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Developing an Inclusive Workshop Series for Faculty Mentoring Diverse Research Students
Author(s) -
Michel Lea Vacca,
Newman Dina,
Magalhaes Rita Margarida Almeida,
Wyatt Brittney N
Publication year - 2019
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.2019.33.1_supplement.456.6
Subject(s) - excellence , undergraduate research , medical education , stereotype threat , psychology , reading (process) , stereotype (uml) , inclusion (mineral) , graduate students , pedagogy , mathematics education , medicine , political science , social psychology , law
Undergraduate research can be an incredibly rewarding experience for both students and mentors. Many students who participate in undergraduate research find themselves motivated to pursue graduate programs in their fields. However, a negative experience during undergraduate research can have the opposite effect‐ students may disengage from scientific research altogether, and mentors may find themselves pulling back from mentoring undergraduates. When students are from nontraditional or underrepresented groups, these effects can be amplified due to complicating factors such as stereotype threat and a deflated sense of belonging. Here, we report on a workshop series for research mentors, designed specifically to improve and enhance faculty awareness on inclusive practices. The workshops employed a combination of reading and writing assignments, discussions, videos, podcasts, and activities to help mentors recognize the complexity of identity, implement inclusive practices in their research groups, and foster a sense of belonging in their students. A majority of faculty who participated in the workshops reported having a positive experience that increased their awareness and promoted them to be a more reflective research mentor. Support or Funding Information The development of this workshop series was supported by an Inclusive Excellence grant from the Howard Hughes Medical Institute (PI: Scott Franklin, RIT). This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal .