Mentoring to enhance diversity in STEM and STEM-intensive health professions.

IF 2.1 4区 医学 Q2 BIOLOGY International Journal of Radiation Biology Pub Date : 2023-01-01 Epub Date: 2021-10-11 DOI:10.1080/09553002.2021.1988182
Carla A Romney, Andrew J Grosovsky
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引用次数: 2

Abstract

Purpose: This manuscript is a scholarly perspective on the crucially important topic of mentoring in STEM and the STEM-intensive health professions (STEM+). Our purpose is to share our understanding of this subject as a means to mitigate the persistent underrepresentation in these fields and to offer our recommendations.

Materials & methods: This manuscript draws on the literature and our experiences to develop recommendations for improving outcomes for diverse populations of undergraduate students who are pursuing majors in the STEM fields and aspire to careers in the biomedical sciences and/or STEM-intensive health professions.

Results: Undergraduate learning communities and mentored research activities promote continued engagement in STEM and also provide a competitive foundation for careers in these fields.

Conclusions: (1) Mentoring must be brought to scale through clearly articulated institutional and disciplinary prioritization of learning communities, with attendant assessment to monitor the impact of creating an environment that supports diverse students from underrepresented backgrounds. (2) Individual faculty members and principal investigators affiliated with academic institutions and stand-alone research facilities can enhance their mentoring role by welcoming underrepresented undergraduates into their laboratories. (3) Faculty members, administrators, and staff members must commit themselves to the success of each student who enrolls in a STEM + program, rather than accepting high rates of failure as inevitable. (4) Increased interactions between first-year students and faculty members through experiences in mentored learning communities that promote authentic engagement and discovery are key to promoting the retention of diverse populations of students who are underrepresented in the STEM + fields. (5) Learning communities can amplify the impact of an individual mentor. (6) Barriers to student success, such as weak preparation from high school courses, must be proactively and effectively addressed.

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通过指导提高科学、技术、工程和数学以及科学、技术、工程和数学密集型卫生专业的多样性。
目的:本手稿从学术角度探讨了在科学、技术、工程和数学以及科学、技术、工程和数学密集型健康专业(STEM+)中进行指导这一至关重要的课题。我们的目的是分享我们对这一主题的理解,以此来缓解这些领域长期存在的代表性不足的问题,并提出我们的建议:本手稿借鉴了相关文献和我们的经验,为那些主修 STEM 领域并有志于从事生物医学科学和/或 STEM 密集型健康职业的不同群体本科生提出了改善学习成果的建议:结论:(1) 必须通过明确规定学习社区的机构和学科优先次序来扩大指导规模,并进行相应的评估,以监测营造支持来自代表性不足背景的不同学生的环境所产生的影响。(2) 隶属于学术机构和独立研究机构的个别教师和主要研究人员可以通过欢迎有代 表性的本科生进入他们的实验室来加强他们的指导作用。(3) 教职员工、行政人员和工作人员必须致力于让每一位注册 STEM + 项目的学生取得成功,而不是认为高失败率是不可避免的。(4) 通过在导师指导的学习社区中体验促进真正的参与和探索,增加一年级学生和教师之间的互动,是促进留住在 STEM + 领域人数不足的不同学生群体的关键。(5) 学习社区可以扩大导师个人的影响。(6) 必须积极有效地解决学生成功的障碍,如高中课程准备不足。
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来源期刊
CiteScore
5.00
自引率
11.50%
发文量
142
审稿时长
3 months
期刊介绍: The International Journal of Radiation Biology publishes original papers, reviews, current topic articles, technical notes/reports, and meeting reports on the effects of ionizing, UV and visible radiation, accelerated particles, electromagnetic fields, ultrasound, heat and related modalities. The focus is on the biological effects of such radiations: from radiation chemistry to the spectrum of responses of living organisms and underlying mechanisms, including genetic abnormalities, repair phenomena, cell death, dose modifying agents and tissue responses. Application of basic studies to medical uses of radiation extends the coverage to practical problems such as physical and chemical adjuvants which improve the effectiveness of radiation in cancer therapy. Assessment of the hazards of low doses of radiation is also considered.
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