Louis Stokes Regional Center of Excellence for Wholistic Mentoring in STEM (WM STEM Center)
National Institutes of Health (NIH)
The National Institutes of Health database offers a wealth of resources on mentorship initiatives in the medical science research areas. These resources provide valuable insights into various fields, including biomedical sciences and nursing, and are designed to help faculty mentors better understand the experiences of undergraduate community college students, undergraduate four-year university students, and those in graduate studies. The database includes articles, research papers, case studies, and other materials that cover a range of topics, from effective mentor-mentee relationships to strategies for promoting diversity and inclusion in the sciences.
These articles explore different mentoring models and initiatives designed to increase the participation of underrepresented undergraduate students in biomedical sciences and the sciences more broadly. The studies investigate the effectiveness of peer mentoring and multiple mentor models, as well as examine the experiences of students from underrepresented groups in these programs. The goal is to promote diversity in research training and expand participation in the sciences.
Keller, T. E., & Lindwall, J. (2020). Investigating a multiple mentor model in research training for undergraduates traditionally underrepresented in Biomedical Sciences. Understanding Interventions. Retrieved from https://www.understandinginterventionsjournal.org/article/12476-investigating-a-multiple-mentor-model-in-research-training-for-undergraduates-traditionally-underrepresented-in-biomedical-sciences.
Keller, T. E., Logan, K., Lindwall, J., & Beals, C. (2017). Peer mentoring for undergraduates in a research-focused diversity initiative. Metropolitan Universities, 28(3). https://doi.org/10.18060/21542
Prunuske, A., Wilson, J., Walls, M., Marrin, H., & Clarke, B. (2016). Efforts at broadening participation in the Sciences: An Examination of the mentoring experiences of students from underrepresented groups. CBE—Life Sciences Education, 15(3). https://doi.org/10.1187/cbe.16-01-0024.
These articles focus on efforts to diversify and promote inclusivity in biomedical research and training. Highlighting programs and initiatives aimed at supporting underrepresented minority groups, such as peer mentoring and community engagement practices, and providing opportunities for the advancement of various career fields of science. Additionally, the articles discuss the importance of establishing mentorship programs that specifically cater to the needs of deaf and hard-of-hearing scholars. Overall, there is an emphasis on the significance of creating a more diverse and wholistic scientific community.
Gibau, G. S., Foertsch, J., Blum, J., Brutkiewicz, R. R., Queener, S., Roman, A., Rhodes, S. J., Sturek, M., Wilkes, D. S., & Broxmeyer, H. (2010). Diversifying biomedical training: A synergistic intervention. Journal of Women and Minorities in Science and Engineering, 16(3), 215–235. https://doi.org/10.1615/jwomenminorscieneng.v16.i3.20
Henry Akintobi, T., Sheikhattari, P., Shaffer, E., Evans, C. L., Braun, K. L., Sy, A. U., Mancera, B., Campa, A., Miller, S. T., Sarpong, D., Holliday, R., Jimenez-Chavez, J., Khan, S., Hinton, C., Sellars-Bates, K., Ajewole, V., Teufel-Shone, N. I., McMullin, J., Suther, S., … Tchounwou, P. B. (2021). Community engagement practices at research centers in U.S. minority institutions: Priority populations and innovative approaches to advancing Health Disparities Research. International Journal of Environmental Research and Public Health, 18(12), 6675. https://doi.org/10.3390/ijerph18126675.
Kim, M. J., Holm, K., Gerard, P., McElmurry, B., Foreman, M., Poslusny, S., & Dallas, C. (2009). Bridges to the doctorate: Mentored transition to successful completion of doctoral study for underrepresented minorities in nursing science. Nursing Outlook, 57(3), 166–171. https://doi.org/10.1016/j.outlook.2009.01.004
Lynn, M. A., Butcher, E., Cuculick, J. A., Barnett, S., Martina, C. A., Smith, S. R., Pollard, R. Q., & Simpson-Haidaris, P. J. (2020). A review of mentoring deaf and hard-of-hearing scholars. Mentoring & Tutoring: Partnership in Learning, 28(2), 211–228. https://doi.org/10.1080/13611267.2020.1749350.
Ofili, E. O., Sarpong, D., Yanagihara, R., Tchounwou, P. B., Fernández-Repollet, E., Malouhi, M., Idris, M. Y., Lawson, K., Spring, N. H., & Rivers, B. M. (2021). The research centers in minority institutions (RCMI) Consortium: A Blueprint for inclusive excellence. International Journal of Environmental Research and Public Health, 18(13), 6848. https://doi.org/10.3390/ijerph18136848.
Mentoring is a critical component of career development in various fields, including academia and health-related fields. The articles below explore the impact of mentoring on individuals' career success, the factors that determine a successful mentoring relationship, and the need for mentoring underrepresented minorities and early-stage investigators to promote diversity and inclusion in health-related research. It provides evidence-based insights for professionals and organizations seeking to enhance their mentoring programs and improve career outcomes for individuals.
Eby, L. T., Allen, T. D., Evans, S. C., Ng, T., & DuBois, D. L. (2008). Does mentoring matter? A multidisciplinary meta-analysis comparing mentored and non-mentored individuals. Journal of Vocational Behavior, 72(2), 254–267. https://doi.org/10.1016/j.jvb.2007.04.005.
Ransdell, L., Lane, T., Schwartz, A., Wayment, H., & Baldwin, J. (2021). Mentoring new and early-stage investigators and underrepresented minority faculty for research success in health-related fields: An integrative literature review (2010–2020). International Journal of Environmental Research and Public Health, 18(2), 432. https://doi.org/10.3390/ijerph18020432.
Straus, S. E., Johnson, M. O., Marquez, C., & Feldman, M. D. (2013). Characteristics of successful and failed mentoring relationships. Academic Medicine, 88(1), 82–89. https://doi.org/10.1097/acm.0b013e31827647a0 .
The Louis Stokes Regional Center of Excellence for Wholistic Mentoring in STEM is funded by the National Science Foundation under grants HRD2020697, HRD2020491, HRD2020548, and HRD2020524.
Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.