scholarly journals NRMNet: Building a National Resource for Mentorship, Networking and Professional Development to Enhance Diversity

2021 ◽  
Vol 31 (3) ◽  
pp. 469-480
Author(s):  
Damaris Javier ◽  
Katie Stinson ◽  
MariaElena Zavala ◽  
Toufeeq Ahmed ◽  
Jamboor K. Vishwanatha
Keyword(s):  
Professional Development ◽  
Biomedical Research ◽  
Ethnic Diversity ◽  
Culturally Responsive ◽  
National Institutes Of Health ◽  
Career Stage ◽  
Development Programs ◽  
Research Mentoring ◽  
Research Workforce ◽  
National Resource

Background: To address the need for diver­sifying the biomedical research workforce, the National Institutes of Health (NIH) established the Diversity Program Consor­tium (DPC) with the goal of developing, implementing, assessing, and disseminating interventions and programs to enhance the participation and persistence of individu­als from underrepresented backgrounds in biomedical research careers.Intervention: As part of the DPC initia­tive, the NIH funded the National Research Mentoring Network (NRMN), which aimed to increase diversity of the biomedical research workforce through culturally responsive mentorship, networking, and professional development. In 2015, the NRMNet portal was developed to provide a broad-based network of mentors who are accessible to diverse mentees across the country. The portal also provides network­ing and professional development resources that support mentee transitions from one career stage to the next.Results: NRMNet is the gateway for career stage-specific mentorship, networking, resources, and professional development programs for trainees across the biomedi­cal, behavioral, clinical, and social sciences. In the first five years, the NRMN strategic recruitment efforts resulted in an expanded network of nearly 13,000 diverse mentors and mentees with NRMN representation in all 50 states and Puerto Rico. Consistently, over the first five years, racial and ethnic diversity was reflected in composition of mentee and mentor groups: 66% of 6,526 mentees and 33% of 3,866 mentors were from underrepresented groups.Conclusions: The NRMNet portal is a promising effort for enhancing participation and continued engagement of undrerepre­sented individuals in biomedical research careers by providing culturally responsive mentorship, networking, and professional development for individuals at all career stages.Ethn Dis. 2021;31(3):469-480; doi:10.18865/ed.31.3.469

scholarly journals Size and characteristics of the biomedical research workforce associated with U.S. National Institutes of Health extramural grants

2015 ◽  
Vol 30 (3) ◽  
pp. 1023-1036 ◽  
Author(s):  
Lindsay R. Pool ◽  
Robin M. Wagner ◽  
Lindsey L. Scott ◽  
Deepshikha RoyChowdhury ◽  
Rediet Berhane ◽  
...  
Keyword(s):  
Biomedical Research ◽  
National Institutes Of Health ◽  
Research Workforce

scholarly journals National Institutes of Health addresses the science of diversity

2015 ◽  
Vol 112 (40) ◽  
pp. 12240-12242 ◽  
Author(s):  
Hannah A. Valantine ◽  
Francis S. Collins
Keyword(s):  
Biomedical Research ◽  
National Institutes Of Health ◽  
Evidence Based ◽  
Institutional Barriers ◽  
Scientific Exploration ◽  
The Us ◽  
Research Workforce ◽  
Scientific Workforce ◽  
And Training ◽  
Science Evidence

The US biomedical research workforce does not currently mirror the nation’s population demographically, despite numerous attempts to increase diversity. This imbalance is limiting the promise of our biomedical enterprise for building knowledge and improving the nation’s health. Beyond ensuring fairness in scientific workforce representation, recruiting and retaining a diverse set of minds and approaches is vital to harnessing the complete intellectual capital of the nation. The complexity inherent in diversifying the research workforce underscores the need for a rigorous scientific approach, consistent with the ways we address the challenges of science discovery and translation to human health. Herein, we identify four cross-cutting diversity challenges ripe for scientific exploration and opportunity: research evidence for diversity’s impact on the quality and outputs of science; evidence-based approaches to recruitment and training; individual and institutional barriers to workforce diversity; and a national strategy for eliminating barriers to career transition, with scientifically based approaches for scaling and dissemination. Evidence-based data for each of these challenges should provide an integrated, stepwise approach to programs that enhance diversity rapidly within the biomedical research workforce.

scholarly journals From the NIH: A Systems Approach to Increasing the Diversity of the Biomedical Research Workforce

2016 ◽  
Vol 15 (3) ◽  
pp. fe4 ◽  
Author(s):  
Hannah A. Valantine ◽  
P. Kay Lund ◽  
Alison E. Gammie
Keyword(s):  
Human Health ◽  
Biomedical Research ◽  
Systems Approach ◽  
National Institutes Of Health ◽  
Workforce Diversity ◽  
Full Spectrum ◽  
The Past ◽  
Research Workforce

The National Institutes of Health (NIH) is committed to attracting, developing, and supporting the best scientists from all groups as an integral part of excellence in training. Biomedical research workforce diversity, capitalizing on the full spectrum of skills, talents, and viewpoints, is essential for solving complex human health challenges. Over the past few decades, the biomedical research workforce has benefited from NIH programs aimed at enhancing diversity. However, there is considerable room for improvement, particularly at the level of independent scientists and within scientific leadership. We provide a rationale and specific opportunities to develop and sustain a diverse biomedical research workforce through interventions that promote the successful transitions to different stages on the path toward completion of training and entry into the biomedical workforce.

Culturally Responsive Pedagogy in Mathematics

2020 ◽  
Vol 2 ◽  
pp. 145-158
Author(s):  
Kenta Nagasawa
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Culturally Responsive ◽  
Latino Students ◽  
Culturally Responsive Pedagogy ◽  
Mathematics Teacher Education ◽  
Development Program ◽  
Current State ◽  
Responsive Pedagogy ◽  
State Of Research

Purpose: This paper is a thematic literature review to examine the current state of research about Culturally Responsive Pedagogy in mathematics. The main themes are students’ perception, teacher education for pre-service teacher and professional development for teachers. Research methods/ approach: Literature was collected from Eric, which is a research engine of the education field. Also, Google Scholar is used to find articles of major scholars introduced by Dr. Rich Milner, who is the instructor of this course. Findings: Students faced microaggressions in mathematics class, which discouraged them to learn mathematics. The effect of teacher education was inconsistent in terms of the awareness of culturally responsive pedagogy and lesson plans. Research of professional development mentioned that mathematics was cultural. Implications for research and practice: It is more interesting to conduct long term or follow-up research to find the teacher’s practice after a taking professional development program. Also, it is critical to expand research scope besides African American and Latino students. Finally, evidence-based research is needed to change the political situation. Keywords: culturally responsive teaching, mathematics, teacher education, professional development, student’s perception

Principals’ Policy Preferences concerning Accountability: Implications for Key Competencies, Performance Indicators, and Professional Development

1995 ◽  
Vol 5 (5) ◽  
pp. 448-481 ◽  
Author(s):  
R. J. S. Mac Macpherson ◽  
Margaret Taplin
Keyword(s):  
Professional Development ◽  
Performance Indicators ◽  
Policy Preferences ◽  
Development Programs ◽  
Stakeholder Groups ◽  
Key Competencies ◽  
Professional Development Programs ◽  
Accountability Practices ◽  
State Schools

In this paper, we examine the policy preferences of Tasmania's principals concerning accountability criteria and processes, compare their views to other stakeholder groups, and identify issues that warrant attention in principals’ professional development programs. We show that there are many criteria and processes related to the quality of learning, teaching, and leadership that are valued by all stakeholder groups, including principals. We conclude that Tasmanian state schools probably need to review and develop their accountability policies, and that the professional development will need to prepare leaders for specific forms of performance and generate key competencies if more educative forms of accountability practices are to be realised in practice.

Understanding the characteristics of professional development programs for teachers’ health and wellbeing: Implications for research and practice

2021 ◽  
pp. 000494412110034
Author(s):  
Lucy Corbett ◽  
Philayrath Phongsavan ◽  
Louisa R Peralta ◽  
Adrian Bauman
Keyword(s):  
Professional Development ◽  
Future Research ◽  
Evidence Based ◽  
Development Programs ◽  
Research And Practice ◽  
Health And Wellbeing ◽  
Manual Search ◽  
Australian Education ◽  
Teacher Wellbeing ◽  
Evidence Based Programs

Professional development (PD) provides an opportunity to promote the psychological, social, and physical health tools teachers require to maintain teacher wellbeing. Despite their potential, little is known about PD programs targeting the health and wellbeing of Australian teachers. This study aimed to summarize the characteristics of Australian PD programs targeted at teacher wellbeing, identify gaps in existing PD and make recommendations for future research and practice. Three search strategies, (1) search engine results, (2) a manual search of known Australian education websites, and (3) requests for information from Australian education organizations, were combined to ensure a comprehensive inventory of PD programs was compiled. This study found 63 PD programs promoting health and wellbeing that currently exist for Australian teachers. Of these, only three provided evidence of their evaluation indicating programs are advertised and implemented without evidence of their effectiveness. Future PD should be evaluated with findings of the evaluations reported publicly so evidence-based programs promoting teacher’s health and wellbeing can be recommended and implemented.

scholarly journals Reframing Professional Development Through Understanding Authentic Professional Learning

2009 ◽  
Vol 79 (2) ◽  
pp. 702-739 ◽  
Author(s):  
Ann Webster-Wright
Keyword(s):  
Professional Development ◽  
Educational Research ◽  
Professional Learning ◽  
Recent Literature ◽  
Development Programs ◽  
The Past ◽  
Research Findings ◽  
Alternative Conceptualization ◽  
Professional Development Programs ◽  
Evaluating Professional Development

Continuing to learn is universally accepted and expected by professionals and other stakeholders across all professions. However, despite changes in response to research findings about how professionals learn, many professional development practices still focus on delivering content rather than enhancing learning. In exploring reasons for the continuation of didactic practices in professional development, this article critiques the usual conceptualization of professional development through a review of recent literature across professions. An alternative conceptualization is proposed, based on philosophical assumptions congruent with evidence about professional learning from seminal educational research of the past two decades. An argument is presented for a shift in discourse and focus from delivering and evaluating professional development programs to understanding and supporting authentic professional learning.

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