a special interest group's agenda. Citizens need functional scientific literacy that includes reflective scientific skepticism in order to navigate these hurdles. This multiple manuscript dissertation draws from a comprehensive review of the literature from diverse academic fields and proposes a heuristic for fostering the development of reflective scientific skepticism. The heuristic informed the curriculum development and instruction for a high school class studying contemporary socio-scientific issues. Using a multiple methods approach, I explored student development of reflective scientific skepticism in the context of the generation and communication of science knowledge within this class. Students showed gains in both socio-scientific reasoning, generally, and in reflective scientific skepticism, specifically. Findings informed further revision of the heuristic. Implications for instruction and research are discussed.


Author(s):  
P. C. Kemeny

Princeton, read a trustees’ report in January 1927, “has always recognized a dual obligation to its undergraduates.” One side of this commitment involved providing “a curriculum which will meet the needs of a modern university” and the other involved creating within students “those spiritual values which make for the building of character.” Wilson had reshaped Princeton into a modern university and had left as his legacy an unyielding commitment to serving national interests. Undergraduate education, graduate training, and a variety of impressive specialized research programs enabled the university to help meet the nation’s need for liberal, civic-minded leaders and the demand for science and practical technology. Wilson and his successors in early-twentieth-century Princeton continued to insist, like their nineteenth-century predecessors, that Protestantism was indispensable to the public good and that civic institutions, such as Princeton, served public interests when they sought to inculcate students with a nonsectarian Protestant faith. In this way, the university, they believed, helped mainline Protestantism play a unifying and integrative role in a nation of increasing cultural and religious diversity. By doing so, they reasoned, Princeton, like other private colleges and universities, would maintain its historic religious mission to advance the Christian character of American society. During the presidency of Wilson’s successor, John G. Hibben, controversies challenged the new configuration of Princeton’s Protestant and civic missions. These controversies, however, helped to strengthen the new ways in which the university attempted to fulfill its religious mission in the twentieth century. In liberal Protestantism, the university found a religion that was compatible with modern science and the public mission of the university. Those traditional evangelical convictions and practices that had survived Wilson’s presidency were disestablished during Hibben’s tenure. Fundamentalists’ criticisms of the university hastened this process in two ways. Sometimes fundamentalist attacks upon the university convinced the administration to adopt policies that guaranteed the displacement of traditional evangelical convictions and practices. This was the case, for example, when fundamentalists’ condemnations of the theological liberalism of the university’s Bible professor accelerated the administration’s approval of a policy of academic freedom.


Author(s):  
Tiffany Renee Floyd

Born in Baghdad, Iraq, Suad al-Attar moved to London in 1976. She holds a prominent position within the narrative of Iraqi modern and contemporary art as one of the nation’s leading female artists. In 1965, al-Attar became the first woman to hold a solo exhibition in Baghdad. This exhibition was the beginning of a prolific career that spans several decades and geographic regions. Al-Attar began her formal education at the Academy of Fine Arts in Baghdad and at California State University. She then pursued graduate training in London at the Wimbledon School of Art, where she studied printmaking, and the Central School of Art and Design. After the completion of her studies, al-Attar taught at the University of Baghdad before moving to London. Working within a graphic aesthetic, al-Attar’s work is flat, linear, and oftentimes monochromatic. Her canvases are filled with mythical creatures set in phantasmagoric spaces. The artist’s work is characterized as a manifestation of memory, at both a personal and collective level. Her characters emerge from Iraq’s literary past, but al-Attar also creates a personalized set of symbols based on memories of her homeland. Many of her works also offer introspective laments on the destruction of Baghdad during the turbulent years of the 1990s and 2000s.


2020 ◽  
Vol 30 (1) ◽  
pp. 65-74
Author(s):  
Harlan P. Jones ◽  
Jamboor K. Vishwanatha ◽  
Thomas Yorio ◽  
Johnny He

The National Science Foundation (NSF) reports that underrepresented minority students are just as interested as their White counterparts in majoring in science upon entering college.1 However, the numbers of those receiving bachelors’ degrees, attend­ing graduate school, and earning doctor­ates remain lower than their White peers. To close this gap, the National Institutes of General Medical Science’s (NIGMS) Initiative for Maximizing Student Develop­ment (IMSD) at University of Texas Health Science Center (UNTHSC) supports the timely completion of PhD degrees by un­derrepresented students and their transition into successful biomedical research careers. Throughout UNTHSC’s IMSD training program, we have designed interventions anchored by the central hypothesis that PhD attainment requires attentiveness to multiple factors (knowledge, psychosocial, financial and self-efficacy). An assessment of program outcomes demonstrates a progressive increase in trainee retention. Importantly, not-withstanding quantitative measurable outcomes, trainee and mentor evaluations express the value in addressing multiple factors relevant to their success. Since 1996, our cumulative success of underrepresented minority students com­pleting the doctorate increased from 64% (1996) to 84% completion (2018). Herein, we describe the UNTHSC IMSD training ap­proach spanning its performance over two five-year cycles (2004-2008; 2009-2013) and new interventions created from lessons learned that influenced UNTHSC’s newly awarded IMSD program (2017-2022).Ethn Dis. 2020;30(1):65-74; doi:10.18865/ed.30.1.65


ARCTIC ◽  
1965 ◽  
Vol 18 (1) ◽  
pp. 66
Author(s):  
Henry B. Collins

In the tragic death of Dr. J. L. Giddings on December 9, 1964 from a heart attack following an automobile accident, Arctic archaeology has lost one of its ablest, most brilliant and most productive workers. Born in Caldwell, Texas, April 10, 1909, Louis Giddings studied at Rice University, received his B.S. degree at the University of Alaska in 1932, M.A. at the University of Arizona, 1941, and Ph.D. at the University of Pennsylvania in 1951. From 1932 to 1937 he worked as an engineer for the U.S. Smelting and Refining Company. From 1938 to 1950 he was on the staff of the University of Alaska, progressing from Research Associate to Associate Professor of Anthropology. Between 1943 and 1946, however, he was on active duty as a Navy Lieutenant in the Pacific Area. In 1950 he became Assistant Professor of Anthropology and Assistant Curator of the University Museum, University of Pennsylvania. In 1956 he was appointed Associate Professor of Anthropology and Director of the Haffenreffer Museum, Brown University, becoming Professor in 1959. Louis Giddings was one of the first Associates of the Arctic Institute elected to Fellowship, and he received one of the Institute's first research grants. The Arctic Institute may well take pride in the fact that it was able to support Giddings' 1948 and 1949 excavations at Cape Denbigh, Alaska, which opened entirely new vistas in Arctic archaeology, and that it contributed to the support of his later and equally important work on the Arctic coast. An expert in dendrochronology, Giddings was the first to apply this technique in the Arctic. Working with samples from living trees and driftwood from old Eskimo village sites on the Kobuk, he established a tree-ring chronology for the last 1,000 years of Eskimo culture. Giddings' work at Cape Denbigh was in the opposite direction - it uncovered the roots of Eskimo culture. His 4,500 to 5,000 year old Denbigh Flint Complex was unlike anything previously known in the Arctic. It was a microlithic assemblage with close affinities with the Old World Mesolithic, and it represented a stage of culture that developed into Eskimo. Giddings' later work around Kotzebue Sound and at Onion Portage in the interior produced equally spectacular results. At Cape Krusenstern a long succession of old beach ridges revealed a remarkable record of human occupation extending from the present back to at least 4,000 B.C. The 114 beaches contained materials of the Denbigh Flint complex and of 11 other culture stages. Three of these were new, the Old Whaling culture, 1,000 years later than Denbigh, and Palisades I and II, 1,000 or more years older. The deep, stratified Onion Portage site on the middle Kobuk, discovered by Giddings in 1961, is without doubt the most important archaeological site within the Arctic. Covering some 20 acres and reaching a depth of 18 feet, it has over 30 distinct occupation levels containing in vertical sequence the hearths and artifacts of most of the cultures represented on the Krusenstern beaches, as well as others known heretofore only from undated, unstratified surface sites in the interior. Giddings has described his work at these and many other Arctic sites in more than 50 papers and monographs, the last of which, his monumental work, The Archeology of Cape Denbigh, was published by Brown University only a few months before his death. Louis Giddings is survived by his wife, the former Ruth Elizabeth Warner, and their three children, Louis Jr., Ann, and Russell. To those who cherished the friendship of this remarkably intelligent, vital and warm-hearted man, his untimely death still seems unreal. He will be sorely missed, but he has left his mark large and clear in that field of Arctic research in which he was the dominant figure.


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