Scientific Societies Fostering Inclusive Scientific Environments through Travel Awards: Current Practices and Recommendations

Language Barriers in Organismal Biology: What Can Journals Do Better?

In the field of organismal biology, as in much of academia, there is a strong incentive to publish in internationally recognized, highly regarded, English-language journals to promote career advancement. This expectation has created a linguistic hegemony in scientific publishing, whereby scholars for whom English is an additional language face additional barriers to achieving the same scientific recognition as scholars who speak English as a first language. Here, we surveyed the author guidelines of 230 journals in organismal biology with impact factors of 1.5 or greater for linguistically inclusive and equitable practices and policies. We looked for efforts that reflect first steps toward reducing barriers to publication for authors globally, including the presence of statements that encouraged submissions from authors of diverse nationalities and backgrounds, policies regarding manuscript rejection based on perceived inadequacies of the English language, the existence of bias-conscious reviewer practices, whether translation and editing resources or services are available, allowance for non-English abstracts, summaries, or translations, and whether journals offer license options that would permit authors (or other scholars) to translate their work and publish it elsewhere. We also directly contacted a subset of journals to verify whether the information on their author guidelines page accurately reflects their policies and the accommodations they would make. We reveal that journals and publishers have made little progress toward beginning to recognize or reduce language barriers. Counter to our predictions, journals associated with scientific societies did not appear to have more inclusive policies compared to non-society journals. Many policies lacked transparency and clarity, which can generate uncertainty, result in avoidable manuscript rejections, and necessitate additional time and effort from both prospective authors and journal editors. We highlight examples of equitable policies and summarize actions that journals can take to begin to alleviate barriers to scientific publishing.

An Innovative Faculty Travel Award Program to Support Child, Elder, or Dependent Care

This study observes how a travel award program that supports child, elder, or dependent care affected university faculty members.

The Metamorphosing Professor: Adapting Teaching to Fulfill the Promise of Biology Education

Teaching students at all levels of education has undergone extensive changes, particularly in the past decade. Our present student population has transformed dramatically in the 21st century due to the changing demographics of the nation, an increasing use of technology both inside and outside the classroom, along with an expectation to have information instantaneously available to peruse and utilize as a source of material. Today's instructors also need to adapt to these changes by assessing how well students are learning new concepts, as well as how much material students retain for future coursework. Here, we explore the recent history of science education, and the progress that has been made to overcome multiple learning obstacles, particularly relevant to PEERs (persons excluded because of their ethnicity or race) in STEM (science, technology, engineering, and mathematics). We hope to provide insight into how educators are restructuring the way they design their teaching portfolios to provide better outcomes for the students of today's educational system.

Refining a DEI Assessment Tool for Use in Optimizing Professional STEM Societies for Gender Equity

Historic science, technology, engineering and mathematics (STEM) disciplinary cultures were founded in a system that was predominately male, white, heterosexual, and able-bodied (i.e., "majority"). Some societal norms have changed, and so has demand for inclusive STEM engagement. However, legacy mental models, or deeply held beliefs and assumptions, linger and are embedded in the STEM system and disciplinary cultures. STEM reform is needed to maximize talent and create inclusive professions, but cannot be achieved without recognizing and addressing norms and practices that disproportionately serve majority vs. minoritized groups. As leading voices in disciplinary work and application, disciplinary and professional societies (Societies) are instrumental in shaping and sustaining STEM norms. We, leaders of the Amplifying the Alliance to Catalyze Change for Equity in STEM Success (ACCESS+) project, recognize the need to provide Society diversity, equity, and inclusion (DEI) change leaders with tools necessary to foster systemic change. In this Perspectives article, we present the Equity Environmental Scanning Tool (EEST) as an aid to help Society DEI change leaders elucidate legacy mental models, discern areas of strength, identify foci for advancement, and benchmark organizational change efforts. We share our rationale and work done to identify, and, ultimately, adapt a Society DEI self-assessment tool from the United Kingdom. We share background information on the UK tool, content and structural changes made to create the EEST, and an overview of the resulting EEST. Ultimately, we seek to increase awareness of a Society-specific DEI self-assessment tool designed to help Society DEI change leaders advance inclusive reform.

Scientific Societies Integrating Gender and Ethnoracial Diversity Efforts: A First Meeting Report from Amplifying the Alliance to Catalyze Change for Equity in STEM Success (ACCESS+)

Professional STEM societies have been identified as an important lever to address STEM diversity, equity, and inclusion. In this Perspectives article, we chronicle the highlights of the first Amplifying the Alliance to Catalyze Change for Equity in STEM Success (ACCESS+) convening held in September 2021. Here, we introduce the three-part ACCESS+ approach using a model that entails (i) completion of a DEI self-assessment known as the equity environmental scanning tool, (ii) guided action plan development and iteration, and (iii) sustained participation in a community of practice.

The Inclusive Professional Framework for Societies: Changing Mental Models to Promote Diverse, Equitable, and Inclusive STEM Systems Change

Science, technology, engineering, and mathematics (STEM) professional societies (ProSs) are uniquely positioned to foster national-level diversity, equity, and inclusion (DEI) reform. ProSs serve broad memberships, define disciplinary norms and culture, and inform accrediting bodies and thus provide critical levers for systems change. STEM ProSs could be instrumental in achieving the DEI system reform necessary to optimize engagement of all STEM talent, leveraging disciplinary excellence resulting from diverse teams. Inclusive STEM system reform requires that underlying "mental models" be examined. The Inclusive Professional Framework for Societies (IPF: Societies) is an interrelated set of strategies that can help ProSs change leaders (i.e., "boundary spanners") and organizations identify and address mental models hindering DEI reform. The IPF: Societies uses four "I's"-Identity awareness and Intercultural mindfulness (i.e., equity mindset) upon which inclusive relationships and Influential DEI actions are scaffolded. We discuss how the IPF: Societies complements existing DEI tools (e.g., Women in Engineering ProActive Network's Framework for Promoting Gender Equity within Organization; Amplifying the Alliance to Catalyze Change for Equity in STEM Success' Equity Environmental Scan Tool). We explain how the IPF: Societies can be applied to existing ProS policy and practice associated with common ProS functions (e.g., leadership, membership, conferences, awards, and professional development). The next steps are to pilot the IPF: Societies with a cohort of STEM ProSs. Ultimately, the IPF: Societies has potential to promote more efficient, effective, and lasting DEI organizational transformation and contribute to inclusive STEM disciplinary excellence.

Scientific societies fostering inclusivity through speaker diversity in annual meeting programming: a call to action

Scientific societies aiming to foster inclusion of scientists from underrepresented (UR) backgrounds among their membership often delegate primary responsibility for this goal to a diversity-focused committee. The National Science Foundation has funded the creation of the Alliance to Catalyze Change for Equity in STEM Success (ACCESS), a meta-organization bringing together representatives from several such STEM society committees to serve as a hub for a growing community of practice. Our goal is to coordinate efforts to advance inclusive practices by sharing experiences and making synergistic discoveries about what works. ACCESS has analyzed the approaches by which member societies have sought to ensure inclusivity through selection of annual meeting speakers. Here we discuss how inclusive speaker selection fosters better scientific environments for all and identify challenges and promising practices for societies striving to maximize inclusivity of speakers in their scientific programming.

Accomplishing Career Transitions 2019: facilitating success towards the professoriate

The Minorities Affairs Committee of the American Society for Cell Biology through its Accomplishing Career Transitions (ACT) program aims to ease critical transitions for postdocs and junior faculty from underrepresented backgrounds in STEM or from minority-serving institutions as they work towards promotion and tenure at a wide range of academic institutions. The ACT program is a 2-year cohort-based professional and skills development program that kicks off with a summer workshop and continues with additional online training sessions on selected topics, forging the creation of a permanent mentoring community for the participants. In this BMC Proceedings Supplement, we highlight selected content from the first ACT summer workshop held in 2019 at the Rizzo Center in Chapel Hill, NC. The goal of this BMC Proceedings Supplement is to amplify impact of ACT programming in a way that transcends the ACT Fellow community to benefit an increased number of scientists.

Beyond the bench: how inclusion and exclusion make us the scientists we are

Recent events encompassing social injustices, healthcare disparities, and police brutality against Black citizens highlight the continued need to strive toward unbiased and inclusive practices in all realms of the world. Our voices as cell biologists are powerful tools that can be used to combat inequities in the scientific landscape. In this inaugural Voices essay, we discuss how exclusion and inclusion events have contributed to our scientific journeys and how scientists can work to create an inclusive environment for our trainees and colleagues. As underrepresented minority scientists in the early and late stages of our scientific training, we frame the trainee experience to provide insight from unique perspectives. This essay also provides actionable items that the cell biology community can implement to promote inclusivity. We anticipate that initiating an open dialogue focused on diversity and inclusion will promote growth in the field of cell biology and enable scientists to assess and assume their role in creating welcoming environments. We believe that scientists at all stages in their careers can make meaningful and habitual contributions to supporting inclusivity in cell biology, thereby creating a future where diversity, equity, and inclusion are expected, not requested.

How Podcasts Can Benefit Scientific Communities

Podcasts are emerging as popular fora for discussing science. Here, we describe how podcasts can benefit scientific communities by disseminating career-specific information that is often unwritten and hidden to those outside academic social knowledge networks. We also provide practical advice on how scientists can launch their own podcasts.