scholarly journals Scientific societies fostering inclusivity in the life sciences through engagement of undergraduate scientists

2022 ◽  
Author(s):  
Clara Primus ◽  
Alexandra Zimmerman ◽  
Avanthia Terovolas ◽  
Kirsten Block ◽  
Christopher Brown ◽  
...  
Keyword(s):  
Career Development ◽  
Communities Of Practice ◽  
Undergraduate Student ◽  
Life Sciences ◽  
Development Programs ◽  
Promising Practices ◽  
Scientific Societies

Scientific societies serve as communities of practice in which scientists develop many of the skills and connections required for the progression of their careers. For example, scientific societies offer a range of opportunities to attend career development programs, gain experience in communicating science, and receive recognition for achievements within their discipline. Programming for undergraduate student members has recently been increasing, both in prevalence and in its range of offerings. The Alliance to Catalyze Change for Equity in STEM Success, ACCESS, a meta-organization seeking equity and inclusivity in life sciences fields, has examined programs and opportunities focused on undergraduates across its member scientific societies to identify common themes, promising practices and challenges. In this article, we share and discuss our findings.

A review of career interventions from an educational perspective: Have investigations shed any light?

2000 ◽  
Vol 59 (4) ◽  
pp. 227-239 ◽  
Author(s):  
Lee-Ann Prideaux ◽  
Peter A. Creed ◽  
Juanita Muller ◽  
Wendy Patton
Keyword(s):  
Career Development ◽  
Intervention Studies ◽  
Future Research ◽  
Development Programs ◽  
Career Intervention ◽  
Career Interventions ◽  
International Trends ◽  
Specific Career ◽  
Education Interventions ◽  
Development Literature

Despite widespread acknowledgement of the importance of career development programs to assist students in their complex transition from school to work, very few specific career education interventions have been objectively evaluated. The aim of this paper is to highlight what the authors consider to be a conspicuous shortfall in the career development literature to date, that is, reports of methodologically sound career intervention studies carried out in actual high school settings. International trends in the world of work are briefly discussed in association with the repercussions these changes are producing for today's youth. The major portion of this article is devoted to a comprehensive review of career intervention studies with particular attention paid to the methodological and theoretical issues that resonate from this review process. Recommendations for future research are proposed.

Career Development Program in Queensland Transport

2000 ◽  
Vol 9 (1) ◽  
pp. 3-7 ◽  
Author(s):  
Sandy Santic
Keyword(s):  
Career Development ◽  
Development Program ◽  
Development Programs ◽  
Development Tools ◽  
Career Development Program ◽  
Individual Perspective

The significant changes in work and workplaces are making organisational career development programs imperative from both an organisational and individual perspective. Queensland Transport has responded to the demand from its employees for career development tools and resources by committing to the development and implementation of a departmental Career Development Program. This paper outlines the Queensland Transport Career Development Program with a particular emphasis on how it came about, what it entails and the challenges faced. Various initiatives have been implemented to date, yet many challenges lie ahead.

Formulating Undergraduate Student Expectations for Better Career Development in Sales

2014 ◽  
Vol 36 (2) ◽  
pp. 120-131 ◽  
Author(s):  
Alan J. Bush ◽  
Victoria D. Bush ◽  
Jared Oakley ◽  
John Cicala
Keyword(s):  
Career Development ◽  
Undergraduate Student ◽  
Student Expectations

scholarly journals Evaluation Program for the Career Development of Indonesian Navy Civilian Personnel using the Cipp Evaluation Model and Analytical Hierarchy Process (Ahp)

2019 ◽  
Vol 8 (4) ◽  
pp. 1309-1316
Keyword(s):  
Career Development ◽  
Analytical Hierarchy Process ◽  
Work Performance ◽  
Evaluation Model ◽  
Development Program ◽  
Evaluation Study ◽  
Development Programs ◽  
Class Iii ◽  
Evaluation Approach ◽  
Hierarchy Process

Nowadays, the implementers of Civilian Personnel (Pegawai Negeri Sipil/PNS) Career Development Programs within the Indonesian Navy are still one with military personnel where their existence is only complementary so that they become less optimal/less focused. In its implementation, it is only carried out by officials at the level of Head of Affair (Superintendent/PNS class III/c), the impacts are low of performance, competence and confidence that can be related with weakening work performance. This study aims to provide an evaluation of Civilian Personnel career development programs within the Indonesian Navy by using the CIPP evaluation approach (Content, Input, Process, Product) and Analytical Hierarchy Process (AHP) methods. Based on the results of the program evaluation study, it can be seen that the results of the Context aspect evaluation amounted to 85.84% with the Excellent category; Input aspects amounted to 76.38% with good categories; Process aspects were 79.77% with good categories; Product aspect is 82.48 in the excellent category. So, the overall evaluation of the Civilian Personnel career development program is 81.12% with an Excellent category. The results of the recommendations state that career development programs need to be revised on several aspects of the criteria.

scholarly journals Who Supports Project Careers? Leveraging the Compensatory Roles of Line Managers

2019 ◽  
Vol 50 (4) ◽  
pp. 476-486 ◽  
Author(s):  
Martina Huemann ◽  
Claudia Ringhofer ◽  
Anne Keegan
Keyword(s):  
Career Development ◽  
Communities Of Practice ◽  
Compensatory Mechanism ◽  
Exploratory Research ◽  
Line Managers ◽  
Career Support ◽  
Informal Practices ◽  
Management Career ◽  
Practical Implications ◽  
Line Management

This exploratory research examines who supports what aspects of career development on projects. Our main finding is that, although project professionals receive support from formal and informal sources, a compensatory mechanism is at play. When support does not come from direct line managers, project professionals are compelled to initiate informal practices, including mentoring, buddy systems, and communities of practice. Practical implications arise for organizations regarding how to ensure sufficient mechanisms are in place to compensate for lack of line management career support and to allow project professionals to access the development opportunities they need by supporting their self-initiated efforts.

scholarly journals KL2 mentored career development programs at clinical and translational science award hubs: Practices and outcomes

2019 ◽  
Vol 4 (1) ◽  
pp. 43-52 ◽  
Author(s):  
Christine A. Sorkness ◽  
Linda Scholl ◽  
Alecia M. Fair ◽  
Jason G. Umans
Keyword(s):  
Career Development ◽  
Translational Research ◽  
Early Stage ◽  
Grant Writing ◽  
Translational Science ◽  
Development Programs ◽  
Graduate Degrees ◽  
Training Opportunities ◽  
Career Development Award ◽  
Clinical And Translational Research

AbstractIntroduction:NIH Clinical and Translational Science Awards (CTSAs) include KL2 mentored career development awards for faculty commencing clinical and translational research. A survey of KL2 leaders revealed program practices, curricular elements and compelling data about scholar characteristics and outcomes.Methods:We conducted a literature review, framed the survey construct, and obtained input from across the CTSA consortium. A REDCap survey was emailed in fall 2016 to 61 active programs.Results:Fifty-five programs (90.2%) responded. Respondents had been funded from 3 to 11 years, including 22 “mature” hubs funded for ≥8 years. Program cohort sizes were 56% “small”, 22% “medium”, and 22% “large.” Hubs offer extensive competency-aligned training opportunities relevant to clinical and translational research, including graduate degrees, mentorship, and grant-writing. Seventy-two percent of hubs report parallel “KL2-equivalent” career development programs. All hubs share their training and facilitate intermingling with other early stage investigators. A total of 1,517 KL2 scholars were funded. KL2 awardees are diverse in their disciplines, research projects, and representation; 54% are female and 12% self-identified as underrepresented in biomedical research. Eighty-seven percent of scholars have 2–3 mentors and are currently supported for 2–3 years. Seventy-eight percent of alumni remain at CTSA institutions in translational science. The most common form of NIH support following scholars’ KL2 award is an individual career development award.Conclusions:The KL2 is a unique career development award, shaped by competency-aligned training opportunities and interdisciplinary mentorship that inform translational research pathways. Tracking both traditional and novel outcomes of KL2 scholars is essential to capture their career trajectories and impact on health.

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