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Beasley HK, Vue Z, McReynolds MR, Garza-Lopez E, Neikirk K, Mungai M, Marshall AG, Shao B, Benjamin JI, Wanjalla CN, Williams CR, Murray SA, Jordan VK, Shuler HD, Kirabo A, Hinton A. Running a successful STEMM summer program: A week-by-week guide. J Cell Physiol 2024. [PMID: 38462753 DOI: 10.1002/jcp.31227] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/12/2024] [Accepted: 02/08/2024] [Indexed: 03/12/2024]
Abstract
While some established undergraduate summer programs are effective across many institutions, these programs may only be available to some principal investigators or may not fully address the diverse needs of incoming undergraduates. This article outlines a 10-week science, technology, engineering, mathematics, and medicine (STEMM) education program designed to prepare undergraduate students for graduate school through a unique model incorporating mentoring dyads and triads, cultural exchanges, and diverse activities while emphasizing critical thinking, research skills, and cultural sensitivity. Specifically, we offer a straightforward and adaptable guide that we have used for mentoring undergraduate students in a laboratory focused on mitochondria and microscopy, but which may be customized for other disciplines. Key components include self-guided projects, journal clubs, various weekly activities such as mindfulness training and laboratory techniques, and a focus on individual and cultural expression. Beyond this unique format, this 10-week program also seeks to offer an intensive research program that emulates graduate-level experiences, offering an immersive environment for personal and professional development, which has led to numerous achievements for past students, including publications and award-winning posters.
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Affiliation(s)
- Heather K Beasley
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, USA
| | - Zer Vue
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, USA
| | - Melanie R McReynolds
- Department of Biochemistry and Molecular Biology, Pennsylvania State University, University Park, Pennsylvania, USA
- The Huck Institute of the Life Sciences, Pennsylvania State University, University Park, Pennsylvania, USA
| | - Edgar Garza-Lopez
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, USA
| | - Kit Neikirk
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, USA
| | - Margaret Mungai
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, USA
| | - Andrea G Marshall
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, USA
| | - Bryanna Shao
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, USA
| | - Jazmine I Benjamin
- Department of Medicine, Vanderbilt University Medical Center, Nashville, Tennessee, USA
| | - Celestine N Wanjalla
- Department of Medicine, Vanderbilt University Medical Center, Nashville, Tennessee, USA
| | - Clintoria R Williams
- Department of Neuroscience, Cell Biology and Physiology, Wright State University, Dayton, Ohio, USA
| | - Sandra A Murray
- Department of Cell Biology, School of Medicine, University of Pittsburgh, Pittsburgh, Pennsylvania, USA
| | | | - Haysetta D Shuler
- Department of Biological Sciences, Winston-Salem State University, Winston-Salem, North Carolina, USA
- Shuler Consulting, Winston-Salem, North Carolina, USA
| | - Annet Kirabo
- Department of Medicine, Vanderbilt University Medical Center, Nashville, Tennessee, USA
| | - Antentor Hinton
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, USA
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Bethea M, Silvers S, Franklin L, Robinson RAS, Brady LJ, Vue N, Beasley HK, Kirabo A, Wanjalla CN, Shuler HD, Hinton A, McReynolds MR. A guide to establishing, implementing, and optimizing diversity, equity, inclusion, and accessibility (DEIA) committees. Am J Physiol Heart Circ Physiol 2024; 326:H786-H796. [PMID: 38276949 DOI: 10.1152/ajpheart.00583.2023] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/20/2023] [Revised: 01/17/2024] [Accepted: 01/17/2024] [Indexed: 01/27/2024]
Abstract
Diversity, equity, inclusion, and accessibility (DEIA) efforts are increasingly recognized as critical for the success of academic institutions. These efforts are facilitated mainly through the formation of dedicated DEIA committees. DEIA committees enhance professional development and create a more inclusive environment, which benefits all members of the institution. Although leadership and faculty membership have recognized the importance and necessity of DEIA, the roles of DEIA committees may be more ambiguous. Although leadership and faculty may seek to support DEIA at their institutions, they may not always fully understand the necessity of these committees or how to successfully create a committee, foster and promote its success, and sustain its impact. Thus, here, we offer a background rationale and guide for strategically setting up DEIA committees for success and impact within an academic institution with applicability to scientific societies.
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Affiliation(s)
- Maigen Bethea
- Department of Pediatrics, Colorado Anschutz Medical Campus, Aurora, Colorado, United States
| | - Sophielle Silvers
- Department of Biochemistry and Molecular Biology, Pennsylvania State University, University Park, Pennsylvania, United States
| | - Latisha Franklin
- Department of Biochemistry and Molecular Biology, Pennsylvania State University, University Park, Pennsylvania, United States
| | - Renã A S Robinson
- Department of Chemistry, Vanderbilt University, Nashville, Tennessee, United States
| | - Lillian J Brady
- Department of Psychiatry and Behavioral Neurobiology, University of Alabama, Birmingham, Alabama, United States
| | - Neng Vue
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, United States
| | - Heather K Beasley
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, United States
| | - Annet Kirabo
- Department of Medicine, Vanderbilt University Medical Center, Nashville, Tennessee, United States
| | - Celestine N Wanjalla
- Department of Medicine, Vanderbilt University Medical Center, Nashville, Tennessee, United States
| | - Haysetta D Shuler
- Department of Biological Sciences, Winston-Salem State University, Winston-Salem, North Carolina, United States
- Shuler Consulting, Winston-Salem, North Carolina, United States
| | - Antentor Hinton
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, United States
| | - Melanie R McReynolds
- Department of Biochemistry and Molecular Biology, Pennsylvania State University, University Park, Pennsylvania, United States
- The Huck Institute of the Life Sciences, Pennsylvania State University, University Park, Pennsylvania, United States
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Kamalumpundi V, Silvers S, Franklin L, Neikirk K, Spencer E, Beasley HK, Wanajalla CN, Vue Z, Crabtree A, Kirabo A, Gaddy JA, Damo SM, McReynolds MR, Odie LH, Murray SA, Zavala ME, Vazquez AD, Hinton A. Speaking up for the invisible minority: First-generation students in higher education. J Cell Physiol 2024. [PMID: 38226956 DOI: 10.1002/jcp.31158] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/16/2023] [Accepted: 10/26/2023] [Indexed: 01/17/2024]
Abstract
A first-generation college student is typically defined as a student whose biological parent(s) or guardian(s) never attended college or who started but did not finish college. However, "first-generation" can represent diverse family education situations. The first-generation student community is a multifaceted, and intersectional group of individuals who frequently lack educational/financial resources to succeed and, consequently, require supportive environments with rigorous mentorship. However, first-generation students often do not make their identity as first-generation students known to others due to several psychosocial and academic factors. Therefore, they are often "invisible minorities" in higher education. In this paper, we describe the diverse family situations of first-generation students, further define "first-generation," and suggest five actions that first-generation trainees at the undergraduate/graduate stages can engage in to succeed in an academic climate. We also provide suggestions for mentors to accommodate first-generation students' unique experiences and equip them with tools to deliver intentional mentoring practices. We hope that this paper will help promote first-generation student success throughout the academic pipeline.
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Affiliation(s)
- Vijayvardhan Kamalumpundi
- Department of Internal Medicine, Roy J. and Lucille A. Carver College of Medicine, Iowa City, Iowa, USA
| | - Sophielle Silvers
- Department of Biochemistry and Molecular Biology, Eberly College of Science, Pennsylvania State University, University Park, Pennsylvania, USA
| | - Latisha Franklin
- Department of Biochemistry and Molecular Biology, Eberly College of Science, Pennsylvania State University, University Park, Pennsylvania, USA
- Millenium Scholars Program, Eberly College of Science, Pennsylvania State University, University Park, Pennsylvania, USA
| | - Kit Neikirk
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, USA
| | - Elsie Spencer
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, USA
- Teachers College, Columbia University, New York, New York, USA
| | - Heather K Beasley
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, USA
| | | | - Zer Vue
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, USA
| | - Amber Crabtree
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, USA
| | - Annet Kirabo
- Vanderbilt Department of Medicine, Nashville, Tennessee, USA
| | - Jennifer A Gaddy
- Department of Medicine, Vanderbilt University Medical Center, Nashville, Tennessee, USA
- Department of Veterans Affairs, Tennessee Valley Healthcare Systems, Nashville, Tennessee, USA
| | - Steven M Damo
- Department of Life and Physical Sciences, Fisk University, Nashville, Tennessee, USA
- Center for Structural Biology, Vanderbilt University, Nashville, Tennessee, USA
| | - Melanie R McReynolds
- Department of Biochemistry and Molecular Biology, Eberly College of Science, Pennsylvania State University, University Park, Pennsylvania, USA
| | - Latanya Hammonds Odie
- Department of Biological Sciences, Georgia Gwinnett College, Lawrenceville, Georgia, USA
| | - Sandra A Murray
- Department of Cell Biology, University of Pittsburgh, Pittsburgh, Pennsylvania, USA
| | - Maria Elena Zavala
- Department of Biology, California State University, Northridge, California, USA
| | - Arnaldo Diaz Vazquez
- Graduate School of Biomedical Sciences, University of Texas Southwestern Medical Center, Dallas, Texas, USA
| | - Antentor Hinton
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, USA
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Neikirk K, Silvers S, Kamalumpundi V, Marshall AG, Scudese E, McReynolds M, Hinton AO. Recognizing and addressing environmental microaggressions, know-your-place aggression, peer mediocrity, and code-switching in STEMM. Front Educ (Lausanne) 2023; 8:1270567. [PMID: 38389784 PMCID: PMC10883026 DOI: 10.3389/feduc.2023.1270567] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/24/2024]
Abstract
Diversity, equity, and inclusion (DEI) initiatives are critical for fostering growth, innovation, and collaboration in science, technology, engineering, mathematics, and medicine (STEMM). This article focuses on four key topics that have impacted many Black individuals in STEMM: know-your-place aggression, environmental microaggressions, peer mediocrity, and code-switching. We provide a comprehensive background on these issues, discuss current statistics, and provide references that support their existence, as well as offer solutions to recognize and address these problems in the STEMM which can be expanded to all historically underrepresented individuals.
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Affiliation(s)
- Kit Neikirk
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, United States
| | - Sophielle Silvers
- Department of Biochemistry and Molecular Biology, Eberly College of Science, Pennsylvania State University, University Park, PA, United States
| | | | - Andrea G Marshall
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, United States
| | - Estevão Scudese
- Laboratory of Biosciences of Human Motricity (LABIMH) of the Federal University of State of Rio de Janeiro (UNIRIO), Rio de Janeiro, Brazil
- Sport Sciences and Exercise Laboratory (LaCEE), Catholic University of Petrópolis (UCP), Petrópolis, Brazil
| | - Melanie McReynolds
- Department of Biochemistry and Molecular Biology, Eberly College of Science, Pennsylvania State University, University Park, PA, United States
| | - Antentor O Hinton
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, United States
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5
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Hinton A, Shuler HD. Editorial: making the invisible visible in STEMM. Pathog Dis 2023; 81:ftad023. [PMID: 37793065 DOI: 10.1093/femspd/ftad023] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/07/2023] [Revised: 08/07/2023] [Accepted: 08/31/2023] [Indexed: 10/06/2023] Open
Abstract
Our editorial focused on the concept of "Making the Invisible Visible in Science, Technology, Engineering, Mathematics, and Medicine (STEMM)." We highlight 11 manuscripts submitted to our research topic, which offer unique and innovative, evidence-backed solutions to improve diversity, equity, and inclusion in STEMM. Notably, often racial, and ethnic minority scientists are forgotten and placed in the background even when they make a significant contribution to research. The manuscripts highlighted here begin to undo this and empower by making the invisible visible.
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Affiliation(s)
- Antentor Hinton
- Department of Molecular Physiology and Biophysics, Vanderbilt University, 2200 Pierce Ave Nashville, TN 37232-0615, United States
| | - Haysetta D Shuler
- Department of Biological Sciences, Winston-Salem State University, 601 S Martin Luther King Jr Dr, Winston-Salem, NC 27110, United States
- Shuler Consulting, Winston-Salem, NC 27110, United States
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