Scientific Workforce Research Articles

Ensuring the future of otitis media research: Interest in and feasibility of a mentoring network program within the otitis media research community.

The goal of this study was to assess the feasibility of the implementation of a mentoring network program based on expressed interest and the diverse composition of the otitis media research community in order to address attrition of the scientific workforce. An online survey was sent to basic, translational, and clinical researchers with a known interest in otitis media. Of 509 eligible participants, 119 (23.4%) responded to the survey. Survey respondents had a diverse background by completed education, current job description, and membership in an underrepresented group in science. Most faculty respondents (76.4%) were willing to participate in the proposed program as mentors and faculty lecturers, or had early-career researchers or trainees in their research group who were willing to participate as mentees in the mentoring network. Scientific and non-scientific topics for inclusion in the training program were ranked, with immunology and inflammation, microbiology, science leadership and collaboration, mentoring, and grantsmanship as main foci of interest among respondents. Our survey results showed enthusiastic participation among responding otitis media researchers, indicating the feasibility of implementing a mentoring network program that will address workforce attrition, particularly among underrepresented groups in science.

Reflections beyond implementation: Evaluation of the project-based learning in the research curriculum of the Philippine Science High School - Luzon campuses

STEM schools have put priority on establishing research education as a core program that enables students to choose a topic of their choice, identify a problem, and find a solution to it through experimentation and other modes of data collection. At the Philippine Science High Schools, one of its key goals is to foster a research culture among its scholars, who will help to strengthen the country's academic and scientific workforce and contribute to its success in the future. To improve instructional teaching, the project-based learning (PBL) approach has been utilized in many academic courses. A cache of studies has delved into the use of project-based learning approaches in many academic courses but the research education. This research project aimed to evaluate the implementation of project-based learning (PBL) in the STEM Research curriculum of the Philippine Science High School – Luzon campuses. Select teachers from the Philippine Science High School have shared their thoughts through the qualitative interview tool. The use of qualitative interview tool is aimed to explore their thoughts and opinions regarding the various aspects of project-based learning (PBL) implementation within the PSHS research curriculum. Thematic analysis using phenomenological reduction shows emerging themes highlighting the benefits, challenges, and things that are needed to start to improve the implementation of the project-based learning approach within the research curriculum of the PSHS system.

Research and technology organizations as entrepreneurship instruments: the case of the Institut National d’Optique in the Canadian optics and photonics industry

Research and technology organizations (RTOs) are studied in the innovation policy literature mainly as providers of R&D services and as intermediaries between universities and the private sector. Through the case of the Institut National d’Optique (INO), Canada’s leading RTO in the optics and photonics industry, we argue that RTOs can also act as entrepreneurs by generating technologies and commercializing them through licensing, technology transfers and spin-offs. By analyzing the broad range of activities undertaken by INO, we also discuss what characteristics make some RTOs more likely to embrace entrepreneurship than others. Those characteristics include the following: renewed access to government funding to build a strong in-house research infrastructure and scientific workforce; strategic R&D planning that incorporates commercial objectives and an environment that encourages a culture of entrepreneurship among employees; the ability to act as the driving force of a network of academic, government and private sector organizations. From a policy perspective, the INO case indicates that the main value of using RTOs as entrepreneurship instruments does not lie in profitability but rather in developing dynamic regional systems of innovation.

Racial inequities and addiction research

What accounts for variation across racial and ethnic groups in drug use and harms related to substance use? While explanatory mechanisms for racial and ethnic disparities include differential access to and use of health services, a myriad of other factors, including racism and historical trauma, contribute to drug-related disparities. Furthermore, the addiction scientific workforce, like the full biomedical research enterprise, lacks diversity. This deficit undercuts U.S. scientific leadership and is a major challenge for the field. To address these entrenched problems, the National Institute on Drug Abuse (NIDA) is prioritizing research on health disparities and supporting multiple efforts to enhance scientific workforce diversity. Studies on substance use trends and emerging threats must measure disparities and track progress in reducing disparities, but also acknowledge the limitations of race and ethnicity-based data. Researchers must take the bold step of proposing studies that elucidate causal mechanisms which have the potential to be ameliorated by novel policies and practices. Critically, the impact of racism on all aspects of the substance use trajectory must be assessed to better tailor prevention, harm reduction, treatment, and recovery-support interventions to the specific circumstances of those who need them. Particular attention should be given to people who are incarcerated, who are experiencing homelessness, and who have a history of adverse childhood experiences. Training the next generation of the addiction science workforce needs to address structural barriers to participation with partnerships between funders, such as NIDA, and grantee organizations.

Areas of strength and opportunities for growth in translational science education and training: Results of a scoping review from the NCATS Education Branch.

Translational science education and training (E&T) aims to prepare the translational workforce to accelerate progress along the translational pipeline toward solutions that improve human health. In 2020-2021, the National Center for Advancing Translational Sciences (NCATS) Education Branch conducted a scoping review of the E&T literature with this focus. The review used the methodological framework proposed by Arksey and O'Malley. PubMed, Education Resources Information Center (ERIC), and Embase were searched, and forward citations conducted. Screening of titles, abstracts, and full text identified 44 included articles. Data extraction facilitated analysis of E&T content, audiences, modalities, evaluations, and recommendations. The NCATS Translational Science Principles were used to identity described or recommended E&T content. Twenty-nine articles described a translational science E&T opportunity or its evaluation, and another 15 articles offered recommendations for translational science E&T. The most prevalent NCATS Translational Science Principles were boundary-crossing partnerships (77%) and cross-disciplinary team science (75%). Among publications describing E&T opportunities, the most reported modalities were experiential learning (64%) and courses (61%) and the most reported participants were graduate students (68%) and postdoctoral fellows (54%). About half of these articles (n = 15) reported an evaluation, covering a range of proximal to distal outcomes. Recommendations emphasized the value of translational science E&T across training and career stages and the use of varied modalities to reach diverse audiences. This review highlights strengths and opportunities for growth in translational science E&T. Enhancements to content, expansion of participants and modalities, and rigorous evaluations will contribute to building a highly qualified, diverse translational science workforce.

Including People with Spinal Cord Injury in Research as Participants, Partners, and Personnel.

Individuals with disabilities are significantly underrepresented in research and are often not included in discussions on diversity, equity, inclusion, and accessibility. The Advisory Committee to the National Institutes of Health Director Working Group on Diversity formed an ad hoc Subgroup on Individuals with Disabilities to develop recommendations on how to enhance the inclusion of people with disabilities in the scientific workforce as well as throughout the research ecosystem. The article summarizes those recommendations and how they came about, then contextualizes them for the spinal cord injury (SCI) research field. Other fields that do not typically include individuals with disabilities in research can learn from the strong history of including people with SCI as research participants. There has been a growing drive within our field to enhance the inclusion of people living with SCI as research partners, but how are we doing with promoting their inclusion in the scientific workforce?

Webs of science: mentor networks influence women's integration into STEM fields

Mentorship can be part of the solution to developing a more diverse global scientific workforce, but robust longitudinal evidence is limited. Developmental mentor network theory can advance our understanding of the impact of a wide range of mentors across social contexts by distinguishing between the content of mentorship support (eg career support) and the structural characteristics of an individual's mentor network (eg density of connections among mentors). We tested the influence of mentor network characteristics on longitudinal social integration into the Earth and environmental sciences, as indicated by science identity development (a key indicator of social integration) and graduate‐school applications in STEM (science, technology, engineering, and mathematics)‐related fields of study, based on a sample of 233 undergraduate women at nine universities in the US. Our findings indicated that belonging to close‐knit, larger, and skill‐focused mentorship networks creates a “sticky web” of social connections, providing information and resources that increase retention of college women in the Earth and environmental sciences.

Commitment to Active Allyship Is Required to Address the Lack of Hispanic and Latinx Representation in the Earth and Atmospheric Sciences

Abstract In 2021, people of Hispanic and Latinx origin made up 6% of the atmospheric and Earth sciences workforce of the United States, yet they represent 20% of the population. Motivated by this disparity in Hispanic and Latinx representation in the atmospheric and Earth science workforce, this manuscript documents the lack of representation through existing limited demographic data. The analysis presents a clear gap in participation by Hispanic and Latinx people in academic settings, with a widening gap through each education and career stage. Several factors and challenges impacting the representation disparity include the lack of funding for and collaboration with Hispanic-serving institutions, limited opportunities due to immigration status, and limited support for international research collaborations. We highlight the need for actionable steps to address the lack of representation and provide targeted recommendations to federal funding agencies, educational institutions, faculty, and potential employers. While we wait for systemic cultural change from our scientific institutions, grassroots initiatives like those proudly led by the AMS Committee for Hispanic and Latinx Advancement will emerge to address the needs of the Hispanic and Latinx scientific and broader community. We briefly highlight some of those achievements. Lasting cultural change can only happen if our leaders are active allies in the creation of a more diverse, equitable, and inclusive future. Alongside our active allies we will continue to champion for change in our weather, water, and climate enterprise.

Driving Excellence: Women in STEM Careers

As society looks to recover from the pandemic, many see an opportunity to rebuild the scientific enterprise. A post-pandemic vision for the STEM community must include more girls and women, because their continued exclusion will only serve to reduce the talent and innovation of the scientific workforce.

To diversify the scientific workforce, postdoc recruitment needs a rethink.

Biased hiring practices are limiting efforts to attract and retain researchers of colour. Biased hiring practices are limiting efforts to attract and retain researchers of colour.

The Atlanta VA Health Care System: Morehouse School of Medicine Core Recruiting Site-A Strategy to Increase Diversity in the VA Scientific Workforce.

The Department of Veterans Affairs (VA) initiative to enhance recruitment of diverse biomedical scientists from Historically Black Colleges and Universities (HBCUs) through the VA Career Development Program has provided a unique opportunity for HBCUs to partner with VA to strengthen diversity recruitment efforts. The Atlanta VA Health Care System and the Morehouse School of Medicine (MSM) enjoy a productive and growing interinstitutional collaboration. The partnership between the Atlanta VA and MSM provides the unique opportunity for MSM to increase research opportunities for faculty and students while providing a pipeline of diverse candidates for the Atlanta VA to enhance recruitment of diverse HCBU biomedical scientists. This relationship led to the creation of an inaugural HBCU Core Recruitment Site (CRS) at MSM and the Atlanta VA. The CRS provides a pathway to identify and recruit young diverse investigators who are eligible to compete for VA Career Development Award funding. This Atlanta VA/MSM CRS initiative established a pipeline program to further enhance diversity in the VA scientific workforce. In this review, the Atlanta VA/MSM CRS is presented as a potential model for maximizing the VA initiative to enhance the recruitment of diverse candidates from HBCUs.

Promoting Diversity, Equity, and Inclusion in the VA Scientific Workforce Through Mentored Experiences.

Promoting Diversity, Equity, and Inclusion in the VA Scientific Workforce Through Mentored Experiences.

Pediatric Disaster Science: Pediatric Specific Considerations, A Global Imperative, A WADEM Opportunity

Introduction:Pediatric disaster science is critical to provide data and discovery to guide evidence-based preparedness, response, mitigation and recovery to best serve children, families and society. With the increasing frequency, severity and global scope of disasters, there is now an unprecedented imperative and opportunity to build a sustained pediatric disaster science workforce and infrastructure. The expertise, perspective and collaboration of the international, multidisciplinary community, including WADEM members, is integral to supporting effective, efficient, ethical, high quality pediatric disaster science and its implementation.Method:A landmark Pediatric Disaster Science Symposium was convened in-person/virtually by the US National Academies of Science Engineering and Medicine in August 2022. Forty-eight pediatric disaster focused invited speakers, collectively representing government, non-governmental organizations, academia and community attended, and online. Attendees were polled during the two-day meeting to assign priority ratings to the topics discussed.Results:Symposium topics included the importance, history and scope of pediatric disaster science, and research across the disaster management cycle. Research considerations specific to children included medical and psychosocial vulnerabilities and manifestations; ethics and protections; protocol development and deployment; research tools; and data collection/integration. Scientific methodology topics addressed pediatric considerations for basic science, surveillance, clinical trials, applied sciences, community-engaged research, dissemination and implementation. Infrastructure needs described leveraging disaster centers, research networks, disaster response teams, government agencies and professional societies integratively across disciplines. Building a sustainable workforce, including training and engaging pediatric scientists with disaster-focused/disaster-relevant research, funding streams, regulation and advocacy were also discussed. Research priority ratings yielded preliminary data to inform pediatric disaster science priorities.Conclusion:The meeting provided insights that can further guide discussions among global disaster experts and scientists, including WADEM members, to prioritize, build and scale sustainable pediatric disaster science that yields evidence-based strategies, plans, resources, and actions that improve disaster preparedness, response, mitigation, and recovery for children, families and societies worldwide.

Assessing opportunities and inequities in undergraduate ecological forecasting education.

Conducting ecological research in a way that addresses complex, real-world problems requires a diverse, interdisciplinary and quantitatively trained ecology and environmental science workforce. This begins with equitably training students in ecology, interdisciplinary science, and quantitative skills at the undergraduate level. Understanding the current undergraduate curriculum landscape in ecology and environmental sciences allows for targeted interventions to improve equitable educational opportunities. Ecological forecasting is a sub-discipline of ecology with roots in interdisciplinary and quantitative science. We use ecological forecasting to show how ecology and environmental science undergraduate curriculum could be evaluated and ultimately restructured to address the needs of the 21st century workforce. To characterize the current state of ecological forecasting education, we compiled existing resources for teaching and learning ecological forecasting at three curriculum levels: online resources; US university courses on ecological forecasting; and US university courses on topics related to ecological forecasting. We found persistent patterns (1) in what topics are taught to US undergraduate students at each of the curriculum levels; and (2) in the accessibility of resources, in terms of course availability at higher education institutions in the United States. We developed and implemented programs to increase the accessibility and comprehensiveness of ecological forecasting undergraduate education, including initiatives to engage specifically with Native American undergraduates and online resources for learning quantitative concepts at the undergraduate level. Such steps enhance the capacity of ecological forecasting to be more inclusive to undergraduate students from diverse backgrounds and expose more students to quantitative training.

86 A summer research experience to encourage URM students’ participation in health sciences research

OBJECTIVES/GOALS: To increase the diversity of the health sciences research workforce, students from a variety of backgrounds must have the opportunity to participate in hands-on research experiences that highlight translating science to treating human disease. We developed a mentored translational research program for students from VCU and central Virginia HBCUs. METHODS/STUDY POPULATION: The Wright Regional Center for Clinical and Translational Science collaborated with the existing VCU Honors’ Summer Undergraduate Research Program (HSURP) to expand their summer research experience to URM students from our partner HBCUs. For 10 weeks, students worked with faculty mentors to learn research techniques and engage in research projects. Students also participated in career development sessions like developing a CV and choosing graduate programs, and at the end of HSURP, they shared formal presentations of their research with peers and mentors. HSURP students were provided housing and a stipend, and mentors were provided a stipend. A post-program assessment gathered feedback on research and personal skills gained, the program’s influence on their career goals, and overall experiences with HSURP. RESULTS/ANTICIPATED RESULTS: Nine students, 7 from VCU and 2 from Virginia State University participated in HSURP. Students were rising sophomores, juniors, and seniors, and 5 had previous research experience. Students worked on projects ranging from basic to social behavioral, community-placed research. All students rated the program as good or excellent. Post-program assessments showed all students believed they had a better understanding of ethical responsibilities of researchers, relevance of community-engaged and clinical/translational research, and interpreting journal articles after participating in the program. Four students reported they plan to continue working on their research projects during the academic year, and all students strongly agreed or agreed that HSURP prepared them for graduate or professional schools. DISCUSSION/SIGNIFICANCE: A program that combines hands-on research training and career development opportunities provides a robust research foundation for URM students, which can increase their participation in the translational science workforce. Future program development will include preprogram training modules to better prepare students for research experiences.

Arterial Hypertension in Women: State of the Art and Knowledge Gaps.

Hypertension is the leading risk factor for cardiovascular disease and premature death among women globally. However, there is a fundamental lack of knowledge regarding the sex-specific pathophysiology of the condition. In addition, risk factors for hypertension and cardiovascular disease unique to women or female sex are insufficiently acknowledged in clinical guidelines. This review summarizes the existing evidence on women and female-specific risk factors and clinical management of hypertension, to identify critical knowledge gaps relevant to research, clinical practice, and women's heart health awareness. Female-specific risk factors relate not only to reproduction, such as the association of gynecological conditions, adverse pregnancy outcomes or menopause with hypertension, but also to the specific roles of women in society and science, such as gender differences in received medical care and the underrepresentation of women in both the science workforce and as participants in research, which contribute to the limited evidence-based, gender- or sex-specific recommendations. A key point is that the development of hypertension starts in young, premenopausal women, often in association with disorders of reproductive organs, and therefore needs to be managed early in life to prevent future cardiovascular disease. Considering the lower blood pressure levels at which cardiovascular disease occurs, thresholds for diagnosis and treatment of hypertension may need to be lower for women.

A Case Study of Enhancing the Data Science Capacity of an RCMI Program at a Historically Black Medical College.

As data grows exponentially across diverse fields, the ability to effectively leverage big data has become increasingly crucial. In the field of data science, however, minority groups, including African Americans, are significantly underrepresented. With the strategic role of minority-serving institutions to enhance diversity in the data science workforce and apply data science to health disparities, the National Institute for Minority Health Disparities (NIMHD) provided funding in September 2021 to six Research Centers in Minority Institutions (RCMI) to improve their data science capacity and foster collaborations with data scientists. Meharry Medical College (MMC), a historically Black College/University (HBCU), was among the six awardees. This paper summarizes the NIMHD-funded efforts at MMC, which include offering mini-grants to collaborative research groups, surveys to understand the needs of the community to guide project implementation, and data science training to enhance the data analytics skills of the RCMI investigators, staff, medical residents, and graduate students. This study is innovative as it addressed the urgent need to enhance the data science capacity of the RCMI program at MMC, build a diverse data science workforce, and develop collaborations between the RCMI and MMC's newly established School of Applied Computational Science. This paper presents the progress of this NIMHD-funded project, which clearly shows its positive impact on the local community.

A Student-Centered, Entrepreneurship Development (ASCEND) Undergraduate Summer Research Program: Foundational Training for Health Research.

Increasing the participation of students of African descent and other minoritized populations in the scientific workforce is imperative in generating a more equitable biomedical research infrastructure and increasing national research creativity and productivity. Undergraduate research training programs have shown to be essential tools in retaining underrepresented minority (URM) students in the sciences and attracting them into STEM and biomedical careers. This paper describes an innovative approach to harness students' entrepreneurial desire for autonomy and creativity in a Summer Research Institute (SRI) that has served as an entry point into a multiyear, National Institutes of Health Building Infrastructure Leading to Diversity (NIH BUILD)-funded research training program. The SRI was designed as an 8-week, student-centered and course-based research model in which students select their own research topics. We test here the effects of SRI training on students' science self-efficacy and science identity, along with several other constructs often associated with academic outcomes in the sciences. The data shown here comprise analysis of four different training cohorts throughout four subsequent summers. We show significant gains in students' science self-efficacy and science identity at the conclusion of SRI training, as well as academic adjustment and sense of belonging. SRI participants also displayed substantially improved retention in their science majors and graduation rates.

Defender of the Nation, Champion of Science: The Agency for Defense Development as a Nexus for the Technological Transformation of South Korea

Abstract The Agency for Defense Development (ADD) has functioned as South Korea’s central institute for weapons research and development (R&D) since 1970, when it was established by the Park Chung Hee regime (1961–79). As argued in this article, this quasi-private, quasi-public military institute also fostered major advancements of science and technology during the transformative decade of South Korea’s “militarized industrialization,” the 1970s, with a lasting impact on the private sector and business relations with the state. Drawing from in-person interviews with living scientists who worked on military projects of the Park state, as well as official records of the ADD and recently declassified government documents, the article tells the story of the ADD’s founding and details how, as a key player in Park’s pursuit of security independence, the agency spurred technological innovation and industrialization. Through weapons development, the ADD localized R&D, facilitated technological collaboration, established quality control and standardization methods within corporations, and enhanced the scientific workforce with advanced training, altogether promoting the scientization of the Korean private sector. By merging state and business efforts, and by combining military with civilian strengths, the ADD led a process of national scientization and technological governance that still operates at the heart of Korean economic growth today.

An Intersectional Application of Expectancy-Value Theory in an Undergraduate Chemistry Course

The underrepresentation of women and Black, Latinx, and Native Americans within the United States scientific workforce is a persistent and multifaceted problem warranting an intersectional approach. Applying intersectionality to the expectancy-value theory of motivation, we examined initial motivation and subsequent achievement among a sample of undergraduate students ( N = 687) enrolled in the science, technology, engineering, and mathematics (STEM) gateway course of introductory chemistry at a diverse 4-year university. We found no racial/ethnic group differences in initial motivation, but small ( d = .30) group differences in achievement. Results revealed a pattern of gender differences across both underrepresented (i.e., Black, Latinx, and Native American) and well-represented (i.e., White, Asian American) racial/ethnic groups such that, relative to men, women began the class with lower levels of confidence about their performance, but greater utility value and attainment value in learning chemistry. Consistent with expectancy-value theory, motivation at the beginning of the semester positively predicted final exam scores across gender and racial/ethnic intersectional groups. For Black, Latinx, and Native American students, attainment value was an especially strong predictor of subsequent achievement. Our findings point to the need to cultivate social contexts within undergraduate STEM education that promotes all aspects of science motivation among students from underrepresented groups. Online slides for instructors who want to use this article for teaching are available on PWQ's website at http://journals.sagepub.com/doi/suppl/10.1177/03616843231153390 .