TY - JOUR
T1 - Scientific societies fostering inclusive scientific environments through traveawards
T2 - Current practices and recommendations
AU - Segarra, Verónica A.
AU - Vega, Leticia R.
AU - Primus, Clara
AU - Etson, Candice
AU - Guillory, Ashley N.
AU - Edwards, Ashanti
AU - Flores, Sonia C.
AU - Fry, Catherine
AU - Ingram, Susan L.
AU - Lawson, Mark
AU - McGee, Richard
AU - Paxson, Stephanie
AU - Phelan, Laura
AU - Suggs, Kirsta
AU - Vuong, Elizabeth
AU - Hammonds-Odie, Latanya
AU - Leibowitz, Michael J.
AU - Zavala, Mariaelena
AU - Lujan, J. Luis
AU - Ramirez-Alvarado, Marina
N1 - Publisher Copyright:
© 2020 V. A. Segarra et al.
PY - 2020/6/1
Y1 - 2020/6/1
N2 - Diversity-focused committees continue to play essential roles in the efforts of professional scientific societies to foster inclusion and facilitate the professional development of underrepresented minority (URM) young scientists in their respective scientific disciplines. Until recently, the efforts of these committees have remained independent and disconnected from one another. Funding from the National Science Foundation has allowed several of these committees to come together and form the Alliance to Catalyze Change for Equity in STEM Success, herein referred to as ACCESS. The overall goal of this meta-organization is to create a community in which diversity-focused committees can interact, synergize, share their collective experiences, and have a unified voice on behalf of URM trainees in science, technology, engineering, and mathematics disciplines. In this Essay, we compare and contrast the broad approaches that scientific societies in ACCESS use to implement and assess their travel award programs for URM trainees. We also report a set of recom-mendations, including both short-and long-term outcomes assessment in populations of interest and specialized programmatic activities coupled to travel award programs.
AB - Diversity-focused committees continue to play essential roles in the efforts of professional scientific societies to foster inclusion and facilitate the professional development of underrepresented minority (URM) young scientists in their respective scientific disciplines. Until recently, the efforts of these committees have remained independent and disconnected from one another. Funding from the National Science Foundation has allowed several of these committees to come together and form the Alliance to Catalyze Change for Equity in STEM Success, herein referred to as ACCESS. The overall goal of this meta-organization is to create a community in which diversity-focused committees can interact, synergize, share their collective experiences, and have a unified voice on behalf of URM trainees in science, technology, engineering, and mathematics disciplines. In this Essay, we compare and contrast the broad approaches that scientific societies in ACCESS use to implement and assess their travel award programs for URM trainees. We also report a set of recom-mendations, including both short-and long-term outcomes assessment in populations of interest and specialized programmatic activities coupled to travel award programs.
UR - http://www.scopus.com/inward/record.url?scp=85085539389&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85085539389&partnerID=8YFLogxK
U2 - 10.1187/cbe.19-11-0262
DO - 10.1187/cbe.19-11-0262
M3 - Article
C2 - 32453676
AN - SCOPUS:85085539389
SN - 1931-7913
VL - 19
JO - CBE Life Sciences Education
JF - CBE Life Sciences Education
IS - 2
M1 - es3
ER -