Louis Stokes Regional Center of Excellence for Wholistic Mentoring in STEM (WM STEM Center)
Wholistic Mentoring
This section features academic articles that focus on wholistic mentoring in Science, Technology, Engineering, and Mathematics (STEM) education. These articles provide insights on broadening participation issues in STEM and suggest strategies for increasing in STEM fields. Some of the articles in this section include STEM validation among underrepresented students, virtual mentoring, persistence of students with disabilities in STEM, mixed-reality simulations to build capacity for advocacy, and wholistic mentoring strategies in engineering departments.
Chen, J. A., Tutwiler, M. S., Jackson, J. F. (2021). Mixed-reality simulations to build capacity for advocating for diversity, equity, and inclusion in the geosciences. Journal of Diversity in Higher Education, 14(4), 557–568. https://doi.org/10.1037/dhe0000190
Clement, L., Leung, K. N., Lewis, J. B., Saul, N. M. (2020). The Supervisory Role of Life Science Research Faculty: The missing link to diversifying the academic workforce? Journal of Microbiology & Biology Education, 21(1). https://doi.org/10.1128/jmbe.v21i1.1911
Dodson, K., Deckard, C., Duke, H., White, J., Buchanan, E. (2022). Long-term impact of humanitarian engineering projects on views of diversity, equity, and inclusion: Preliminary qualitative results from alumni. ASEE Annual Conference Proceedings. American Society for Engineering Education. https://par.nsf.gov/servlets/purl/10347916
Dounas-Frazer, D. R., Hyater-Adams, S. A., Reinholz, D. L. (2017). Learning to do diversity work: A model for continued education of program organizers. The Physics Teacher, 55(6), 342–346. https://doi.org/10.1119/1.4999728
Farrell, S., & Minerick, A. R. (2018). The stealth of implicit bias in chemical engineering education, its threat to diversity, and what professors can do to promote an inclusive future. Chemical Engineering Education, 52, 129. https://eric.ed.gov/?id=EJ1174725
Hartman, H., Sukumaran, B., Forin, T., Farrell, S., Bhavsar, P., Jahan, K., Dusseau, R., & Bruckerhoff, T. (2018). Strategies for Improving Diversity and Inclusion in an Engineering Department. Journal of Professional Issues in Engineering Education and Practice, 144(4). https://doi.org/10.1061/(ASCE)EI.1943-5541.0000404
Mouw, C., Clem, S., Legg, S., & Stockard, J. (2018). Meeting mentoring needs in Physical Oceanography: An evaluation of the impact of MPOWIR. Oceanography, 31(4), 171–179. https://doi.org/10.5670/oceanog.2018.405
Posselt, J. (2018). Normalizing struggle: Dimensions of faculty support for doctoral students and implications for persistence and well-being. The Journal of Higher Education, 89(6), 988–1013. https://doi.org/10.1080/00221546.2018.1449080
Qazi, M. A., Shannon, D. M., Jenda, O., McCullough, B., Griffin, G., & Lunn, A. M. (2016). A Mentoring Bridge Model to Prepare Students with Disabilities in the STEM Fields at Tuskegee University. Journal of Women and Minorities in Science and Engineering, 22(4), 287-305. https://files.eric.ed.gov/fulltext/EJ1319173.pdf
Robertson, A. D., Hairston, W. T., Scherr, R. E. (2019). Belonging, success, access, and disruption: Physics faculty goals for Inclusive Learning Environments. 2018 Physics Education Research Conference Proceedings. https://doi.org/10.1119/perc.2018.pr.robertson
Wolfe, G., Gregg, N. (2015). E-mentoring supports for improving the persistence of underrepresented students in on-line and traditional courses. Universal Access in Human-Computer Interaction. Access to Learning, Health and Well-Being, 243–251. https://doi.org/10.1007/978-3-319-20684-4_24
Xu, X., Payne, S. C. (2013). Quantity, quality, and satisfaction with mentoring: What matters most. Journal of Career Development, 41(6), 507–525. https://doi.org/10.1177/0894845313515946
Fisher, A. J., Mendoza-Denton, R., Patt, C., Young, I., Eppig, A., Garrell, R. L., Rees, D. C., Nelson, T. W., Richards, M. A. (2019). Structure and belonging: Pathways to success for underrepresented minority and women Phd students in STEM fields. PLOS ONE, 14(1). https://doi.org/10.1371/journal.pone.0209279
Hodari, A. K., Ong, M., Ko, L. T., Kachchaf, R. R. (2014). New enactments of mentoring and activism: U.S. women of color in computing education and careers. ICER '14: Proceedings of the Tenth Annual Conference on International Computing Education Research (p. 83). https://www.terc.edu/publications/new-enactments-of-mentoring-and-activism-u-s-women-of-color-in-computing-education-and-careers/
Posselt, J. (2021). Discrimination, competitiveness, and support in US graduate student mental health. Studies in Graduate and Postdoctoral Education, 12(1), 89–112. https://doi.org/10.1108/sgpe-07-2020-0042
Rudolph, A. L., Holley-Bockelmann, K., Posselt, J. (2019). Phd bridge programmes as engines for access, diversity, and inclusion. Nature Astronomy, 3(12), 1080–1085. https://doi.org/10.1038/s41550-019-0962-1
Slay, K. E., Reyes, K. A., Posselt, J. R. (2019). Bait and switch: Representation, climate, and tensions of diversity work in graduate education. The Review of Higher Education, 42(5), 255–286. https://doi.org/10.1353/rhe.2019.0052
Burt, B. A., Stone, B. D., Motshubi, R., Baber, L. D. (2023). STEM validation among underrepresented students: Leveraging insights from a STEM diversity program to broaden participation. Journal of Diversity in Higher Education, 16(1), 53–65. https://doi.org/10.1037/dhe0000300
Gregg, N., Galyardt, A., Wolfe, G., Moon, N., Todd, R. (2016). Virtual mentoring and persistence in STEM for students with disabilities. Career Development and Transition for Exceptional Individuals, 40(4), 205–214. https://doi.org/10.1177/2165143416651717
Gregg, N., Wolfe, G., Jones, S., Todd, R., Moon, N., & Langston, C. (2015). STEM E-Mentoring and Community College Students with Disabilities. Journal of Postsecondary Education and Disability, 28(3), 329-334. https://eric.ed.gov/?id=EJ1107474
Haeger, H., White, C., Martinez, S., Velasquez, S. (2021). Creating more inclusive research environments for undergraduates. Journal of the Scholarship of Teaching and Learning, 21(1). https://doi.org/10.14434/josotl.v21i1.30101
Hedrick, B., Dizen, M., Collins, K., Evans, J., & Grayson, T. (2010). Perceptions of college students with and without disabilities and effects of STEM and non-STEM enrollment on student engagement and institutional involvement. Journal of Postsecondary Education and Disability, 23(2), 1–12. https://files.eric.ed.gov/fulltext/EJ906698.pdf
Lewis, A. N., Politz, J. G., Vaccaro, K., Minnes, M. (2022). Learning about the experiences of Chicano/Latino students in a large undergraduate CS program. Proceedings of the 27th ACM Conference on Innovation and Technology in Computer Science Education Vol. 1. https://doi.org/10.1145/3502718.3524780
Pearson, N., Godwin, A., Kirn, A. (2018). The effect of diversity on feelings of belongingness for new engineering students. 2018 IEEE Frontiers in Education Conference (FIE). https://doi.org/10.1109/fie.2018.8658443
Posselt, J. R., Chen, J., Dixon, P. G., Jackson, J. F., Kirsch, R., Nuñez, A.-M., & Teppen, B. J. (2019). Advancing inclusion in the geosciences: An overview of the NSF-gold program. Journal of Geoscience Education, 67(4), 313–319. https://doi.org/10.1080/10899995.2019.1647007
Reinholz, D. L., Corrales, A., Stone-Johnstone, A. (2019). The Access Network: Supporting the construction of Social Justice Physics identities through student partnerships. International Journal for Students as Partners, 3(2), 44–61. https://doi.org/10.15173/ijsap.v3i2.3788
Sabella, M. S., Mardis, K. L., Sanders, N., Little, A. (2017). The Chi-SCI Scholars Program: Developing community and challenging racially inequitable measures of success at a minority-serving institution on Chicago’s southside. The Physics Teacher, 55(6), 350–355. https://doi.org/10.1119/1.4999730
Sherwood, K., Kelly, A. M., & Bugallo, M. F.. (2018). Peer mentoring of undergraduate women in engineering as a mechanism for leadership transition. Proceedings of the 2018 American Society for Engineering Education Annual Conference & Exposition. Retrieved from https://par.nsf.gov/biblio/10082141
Stumbo, N. J., Blegen, A. R., Lindahl-Lewis, P. (2008). Two mentorship case studies of high school and university students with disabilities: milestones and lessons. The Journal of Rehabilitation, 74(3), 45. https://link.gale.com/apps/doc/A186950682/HRCA?u=anon~7addcdf2&sid=googleScholar&xid=a754e864
The Diversity Office at Colorado State University's Graduate School provides resources and information to promote diversity, equity, and inclusion in graduate education, including events, programs, and other initiatives. Visit http://graduateschool.colostate.edu/diversity/
Project Biodiversify is a program that aims to promote diversity and inclusivity in biology education. The site provides information and resources for educators to create inclusive learning environments and promote equity in STEM education. Visit www.projectbiodiversify.org
QUBES Hub is an online community and resource center for educators interested in teaching quantitative biology. The site offers a variety of resources and tools to help educators create engaging and inclusive learning environments for students. Visit qubeshub.org
The National Research Mentoring Network (NRMN) provides mentorship and professional development opportunities to underrepresented students and faculty in biomedical fields. The site includes information on NRMN programs, events, and resources. Visit https://nrmnet.net
NSF ADVANCE program at the Rochester Institute of Technology (RIT) aims to increase the representation and advancement of women in STEM academic careers. The site includes information on program resources, events, and initiatives. Access via https://www.rit.edu/nsfadvance/
PathwaystoScience is a comprehensive resource for students interested in pursuing careers in STEM fields. The site includes information on scholarships, internships, research opportunities, and other resources to support underrepresented students in STEM. Visit http://www.pathwaystoscience.org
Equity in Action Professional Development Series was designed to help educators create more equitable and inclusive learning environments. The site includes information on the program and upcoming events. Visit https://sites.google.com/view/aspire-alliance/equity-in-action-pd-series?authuser=0
PAESMEM
The Presidential Awards for Excellence in Science, Mathematics, and Engineering Mentoring (PAESMEM) recognize those who have made significant contributions to mentoring and thereby support the future productivity of the U.S. science, technology, engineering, and mathematics, (STEM) workforce. The National Science Foundation (NSF) administers the awards program on behalf of the White House Office of Science and Technology Policy (OSTP)
For more information, please visit https://paesmem.nsf.gov/
AAAS Mentor Awards
The American Association for the Advancement of Science (AAAS) awards recognize individuals who have demonstrated exceptional mentorship to students and early-career researchers in the fields of science, technology, engineering, and mathematics (STEM).
Visit AAAS, for more information: https://www.aaas.org/
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.