NIGMS’ longstanding support of and commitment to programs that promote workforce diversity have contributed to significant progress , but persistent representation gaps along demographic lines remain in the ranks of both independent investigators and scientific leadership. These gaps lead to the loss of valuable contributors from the talent pool and limit the ability of the biomedical community to identify and address critical scientific and societal concerns. A special issue of CBE-Life Sciences Education , published September 1, provides the broader community with a chance to assess the progress made and plan for a future in which we cultivate and harness all available talent.
Attendees at the INBRE-sponsored Mississippi Academy of Sciences annual meeting are featured on the cover of this special issue.
The papers in this issue, which I edited with Pat Marsteller of Emory University, fit four main themes:
- Innovative and effective interventions or approaches for broadening participation.
- Mechanistic explanations for why certain approaches have been effective.
- Novel insights about institutional and systemic factors that influence broadening participation efforts.
- Syntheses of research and practices that provide a “plan of action” heading forward.
NIGMS leadership, staff and grantees authored 11 of the 35 features, editorials, essays and articles in the special issue. While all of the papers focus on topics of importance to developing a diverse scientific workforce, I wanted to call your attention to a few representative articles:
UPDATE: The slides from the Bridges Webinar and Answers to Frequently Asked Questions have been posted.
Are you preparing an institutional Bridges to the Baccalaureate or Bridges to the Doctorate grant application? If so, you may have questions about the funding opportunity announcements, data tables and FORMS-D package required for the upcoming September 25 receipt date.
We’re offering a webinar for Bridges applicants on Thursday, August 18, from 1:15-2:45 p.m. EDT. You may send questions to us (Mercedes Rubio or Patrick H. Brown) before the webinar or post them in the chat box during the event. If you’re away from your computer, you can access the webinar from a mobile device or listen to a voice-only option by dialing 1-888-390-0690 from anywhere in the United States or Canada and entering the participant passcode 6253723.
We look forward to talking to you about the Bridges programs.
NIGMS Staff Participating in August 18 Webinar
Division of Training, Workforce Development, and Diversity:
Alison Gammie, Director
Shiva Singh, Undergraduate and Predoctoral Training Branch Chief
Mercedes Rubio, Bridges to the Baccalaureate Program Director
Patrick H. Brown, Bridges to the Doctorate Program Director
Sailaja Koduri, Program Director
Office of Scientific Review:
Brian Pike, Acting Chief
Rebecca Johnson, Scientific Review Officer
Division of Extramural Activities:
Justin Rosenzweig, Grants Management Specialist
We recently analyzed the career outcomes of scholars who participated in the NIGMS IRACDA program. A goal of this program is to provide a diverse pool of postdoctoral scholars with research and professional skills needed to be successful in academic careers. The program combines a mentored postdoctoral research experience with an opportunity to develop additional academic and teaching skills, including a teaching practicum at a partner institution that enrolls a substantial number of students from underrepresented groups. Since its inception in 1999, 25 research-intensive institutions have received IRACDA awards, which have supported more than 600 scholars.
Our assessment focused on the 450 alumni who completed their training through November 2014. Important findings include:
- IRACDA scholars are diverse: 63% are female, and 53% identify as a race/ethnicity other than white, non-Hispanic.
- Approximately 73% of IRACDA alumni are in academic faculty positions at a range of institutions (see Figure 1).
- Among the scholars in faculty positions, 35% are at research-intensive institutions, 25% are at primarily undergraduate institutions and the remaining percent are at associate- and master’s degree-granting institutions. In addition, 25% of the IRACDA alumni in academic positions are faculty at a designated minority-serving institution.