About Christa Reynolds

Christa works on expanding the Diversity Program Consortium’s outreach through social media, blogs and other communication approaches.

Notes from the 2017 Training, Workforce Development, and Diversity Program Directors’ Meeting

2017 TWD Program Directors' Meeting: June 18-21, 2017. Baltimore Marriott Waterfront. Baltimore, MarylandThe 2017 Training, Workforce Development, and Diversity (TWD) Program Directors’ Meeting Exit icon, organized through a grant to the Federation of Associations for Experimental Biology, took place June 18-21 in Baltimore. This biennial meeting brought together the community of faculty, staff and administrators who manage TWD undergraduate and predoctoral training programs across the nation to network, share best practices for program improvement and connect with NIGMS staff. This year, participants presented more than 100 posters. Plenary sessions and keynote talks described innovative approaches for training and evaluation, efforts to enhance diversity in the biomedical workforce and more.

Highlights included:

  • Alison Gammie, director of NIGMS’ TWD division, outlined the new predoctoral T32 funding opportunity announcement (FOA) in her presentation Exit icon [PDF, 4.4MB]. The FOA will emphasize cultivating a diverse pool of well-trained scientists and will focus on skills and career development, the importance of scientific rigor and reproducibility, and the value of inclusive and supportive training environments. It is scheduled for publication this fall.
  • Principal investigators of administrative supplements to NIGMS predoctoral training grants presented their approaches to modernizing biomedical graduate education through increased focus on scientific rigor, career and skill development, and training opportunities.
  • Melanie Sinche, director of education at the Jackson Laboratory for Genomic Medicine and author of “Next Gen PhD: A Guide to Career Paths in Science,” shared her research on recent STEM Ph.D. graduates’ career pathways Exit icon [PDF, 1.7MB]. She found that the majority of recent STEM Ph.D. graduates who responded to her survey expressed satisfaction with their work, and they chose their employment primarily for “intellectual challenge” and “flexibility.”
  • Erin Dolan, a professor at the University of Georgia, talked about effective strategies for science education Exit icon [PDF, 1.7MB]. Citing a variety of references, Dolan presented on how the research training community can help students develop interests and careers in the sciences by incorporating models from educational research and social cognitive career theory. This approach is intended to nurture greater enthusiasm for science because it’s based on how students learn and make career decisions. Later, members of the Diversity Program Consortium’s Coordination and Evaluation Center led a workshop on evaluation techniques [PDF, 4.7MB] and shared some tools with attendees that may aid in more effectively evaluating training programs.
  • In his Message from the Director Exit icon [PDF, 5.5MB], Jon Lorsch included an overview of ongoing NIGMS priorities, including the expansion of the Maximizing Investigators’ Research Award (MIRA) program. He also announced that NIGMS is the new home for the Science Education Partnership Award (SEPA) program, which supports educational and career activities for pre-K to grade 12 students, as well as other public outreach programming. SEPA strongly complements the rest of NIGMS’ workforce diversity and training portfolio. Examples of SEPA projects Exit icon include mobile laboratories Exit icon that bring science to rural communities, professional development Exit icon for teachers and media-based projects like the PBS NewsHour Student Reporting Labs Exit icon.

To view more of the presentations and to access abstracts for the poster sessions, please visit the 2017 TWD Program Directors’ Meeting resources page Exit icon.

Students ‘Build’ Connections and More at Scientific Conferences

For students in the biomedical sciences, attending conferences is a chance to share ideas and research experiences with colleagues from across the country, while learning about educational and career opportunities and building identities as scientists. Outcomes from student conference attendance may also help us to learn how students build and maintain scientific identities. At conferences over the past two years, we have witnessed undergraduate trainees from the more recently-established Building Infrastructure Leading to Diversity (BUILD) program joining colleagues from long-running NIGMS-supported grants, like Research Initiative for Scientific Enhancement (RISE) and Maximizing Access to Research Careers (MARC).

Since BUILD is a fairly new program, it’s been great to see how quickly its trainees have embraced the opportunities conferences have to offer, from simply meeting other program trainees and sharing stories about their research to making valuable networking connections. BUILD, established in 2014, is a component of the Diversity Program Consortium (DPC), which also includes the National Research Mentoring Network (NRMN) and the Coordination and Evaluation Center (CEC). The DPC is part of a broad, trans-NIH strategy to address new ways to promote diversity in the biomedical research workforce.

In recent years, BUILD trainees have been in high attendance at the NIGMS-supported Society for Advancement of Chicanos/Hispanics and Native Americans in Science (SACNAS) Link to external website conference and the Annual Biomedical Research Conference for Minority Students (ABRCMS) Link to external website. These conferences focus on broadening participation in biomedical research and introduce students to groundbreaking scientists.

During the BUILD networking sessions at both meetings, we heard students’ stories about their research and programs. We also had the opportunity to witness an element of students developing scientific identities—trading business cards.

Many BUILD students also made presentations on their research at the 2016 SACNAS and ABRCMS meetings, and eight of them received awards for posters and oral presentations. These awards are based on a variety of criteria, including knowledge of a subject area as well as experimental design. Because the DPC’s BUILD programs introduce undergraduate students to research through hands-on lab experience, it’s great to see that students are sharing their research findings, taking part in poster sessions and being recognized for their efforts.

Students’ interactions during networking sessions and scientific presentations complement another DPC goal: providing role models and mentors to students from a wide variety of backgrounds. Because evaluating program outcomes is integral to the DPC, we are evaluating whether these kinds of interactions help students persist in science careers and develop identities as scientists. It is our hope that what we learn from DPC interventions—such as promoting conference attendance among students—can be scaled to fit a larger audience and benefit students in other training programs.

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Notes from the Diversity Program Consortium Annual Meeting

DPC Annual Meeting Program CoverAfter attending the Diversity Program Consortium (DPC) Exit icon annual meeting in mid-October and learning about the progress the consortium has made and its future plans, we’re feeling energized as we begin the third year of this grant. The DPC, supported by the NIH Common Fund and managed by NIGMS, is a cooperative agreement focused on finding the best ways to improve research training and mentoring in the biomedical sciences and on engaging a more diverse field of individuals in biomedical research careers. The consortium includes three interconnected programs: Building Infrastructure Leading to Diversity (BUILD), the National Research Mentoring Network (NRMN) and the Coordination and Evaluation Center (CEC).

The annual meeting brought together over 100 representatives from NIH and each grantee site to discuss DPC achievements, challenges and opportunities. The agenda, organized by the CEC, included two full days of presentations and breakout sessions.

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New Tool for Building Mentor/Mentee Connections

We’re pleased to announce the launch of MyNRMN Exit icon, a free, web-based platform designed to help biomedical researchers and students across the United States connect professionally. MyNRMN is part of the National Research Mentoring Network Exit icon, which NIGMS manages for the NIH Common Fund’s Diversity Program Consortium.

MyNRMN is designed for scientists at every career level. Faculty in more senior roles and established researchers can sign up as mentors. Early career faculty can serve as mentors or be mentees, depending on their needs. Undergraduates, graduate students and postdocs can elect to be peer mentors or sign up to be mentored. The connections you form through MyNRMN might be as simple as asking a question to scheduling formal mentoring sessions.

Some of MyNRMN’s features include:

  • Browsing other registrants’ profiles to connect with people who have similar interests (as on social media sites).
  • Sharing documents and sending direct messages to your connections.
  • Creating a personalized calendar to schedule mentee/mentor meetings, and electing whether you would like to receive text message reminders.
  • Revising and improving your resume with the CV Builder tool (for mentees).

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