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Schroeder PA, Artemenko C, Kosie JE, Cockx H, Stute K, Pereira J, Klein F, Mehler DMA. Using preregistration as a tool for transparent fNIRS study design. NEUROPHOTONICS 2023; 10:023515. [PMID: 36908680 PMCID: PMC9993433 DOI: 10.1117/1.nph.10.2.023515] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/09/2022] [Accepted: 01/11/2023] [Indexed: 05/04/2023]
Abstract
Significance The expansion of functional near-infrared spectroscopy (fNIRS) methodology and analysis tools gives rise to various design and analytical decisions that researchers have to make. Several recent efforts have developed guidelines for preprocessing, analyzing, and reporting practices. For the planning stage of fNIRS studies, similar guidance is desirable. Study preregistration helps researchers to transparently document study protocols before conducting the study, including materials, methods, and analyses, and thus, others to verify, understand, and reproduce a study. Preregistration can thus serve as a useful tool for transparent, careful, and comprehensive fNIRS study design. Aim We aim to create a guide on the design and analysis steps involved in fNIRS studies and to provide a preregistration template specified for fNIRS studies. Approach The presented preregistration guide has a strong focus on fNIRS specific requirements, and the associated template provides examples based on continuous-wave (CW) fNIRS studies conducted in humans. These can, however, be extended to other types of fNIRS studies. Results On a step-by-step basis, we walk the fNIRS user through key methodological and analysis-related aspects central to a comprehensive fNIRS study design. These include items specific to the design of CW, task-based fNIRS studies, but also sections that are of general importance, including an in-depth elaboration on sample size planning. Conclusions Our guide introduces these open science tools to the fNIRS community, providing researchers with an overview of key design aspects and specification recommendations for comprehensive study planning. As such it can be used as a template to preregister fNIRS studies or merely as a tool for transparent fNIRS study design.
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Affiliation(s)
- Philipp A. Schroeder
- University of Tuebingen, Department of Psychology, Faculty of Science, Tuebingen, Germany
| | - Christina Artemenko
- University of Tuebingen, Department of Psychology, Faculty of Science, Tuebingen, Germany
| | - Jessica E. Kosie
- Princeton University, Social and Natural Sciences, Department of Psychology, Princeton, New Jersey, United States
| | - Helena Cockx
- Radboud University, Donders Institute for Brain, Cognition and Behaviour, Biophysics Department, Faculty of Science, Nijmegen, The Netherlands
| | - Katharina Stute
- Chemnitz University of Technology, Institute of Human Movement Science and Health, Faculty of Behavioural and Social Sciences, Chemnitz, Germany
| | - João Pereira
- University of Coimbra, Coimbra Institute for Biomedical Imaging and Translational Research, Coimbra, Portugal
| | - Franziska Klein
- University of Oldenburg, Department of Psychology, Neurocognition and functional Neurorehabilitation Group, Oldenburg (Oldb), Germany
- RWTH Aachen University, Medical School, Department of Psychiatry, Psychotherapy and Psychosomatics, Aachen, Germany
| | - David M. A. Mehler
- RWTH Aachen University, Medical School, Department of Psychiatry, Psychotherapy and Psychosomatics, Aachen, Germany
- University of Münster, Institute for Translational Psychiatry, Medical School, Münster, Germany
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2
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Emerging Scholars in Academia: An Analysis of the Impact of IAPSS Politikon in the Academic Careers of Its Authors. PUBLICATIONS 2023. [DOI: 10.3390/publications11010012] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/05/2023] Open
Abstract
This paper analyzes students, recent graduates, and emerging scholars’ involvement in academic publishing, specifically by studying the impact of their publications in Politikon, the International Association for Political Science Students’ Journal, and their academic careers. The results of a standardized self-administered survey serve to assess authors’ motivations and impact of publish ing with IAPSS Politikon. The data show that publishing with Politikon has helped emerging researchers get more experience concerning the publication process and has improved their research, writing, and analyzing skills. Additionally, an essential part of them said they increased their educational background or obtained a new higher position after publishing with Politikon. In fact, 50 per cent of these scholars said they were promoted after publishing with the journal. Furthermore, Politikon, establishes a platform for Global South scholarship to be at the forefront of Political Science/International Relations debates and knowledge production. This implies the importance of Politikon in the early career of scholars by giving them the right tools to develop professionally and by reaching scholars from all around the world, especially from the Global South in an effort to contribute to global international relations and global governance reform.
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Ten simple rules for failing successfully in academia. PLoS Comput Biol 2022; 18:e1010538. [PMID: 36520776 PMCID: PMC9754284 DOI: 10.1371/journal.pcbi.1010538] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/23/2022] Open
Abstract
Failure is an integral part of life and by extension academia. At the same time, failure is often ignored, with potentially negative consequences both for the science and the scientists involved. This article provides several strategies for learning from and dealing with failure instead of ignoring it. Hopefully, our recommendations are widely applicable, while still taking into account individual differences between academics. These simple rules allow academics to further develop their own strategies for failing successfully in academia.
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Early-Career Complementologists (ECCO) - Past achievements and future directions. Mol Immunol 2022; 151:158-165. [PMID: 36162224 DOI: 10.1016/j.molimm.2022.08.012] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/09/2022] [Revised: 08/04/2022] [Accepted: 08/15/2022] [Indexed: 10/31/2022]
Abstract
The Early-Career Complementologists (ECCO) is a task force that was established, in close collaboration with the European Complement Network (ECN) and the International Complement Society (ICS), with the specific mission to support and connect early-career researchers (ECRs) in the complement field. ECRs are junior scientists at the early stages of their training which include undergraduate as well as graduate students, Ph.D. graduates, and post-doctoral fellows. This unique population within the scientific community represents the next generation of scientific leaders. However, ECRs are faced with key challenges and the COVID-19 pandemic has disproportionately impacted them. In this paper, we provide further insight into specific needs and challenges of ECRs in the complement field. We surveyed 52 ECRs in the complement field and assessed their perceptions of 1) mentor and peer support, 2) working conditions as well as 3) career interests and prospects. Furthermore, we review the various activities carried out by ECCO over the past years such as our social media presence, social events, and newly-created awards. We also discuss the future activities and events to be carried out by ECCO. Through these initiatives and activities, ECCO strives to boost collaborations between ECRs, provide recognition, and improve the visibility of their work. In addition, continuous joint efforts must also be made by the scientific community, research institutes, and funding organizations to nurture and invest in ECRs.
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5
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Uddin LQ, De Los Reyes A. Cultivating allyship through casual mentoring to promote diversity. Trends Cogn Sci 2021; 25:813-815. [PMID: 34417093 DOI: 10.1016/j.tics.2021.07.014] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/09/2021] [Revised: 07/26/2021] [Accepted: 07/27/2021] [Indexed: 11/29/2022]
Abstract
Recent societal upheavals have highlighted stark inequalities that affect the livelihood of marginalized individuals pursuing research careers. Established scientists have a unique role to play as casual mentors, or experienced scholars who are well-positioned to serve as allies to early career researchers by informally advising on academia's hidden curriculum.
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Affiliation(s)
- Lucina Q Uddin
- Department of Psychology, University of Miami, P.O. Box 248185-0751, Coral Gables, FL 33124, USA; Neuroscience Program, University of Miami Miller School of Medicine, Miami, FL 33136, USA.
| | - Andres De Los Reyes
- Department of Psychology, University of Maryland, Biology-Psychology Building, Room 3123H, College Park, MD 20742, USA.
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6
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Luppi AI, Newton CC, Folsom L, Galliano E, Romero-Garcia R. Ten simple rules for aspiring graduate students. PLoS Comput Biol 2021; 17:e1009276. [PMID: 34411099 PMCID: PMC8376103 DOI: 10.1371/journal.pcbi.1009276] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022] Open
Affiliation(s)
- Andrea I. Luppi
- Division of Anaesthesia, School of Clinical Medicine, University of Cambridge, Cambridge, United Kingdom
- Department of Clinical Neurosciences, University of Cambridge, Cambridge, United Kingdom
- * E-mail: (AIL); (EG)
| | - Charlotte Coco Newton
- Department of Clinical Neurosciences, University of Cambridge, Cambridge, United Kingdom
| | - Lynde Folsom
- Department of Psychology and Centre for Brain Science, Harvard University, Cambridge, Massachusetts, United States of America
| | - Elisa Galliano
- Department of Physiology, Development and Neuroscience, University of Cambridge, Cambridge, United Kingdom
- * E-mail: (AIL); (EG)
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7
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Sarabipour S, Hainer SJ, Arslan FN, de Winde CM, Furlong E, Bielczyk N, Jadavji NM, Shah AP, Davla S. Building and sustaining mentor interactions as a mentee. FEBS J 2021; 289:1374-1384. [PMID: 33818917 DOI: 10.1111/febs.15823] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/04/2021] [Accepted: 03/15/2021] [Indexed: 10/21/2022]
Abstract
Mentorship is experience and/or knowledge-based guidance. Mentors support, sponsor and advocate for mentees. Having one or more mentors when you seek advice can significantly influence and improve your research endeavours, well-being and career development. Positive mentee-mentor relationships are vital for maintaining work-life balance and success in careers. Early-career researchers (ECRs), in particular, can benefit from mentorship to navigate challenges in academic and nonacademic life and careers. Yet, strategies for selecting mentors and maintaining interactions with them are often underdiscussed within research environments. In this Words of Advice, we provide recommendations for ECRs to seek and manage mentorship interactions. Our article draws from our experiences as ECRs and published work, to provide suggestions for mentees to proactively promote beneficial mentorship interactions. The recommended practices highlight the importance of identifying mentorship needs, planning and selecting multiple and diverse mentors, setting goals, and maintaining constructive, and mutually beneficial working relationships with mentors.
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Affiliation(s)
- Sarvenaz Sarabipour
- Institute for Computational Medicine, Department of Biomedical Engineering, Johns Hopkins University, Baltimore, MD, USA
| | - Sarah J Hainer
- Department of Biological Sciences, University of Pittsburgh, Pittsburgh, PA, USA
| | - Feyza Nur Arslan
- Institute of Science and Technology Austria, Klosterneuburg, Austria
| | - Charlotte M de Winde
- MRC Laboratory for Molecular Cell Biology, University College London, London, UK.,Department of Molecular Cell Biology and Immunology, Amsterdam UMC Locatie VUmc, Amsterdam, The Netherlands
| | - Emily Furlong
- Sir William Dunn School of Pathology, University of Oxford, Oxford, UK
| | - Natalia Bielczyk
- Welcome Solutions, Nijmegen, The Netherlands.,Stichting Solaris Onderzoek en Ontwikkeling, Nijmegen, The Netherlands
| | - Nafisa M Jadavji
- Department of Biomedical Sciences, Midwestern University, Glendale, AZ, USA.,Department of Neuroscience, Carleton University, Ottawa, Canada
| | - Aparna P Shah
- The Solomon H. Snyder Department of Neuroscience, Johns Hopkins University, Baltimore, MD, USA
| | - Sejal Davla
- Advanced Science Research Center, City University of New York, NY, USA
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8
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Chacón‐Labella J, Boakye M, Enquist BJ, Farfan‐Rios W, Gya R, Halbritter AH, Middleton SL, von Oppen J, Pastor‐Ploskonka S, Strydom T, Vandvik V, Geange SR. From a crisis to an opportunity: Eight insights for doing science in the COVID-19 era and beyond. Ecol Evol 2021; 11:3588-3596. [PMID: 33898011 PMCID: PMC8057324 DOI: 10.1002/ece3.7026] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/24/2020] [Accepted: 10/16/2020] [Indexed: 11/16/2022] Open
Abstract
The COVID-19 crisis has forced researchers in Ecology to change the way we work almost overnight. Nonetheless, the pandemic has provided us with several novel components for a new way of conducting science. In this perspective piece, we summarize eight central insights that are helping us, as early career researchers, navigate the uncertainties, fears, and challenges of advancing science during the COVID-19 pandemic. We highlight how innovative, collaborative, and often Open Science-driven developments that have arisen from this crisis can form a blueprint for a community reinvention in academia. Our insights include personal approaches to managing our new reality, maintaining capacity to focus and resilience in our projects, and a variety of tools that facilitate remote collaboration. We also highlight how, at a community level, we can take advantage of online communication platforms for gaining accessibility to conferences and meetings, and for maintaining research networks and community engagement while promoting a more diverse and inclusive community. Overall, we are confident that these practices can support a more inclusive and kinder scientific culture for the longer term.
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Affiliation(s)
| | - Mickey Boakye
- Department of Environmental Science Policy and ManagementUniversity of CaliforniaBerkeleyCAUSA
| | - Brian J. Enquist
- Department of Ecology and Evolutionary BiologyUniversity of ArizonaTucsonAZUSA
- The Santa Fe InstituteSanta FeNMUSA
| | - William Farfan‐Rios
- Center for Conservation and Sustainable DevelopmentMissouri Botanical GardenSt LouisMOUSA
- Living Earth CollaborativeWashington UniversitySt LouisMOUSA
| | - Ragnhild Gya
- Department of Biological SciencesUniversity of BergenBergenNorway
- Bjerknes Center for Climate ResearchBergenNorway
| | - Aud H. Halbritter
- Department of Biological SciencesUniversity of BergenBergenNorway
- Bjerknes Center for Climate ResearchBergenNorway
| | | | - Jonathan von Oppen
- Section for Ecoinformatics & BiodiversityDepartment of BiologyAarhus UniversityAarhus CDenmark
- Center for Biodiversity Dynamics in a Changing WorldDepartment of BiologyAarhus UniversityAarhus CDenmark
| | | | - Tanya Strydom
- Department of EcologyEnvironment and Plant SciencesStockholm UniversityStockholmSweden
| | - Vigdis Vandvik
- Department of Biological SciencesUniversity of BergenBergenNorway
- Bjerknes Center for Climate ResearchBergenNorway
| | - Sonya R. Geange
- Department of Biological SciencesUniversity of BergenBergenNorway
- Bjerknes Center for Climate ResearchBergenNorway
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9
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Geange SR, von Oppen J, Strydom T, Boakye M, Gauthier TJ, Gya R, Halbritter AH, Jessup LH, Middleton SL, Navarro J, Pierfederici ME, Chacón‐Labella J, Cotner S, Farfan‐Rios W, Maitner BS, Michaletz ST, Telford RJ, Enquist BJ, Vandvik V. Next-generation field courses: Integrating Open Science and online learning. Ecol Evol 2021; 11:3577-3587. [PMID: 33898010 PMCID: PMC8057340 DOI: 10.1002/ece3.7009] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/03/2020] [Revised: 09/12/2020] [Accepted: 10/16/2020] [Indexed: 11/17/2022] Open
Abstract
As Open Science practices become more commonplace, there is a need for the next generation of scientists to be well versed in these aspects of scientific research. Yet, many training opportunities for early career researchers (ECRs) could better emphasize or integrate Open Science elements. Field courses provide opportunities for ECRs to apply theoretical knowledge, practice new methodological approaches, and gain an appreciation for the challenges of real-life research, and could provide an excellent platform for integrating training in Open Science practices. Our recent experience, as primarily ECRs engaged in a field course interrupted by COVID-19, led us to reflect on the potential to enhance learning outcomes in field courses by integrating Open Science practices and online learning components. Specifically, we highlight the opportunity for field courses to align teaching activities with the recent developments and trends in how we conduct research, including training in: publishing registered reports, collecting data using standardized methods, adopting high-quality data documentation, managing data through reproducible workflows, and sharing and publishing data through appropriate channels. We also discuss how field courses can use online tools to optimize time in the field, develop open access resources, and cultivate collaborations. By integrating these elements, we suggest that the next generation of field courses will offer excellent arenas for participants to adopt Open Science practices.
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Affiliation(s)
- Sonya R. Geange
- Department of Biological SciencesUniversity of BergenBergenNorway
- Bjerknes Center for Climate ResearchBergenNorway
| | - Jonathan von Oppen
- Section for Ecoinformatics & BiodiversityDepartment of BiologyAarhus UniversityAarhus CDenmark
- Center for Biodiversity Dynamics in a Changing WorldDepartment of BiologyAarhus UniversityAarhus CDenmark
| | - Tanya Strydom
- Department of EcologyEnvironment and Plant SciencesStockholm UniversityStockholmSweden
| | - Mickey Boakye
- Department of Environmental Science Policy and ManagementUniversity of CaliforniaBerkeleyCAUSA
| | | | - Ragnhild Gya
- Department of Biological SciencesUniversity of BergenBergenNorway
- Bjerknes Center for Climate ResearchBergenNorway
| | - Aud H. Halbritter
- Department of Biological SciencesUniversity of BergenBergenNorway
- Bjerknes Center for Climate ResearchBergenNorway
| | - Laura H. Jessup
- Department of Forestry and Natural ResourcesPurdue UniversityWest LafayetteINUSA
- Department of Ecological Science and EngineeringPurdue UniversityWest LafayetteINUSA
| | | | - Jocelyn Navarro
- Department of Ecology and Evolutionary BiologyUniversity of ArizonaTucsonAZUSA
| | - Maria Elisa Pierfederici
- Faculty of Environmental Sciences and Natural Resource ManagementNorwegian University of Life SciencesÅsNorway
| | | | - Sehoya Cotner
- Department of Biological SciencesUniversity of BergenBergenNorway
- Department of Biology Teaching and LearningUniversity of MinnesotaMinneapolisMNUSA
| | - William Farfan‐Rios
- Living Earth CollaborativeWashington UniversitySt LouisMOUSA
- Center for Conservation and Sustainable DevelopmentMissouri Botanical GardenSt LouisMOUSA
| | - Brian S. Maitner
- Department of Ecology and Evolutionary BiologyUniversity of ArizonaTucsonAZUSA
| | - Sean T. Michaletz
- Department of Botany and Biodiversity Research CentreUniversity of British ColumbiaVancouverBCCanada
| | - Richard J. Telford
- Department of Biological SciencesUniversity of BergenBergenNorway
- Bjerknes Center for Climate ResearchBergenNorway
| | - Brian J. Enquist
- Department of Ecology and Evolutionary BiologyUniversity of ArizonaTucsonAZUSA
| | - Vigdis Vandvik
- Department of Biological SciencesUniversity of BergenBergenNorway
- Bjerknes Center for Climate ResearchBergenNorway
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10
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Tzovara A, Amarreh I, Borghesani V, Chakravarty MM, DuPre E, Grefkes C, Haugg A, Jollans L, Lee HW, Newman SD, Olsen RK, Ratnanather JT, Rippon G, Uddin LQ, Vega MLB, Veldsman M, White T, Badhwar A. Embracing diversity and inclusivity in an academic setting: Insights from the Organization for Human Brain Mapping. Neuroimage 2021; 229:117742. [PMID: 33454405 DOI: 10.1016/j.neuroimage.2021.117742] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/17/2020] [Revised: 01/07/2021] [Accepted: 01/10/2021] [Indexed: 12/17/2022] Open
Abstract
Scientific research aims to bring forward innovative ideas and constantly challenges existing knowledge structures and stereotypes. However, women, ethnic and cultural minorities, as well as individuals with disabilities, are systematically discriminated against or even excluded from promotions, publications, and general visibility. A more diverse workforce is more productive, and thus discrimination has a negative impact on science and the wider society, as well as on the education, careers, and well-being of individuals who are discriminated against. Moreover, the lack of diversity at scientific gatherings can lead to micro-aggressions or harassment, making such meetings unpleasant, or even unsafe environments for early career and underrepresented scientists. At the Organization for Human Brain Mapping (OHBM), we recognized the need for promoting underrepresented scientists and creating diverse role models in the field of neuroimaging. To foster this, the OHBM has created a Diversity and Inclusivity Committee (DIC). In this article, we review the composition and activities of the DIC that have promoted diversity within OHBM, in order to inspire other organizations to implement similar initiatives. Activities of the committee over the past four years have included (a) creating a code of conduct, (b) providing diversity and inclusivity education for OHBM members, (c) organizing interviews and symposia on diversity issues, and (d) organizing family-friendly activities and providing childcare grants during the OHBM annual meetings. We strongly believe that these activities have brought positive change within the wider OHBM community, improving inclusivity and fostering diversity while promoting rigorous, ground-breaking science. These positive changes could not have been so rapidly implemented without the enthusiastic support from the leadership, including OHBM Council and Program Committee, and the OHBM Special Interest Groups (SIGs), namely the Open Science, Student and Postdoc, and Brain-Art SIGs. Nevertheless, there remains ample room for improvement, in all areas, and even more so in the area of targeted attempts to increase inclusivity for women, individuals with disabilities, members of the LGBTQ+ community, racial/ethnic minorities, and individuals of lower socioeconomic status or from low and middle-income countries. Here, we present an overview of the DIC's composition, its activities, future directions and challenges. Our goal is to share our experiences with a wider audience to provide information to other organizations and institutions wishing to implement similar comprehensive diversity initiatives. We propose that scientific organizations can push the boundaries of scientific progress only by moving beyond existing power structures and by integrating principles of equity and inclusivity in their core values.
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Affiliation(s)
- Athina Tzovara
- Institute for Computer Science, University of Bern, Neubrückstrasse 10, CH-3012 Bern, Switzerland; Helen Wills Neuroscience Institute, University of California Berkeley, USA; Sleep Wake Epilepsy Center
- NeuroTec, Department of Neurology, Inselspital, Bern University Hospital, University of Bern, Switzerland.
| | | | - Valentina Borghesani
- Memory and Aging Center, Department of Neurology, University of California San Francisco
| | - M Mallar Chakravarty
- Computational Brain Anatomy (CoBrA) Laboratory, Cerebral Imaging Centre, Douglas Research Centre; Departments of Psychiatry and Biological and Biomedical Engineering at McGill University
| | - Elizabeth DuPre
- NeuroDataScience - ORIGAMI laboratory, McGill University, Montreal, Canada
| | - Christian Grefkes
- University of Cologne, Medical Faculty, and Department of Neurology, University Hospital Cologne, Germany; Institute of Medicine and Neuroscience, Cognitive Neurology (INM-3), Juelich Research Center, Germany
| | - Amelie Haugg
- Department of Psychiatry, Psychotherapy and Psychosomatics, University of Zurich, Zurich, Switzerland
| | - Lee Jollans
- Department of Translational Research in Psychiatry; Max Planck Institute of Psychiatry; Munich, Germany
| | - Hyang Woon Lee
- Departments of Neurology, Medical Science, Computational Medicine and System Health & Engineering Major, Ewha Womans University School of Medicine and Ewha Medical Research Institute, Seoul, South Korea
| | - Sharlene D Newman
- Alabama Life Research Institute, University of Alabama, Tuscaloosa, AL, USA
| | - Rosanna K Olsen
- Rotman Research Institute, Baycrest Health Sciences, and Department of Psychology, University of Toronto
| | - J Tilak Ratnanather
- Center for Imaging Science and Institute for Computational Medicine, Department of Biomedical Engineering, Johns Hopkins University, Baltimore, MD, USA
| | - Gina Rippon
- Aston Brain Centre, Aston University, Birmingham B4 7ET, UK
| | - Lucina Q Uddin
- Department of Psychology, University of Miami, Coral Gables, FL, USA
| | - Maria L Bringas Vega
- University of Electronic Sciences and Technology of China, Chengdu China; Cuban Neuroscience Center, La Habana, Cuba
| | - Michele Veldsman
- Department of Experimental Psychology, University of Oxford, Oxford, UK
| | - Tonya White
- Department of Child and Adolescent Psychiatry, Erasmus University Medical Centre, Rotterdam; Department of Radiology and Nuclear Medicine, Erasmus University Medical Centre, Rotterdam
| | - AmanPreet Badhwar
- Multiomics Investigation of Neurodegenerative Diseases (MIND) Lab, Centre de recherche de l'Institut universitaire de gériatrie de Montréal, Université de Montréal, Montréal, Quebec H3W 1W5, Canada; Université de Montréal, Département de pharmacologie et physiologie, Montreal, Canada.
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