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BackgroundWe implemented a mentored research education and training program for underrepresented minorities (URMs) and Black, Indigenous, and People of Color (BIPOC) predoctoral and postdoctoral fellows called San Diego SUN (SD SUN): Supporting and Uplifting New and Diverse Scientists in HIV Research. The SD SUN program aimed to prepare fellows for an academic career trajectory in HIV science focused on ameliorating HIV-related disparities in communities of color.SettingThe program leveraged a strong interinstitutional collaboration between San Diego State University and the University of California, San Diego, that share commitments to diversity, equity, and inclusion and an established history of training programs for URM/BIPOC investigators.MethodsDuring a 9-month training period, launched in February 2022, fellows supported by a mentoring team completed ten 3-hour training sessions (core curriculum) and a mentored research project. The curriculum included seminars on building skills for a productive academic research career and reflective discussions around issues uniquely faced by URM/BIPOC investigators. Standardized measures developed for Center for AIDS Research Diversity, Equity, and Inclusion Pipeline Initiative (eg, around benefits gained) were used to evaluate the program.ResultsSix fellows participated in the SD SUN program. The results demonstrated a successful first year. Fellows were highly engaged and reported positive experiences, satisfaction with their mentor(s), various benefits gained from the program, and gains in numerous skillsets.ConclusionsChallenges were faced during implementation (eg, teaching grant writing to fellows at different skill levels). Time constraints were reported by some faculty mentors with limited bandwidth. We describe insights and solutions to the major challenges to sustaining the successful SD SUN program.

Diversity, equity, inclusion, and representation in various sectors have garnered increasing attention in the past two decades, including healthcare. In this report we investigate representation of females and underrepresented minorities (URM) in the field of radiology and asses for significant growth trends in representation in residency training programs in the United States. De-identified trainee demographic information for active radiology trainees from 2016 to 2021 was queried using the Accreditation Council for Graduate Medical Education (ACGME), and new radiology trainees using the National Resident Matching Program (NRMP)'s Main Residency Match Data and Reports databooks. In 2021 females represented 26.7% of DR residency trainees and 22% of IR integrated trainees. In the same year URM trainees represented 11.3% of trainees and 8.7% of IR integrated trainees. From 2017 to 2021, diagnostic radiology had a compound average growth rate (CAGR) 1% (p <0.01) of female representation and 1.12% (p<0.01) of URM representation. This study quantifies female and underrepresented minority representation among radiology trainees for diagnostic radiology and radiology subspecialities, identifying modest uptrends in representation within both demographics. [ABSTRACT FROM AUTHOR]

This article presents the results of an experimental campaign conducted on a set of four unreinforced masonry walls at full scale. The purpose of this study is to assess, using non-destructive methods, the impact of retrofitting and damage on the modal response of masonry wall systems. Each wall underwent a sequence of increasing cyclic displacements applied by an actuator at the upper end of the specimen. Modal tests based on vibrations were performed both before and after rehabilitation, as well as during the sequence of increasing displacements. It was demonstrated that frequencies can identify progressive damage when the maximum crack is about to occur, as well as the effect of wall retrofitting when mass contribution is considerable. However, the modal assurance criterion indicator (MAC) fails to properly identify a trend of decreasing correlations as progressive damage increases; instead, it is sensitive to detecting maximum crack and instability conditions. Furthermore, it was determined that the coordinated modal assurance criterion indicator (COMAC) does not identify the damage distribution as expected. However, the cumulative COMAC provides a useful tool for quick visualization and interpretation of COMAC behavior. Finally, a novel damage indicator was tested, MACVF, which improves the trend and successfully identifies the most damage-sensitive mode, especially when the maximum level of damage is reached, giving MAC values below 80%. In addition, frequency variations ranged from 70% to 110% when TRM and WWM retrofitting techniques were applied. [ABSTRACT FROM AUTHOR]

There is a critical need to diversify health professionals to better serve the growing minority population in North America. Unfortunately, minority groups remain underrepresented in health professions. Despite recruitment efforts by government and academic institutions, fewer underrepresented minority (URM) students choose careers in healthcare. Identifying the key factors influencing URM students' decisions to pursue health sciences programs could enhance diversity in these programs through targeted admissions strategies, ultimately leading to a more diverse future healthcare workforce. This scoping review was conducted in accordance with the Joanna Briggs Institute methodology for scoping reviews. Five electronic databases and gray literature were searched to identify North American papers published between 1942 and 2022. Identified studies focused on URM students' perceptions of facilitators and barriers to matriculate into a health science degree. Twenty-one articles were analyzed. Following content analysis, the facilitators and barriers identified comprised personal, socio-cultural, institutional, and financial. The most frequent facilitators reported were scholarships, family support, and the presence of role models. Common barriers included high tuition fees, pre-admission criteria, lack of awareness about the health profession, availability of financial aid, and the admission process. The findings of this review will facilitate the development and implementation of customized, comprehensive strategies to recruit more URM students to health science programs in the future, thereby improving efforts toward creating a diverse healthcare workforce. [ABSTRACT FROM AUTHOR]

Starting with reflexivity: As a Black woman medical student at a predominately white institution, a white woman full professor and deputy editor-in-chief of a journal, and a white woman associate professor with a deep interest in language, we understand that medicine and medical education interpellate each of us as a particular kind of subject. As such, we begin with a narrative grounding in our personal stances. Phenomenon: While there are a growing number of empirical studies of Black physicians' and trainees' experiences of racism, there are still few accounts from a first-person perspective. Black authors of these personal commentaries or editorials, who already experience microaggressions and racial trauma in their work spaces, must put on their academic armor to further experience them in publishing spaces. This study seeks to understand the stances Black physicians and trainees take as they share their personal experiences of racism. Approach: We searched four databases, identifying 29 articles authored by Black physicians and trainees describing their experiences. During initial analysis, we identified and coded for three sets of discursive strategies: identification, intertextuality, and space-time. Throughout the study, we reflected on our own stances in relation to the experience of conducting the study and its findings. Findings: Authors engaged in stance-taking, which aligned with the concept of donning academic armor, by evaluating and positioning themselves with respect to racism and the norms of academic discourse in response to ongoing conversations both within medicine and in the broader U.S. culture. They did this by (a) positioning themselves as being Black and, therefore, qualified to notice and name personal racist experiences while also aligning themselves with the reader through shared professional experiences and goals; (b) intertextual connections to other related events, people, and institutions that they—and their readers—value; and (c) aligning themselves with a hoped-for future rather than a racist present. Personal insights: Because the discourses of medicine and medical publishing interpellate Black authors as Others they must carefully consider the stances they take, particularly when naming racism. The academic armor they put on must be able to not only defend them from attack but also help them slip unseen through institutional bodies replete with mechanisms to eject them. In addition to analyzing our own personal stance, we leave readers with thought-provoking questions regarding this armor as we return to narrative grounding. [ABSTRACT FROM AUTHOR]

There is a critical need to diversify health professionals to better serve the growing minority population in North America. Unfortunately, minority groups remain underrepresented in health professions. Despite recruitment efforts by government and academic institutions, fewer underrepresented minority (URM) students choose careers in healthcare. Identifying the key factors influencing URM students’ decisions to pursue health sciences programs could enhance diversity in these programs through targeted admissions strategies, ultimately leading to a more diverse future healthcare workforce. This scoping review was conducted in accordance with the Joanna Briggs Institute methodology for scoping reviews. Five electronic databases and gray literature were searched to identify North American papers published between 1942 and 2022. Identified studies focused on URM students’ perceptions of facilitators and barriers to matriculate into a health science degree. Twenty-one articles were analyzed. Following content analysis, the facilitators and barriers identified comprised personal, socio-cultural, institutional, and financial. The most frequent facilitators reported were scholarships, family support, and the presence of role models. Common barriers included high tuition fees, pre-admission criteria, lack of awareness about the health profession, availability of financial aid, and the admission process. The findings of this review will facilitate the development and implementation of customized, comprehensive strategies to recruit more URM students to health science programs in the future, thereby improving efforts toward creating a diverse healthcare workforce.

Background and Aims Randomised controlled trials historically under-represent marginalised racial and ethnic populations. As incidence and prevalence of Crohn's disease in these groups rise, it is important to characterise their inclusion in randomised controlled trials on first-line and pipe-line medications. Methods PubMed was searched systematically for randomised controlled trials of biologic and small molecule inhibitor [SMI] medications, with a primary outcome related to efficacy following PRISMA guidelines. We used descriptive statistics to summarise demographic variables and meta-regression analyses to estimate temporal trends in racial inclusion. Results More than a half of trials did not report any racial/ethnic demographics [53.7%] and several reported racial demographics for only one race [20.9%]. When racial data were reported, Whites made up 90.2% of participants. Percentages of Black, Asian, Native American/Pacific Islander, and participants considered 'Other' averaged 2.9%, 11.6%, 0.5%, and 1.6% out of the total sample sizes of 3901, 3742, 828 and 4027, respectively. Proportional representation of White participants decreased over time [ p  <0.01] and proportional representation of Asian participants increased over time [ p  = 0.047]. In ordinal logistic regression, mean year of trial enrolment significantly increased the number of racial groups reported [ p  <0.001]. Conclusions Half of published randomised controlled trials in Crohn's disease contain no racial or ethnic demographics, and the remaining often only have limited inclusion of Black, Native American/Pacific Islander, and Hispanic patients. Further work should characterise representation in observational and prospective trials. Researchers should work to: 1] increase reporting of racial and ethnic demographics; and 2] improve recruitment and retention of marginalised populations. [ABSTRACT FROM AUTHOR]

This article presents the results of an experimental campaign conducted on a set of four unreinforced masonry walls at full scale. The purpose of this study is to assess, using non-destructive methods, the impact of retrofitting and damage on the modal response of masonry wall systems. Each wall underwent a sequence of increasing cyclic displacements applied by an actuator at the upper end of the specimen. Modal tests based on vibrations were performed both before and after rehabilitation, as well as during the sequence of increasing displacements. It was demonstrated that frequencies can identify progressive damage when the maximum crack is about to occur, as well as the effect of wall retrofitting when mass contribution is considerable. However, the modal assurance criterion indicator (MAC) fails to properly identify a trend of decreasing correlations as progressive damage increases; instead, it is sensitive to detecting maximum crack and instability conditions. Furthermore, it was determined that the coordinated modal assurance criterion indicator (COMAC) does not identify the damage distribution as expected. However, the cumulative COMAC provides a useful tool for quick visualization and interpretation of COMAC behavior. Finally, a novel damage indicator was tested, MACVF, which improves the trend and successfully identifies the most damage-sensitive mode, especially when the maximum level of damage is reached, giving MAC values below 80%. In addition, frequency variations ranged from 70% to 110% when TRM and WWM retrofitting techniques were applied.

Marian Wright Edelman, Founder and President of the Children’s Defense Fund is credited for saying “You can’t be what you can’t see.” Unfortunately, in both the field of marine biology and in children’s literature, scientists and main characters tend to be predominantly White. In an effort to increase representation and break stereotypes when it comes to people of color, the University of Southern California’s Joint Educational Project (JEP) partnered with a non-profit publisher called Room to Read to create a Science, Technology, Engineering, Arts, and Mathematics (STEAM) Powered Career series. This children’s book series is targeted for ages 6–8 and features three animated characters of color and profiles a gamut of diverse scientists and experts in their fields. Furthermore, to meet the needs of Los Angeles’ large Hispanic communities, the books were translated into Spanish. One of the ten STEAM fields included in the series is Marine Biology which is written by Maria Madrigal and features Dr. Charnelle Wickliff, who are both underrepresented minorities. The book covers marine topics relevant to the local California region such as, kelp forests, tidepools, and even grunion! Room to Read printed over 90,000 free copies that were distributed to low-income families in Los Angeles to address book desert issues.

In light of the recent Supreme Court ruling in Students for Fair Admissions v. Harvard/UNC, this paper reexamines the politics of diversity and affirmative action. Exploring legal constructions and three core dimensions of diversity—structural, interactional, and viewpoint—the study identifies three perverse outcomes of the prevailing "Diversity, Equity, and Inclusion" (DEI) paradigm in American higher education. These include suppression of viewpoint diversity, feelings of reverse victimization due to antagonistic framings of identity, and suboptimal cognitive outcomes for minorities. Next, the paper analyzes interview and observational data from a faith-based Texas university to closely examine the process of college diversity policymaking. The main finding is that risk-averse college administrators succumb to the omnipresence of DEI as an institutional norm, even when they prefer to balance organizational mission and laws in devising diversity policy. An additional analysis of online diversity content from four strategically selected universities in Texas reveals specific discursive markers that perpetuate ideological DEI norms. [ABSTRACT FROM AUTHOR]

Background: Participating in research opportunities during undergraduate education is met with myriad benefits. Students learn the scientific research process, how to think critically, develop transferable skills, refine public speaking, build a professional network, and gain confidence. Despite the numerous benefits of undergraduate research participation, underrepresented and minority (URM) students (e.g., first-generation, low-income, and historically underrepresented students) often do not engage in these valuable undergraduate research opportunities. Objective: To begin breaking down some of these historical barriers to participation, we developed the Students Tackling Advanced Research (STAR) Scholars Program. Method: A holistic educational outreach program was designed to facilitate underrepresented undergraduate students' involvement in research and help them understand why research is important in a greater context. Conclusion: Students who participated in STAR Scholars self-report positive impacts on understanding what research is, ways to seek out research opportunities, and what steps to take toward future educational and professional goals. Teaching Implications: It is imperative to explicitly target barriers that underrepresented students face to allow for equity and inclusion in research and academia. Workshops and activities designed to demystify research, build networking and professional skills, and provide mentorship to students are successful in breaking down these barriers and increase student confidence and competence. [ABSTRACT FROM AUTHOR]

During a study of predatory mites in Urmia, Northwestern Iran, the female and male of a new species, Stigmaeus dokerisp. nov. (Acari: Stigmaeidae), were collected from soil under oak trees. The specimens of the following species, S. malekiiHaddad Irani-Nejad, Bagheri & Khanjani, 2006, S. boshroyehensisKhanjani, Izadi, Asali-Fayaz, Raisi, Rostami & Doğan, 2010, S. miandoabiensisBagheri & Zarei, 2012 and S. marandiensis Bagheri & Ueckermann, 2011, were re-examined. We propose that S. boshroyehensissyn. nov. is a junior synonym of S. malekii. We also found S. miandoabiensis and S. marandiensis having bifurcate terminal eupathidium on palptarsus instead of tridentate in the original descriptions. [ABSTRACT FROM AUTHOR]

This brief report provides an overview of lessons learned through evaluation of the first five years of the NIA-funded South Carolina-Advancing Diversity in Aging Research (SC-ADAR) undergraduate program, whose goal is to increase the number of qualified underrepresented minority (URM) students who pursue scientific graduate studies in programs focusing on medicine, science, technology, engineering, and mathematics and aging. Partnering with five Historically Black Colleges and Universities in South Carolina, we implemented a research training approach that included two consecutive summers of research training in a University of South Carolina faculty laboratory, as part of a comprehensive 24-month research education program. In addition to the mentored research experience in a laboratory, students had coursework in the biology of aging and social gerontology, with additional workshops tailored to emergent student needs including basic academic skills development, work-life management skills, reflective social experiences, and enhanced support in the transition from undergraduate to graduate school. We provide an overview of lessons learned throughout the early program period, and a description of the iterative changes we made in the program in response to this learning, all of which have been incorporated into the existing SC-ADAR program. [ABSTRACT FROM AUTHOR]

The use of shotcrete or sprayed mortar is a common construction alternative to retrofit unreinforced brick masonry (URM), and extensive research has already been carried out in this area. However, most studies have been conducted on lateral strength, for example, eccentric compression or seismic forces. On the other hand, there are few studies about uniaxial compression, and the results of most studies confirm a strong relationship between the thickness of the retrofitting layer and whether it is a double-sided retrofitting section. However, most studies are exclusively experimental, with few samples, and lack numerical analysis; therefore, deeper research is required on this issue. In this sense, this paper combined experiments and finite element (FE) simulations to further study the uniaxial compression. A series of cyclic uniaxial compression experiments on URM retrofitting with sprayed mortar were performed. The experimental results were used to calibrate the FE model. Using these calibrated FE models, more variable parameters were run so that more reference results could be obtained. Moreover, the resulting damageable model of FE will be useful for studying the behavior in the inelastic phase. Results found that the compression strength of most composite walls retrofitted with sprayed mortar increases with the thickness of the sprayed layer and can improve the construction defects of the masonry itself. An over-thin sprayed layer reduces the range of the elastic phase of the composite wall. This phenomenon tends to stabilize with increasing thickness. The ultimate strength of the composite masonry is generally positively correlated with the overall increase in the thickness of the sprayed mortar but may cause a negative contribution to the ultimate strength of the composite masonry when the sprayed layer is too thin. The contribution of double-sided spraying to the ultimate strength of the composite wall was not as large as expected, but the contribution to the improvement of the elastic modulus of the wall was significant. [ABSTRACT FROM AUTHOR]

Medical students from groups that are underrepresented in medicine are less likely to pursue careers that incorporate research as compared to their white peers. Clinical and Translational Science Award (CTSA)-funded institutions encouraged centers to establish short-term, mentored summer research opportunities to motivate students underrepresented in medicine to enroll in medical school and ideally choose a career that incorporates research into their clinical practice. The Mentored Experience To Enhance Opportunities in Research (METEOR) Program was established in 2012 in partnership with the Clinical and Translational Science Institute at Children's National (CTSI-CN) and The George Washington University (GW) School of Medicine and Health Sciences. Rather than a single summer experience, the METEOR Program is innovative in that it is intended to support the success of participants throughout the duration of their medical school training and beyond. Scholarly output of participants of the first four cohorts included 23 empirical research articles in peer-reviewed journals, five review articles, eight case reports, one empirical research article in a student-led journal, one commentary in a professional journal, 20 university-based poster presentations, three national poster presentations, and one international poster presentation. Interviews revealed themes aligned with constructs of the Social Cognitive Career Theory. Overall mentorship was seen as a key component of the METEOR Program. In addition, the ability to come to campus prior to the start of medical school, as part of a cohesive cohort, along with the addition of lectures and field trips, further enhanced participants' experiences. Our findings will be incorporated into improvements to the program for future cohorts and may inform the design of similar mentored research programs. With increased enrollment, quantitative studies of the effectiveness of the program are planned. [ABSTRACT FROM AUTHOR]

Objective: To compare perceptions of underrepresented minorities (URM), non-URM people of color (POC), and nonminoritized pharmacy faculty in academia in relation to workplace diversity, equity, inclusion, and anti-racism (DEIA) landscape in the United States., Methods: This study utilized the DEIA Faculty Perceptions of College Climate (FPCC) scale, which was developed and validated by the authors. The FPCC scale was used to investigate perceptions of pharmacy faculty from the American Association of Colleges of Pharmacy membership directory regarding DEIA within their respective academic pharmacy institutions. Demographic differences were examined using a Pearson chi-square test, while response disparities in FPCC questions were analyzed with a one-way ANOVA., Results: A total of 846 respondents met the inclusion criteria for the study and were included in the analysis. Results indicate disparities in perceptions within all 4 DEIA domains of the FPCC survey among the 3 demographic groups., Conclusion: This study uncovers significant differences in how pharmacy faculty perceive DEIA within pharmacy education, with nonminoritized faculty expressing more positive views compared to their URM and non-URM counterparts. These results emphasize the need for focused interventions and institutional support to bridge DEIA disparities, emphasizing the importance of fostering an inclusive academic environment to enhance faculty well-being and empower the pharmacy profession to meet diverse needs more effectively., Competing Interests: Declaration of Competing Interest None declared., (Copyright © 2024 American Association of Colleges of Pharmacy. Published by Elsevier Inc. All rights reserved.)

Mentorship is a fundamental aspect that contributes to the success of a career in science, technology, engineering, and mathematics (STEM), particularly in academia. Research suggests that underrepresented minorities (URMs) often experience less quality mentorship and face barriers to finding successful mentor–mentee relationships. URM trainees in STEM face challenges that are not encountered by their majority peers or mentors, adding another level of complexity to establishing important relationships. Mentors of URM trainees must therefore mentor beyond general scientific training and tailor their mentorship to be more culturally appropriate and inclusive, allowing URM trainees to bring their whole selves to the table and leading to their effective socialization. Herein, we present the perspectives of group leaders and trainees from around the globe to highlight key aspects of creating successful mentor–mentee relationships that are sustainable and productive for both parties. [ABSTRACT FROM AUTHOR]

Racial, ethnic, and gender representation in an academic setting means that teachers, professors, and other leaders reflect the demographics of the student body in the educational and professional spaces that they serve. This form of representation, which is often intersectional, strengthens communities and improves student outcomes, from as early as primary and secondary education, through to college education and beyond. Representation matters because it can shape the reputation and self-image of women and Black, Indigenous, and People of Color (BIPOC) within environments dominated by over-represented majorities (ORMs). From the perspective of BIPOC women trainees, the lack of BIPOC faculty who are visible minorities, particularly at the most senior level positions, often conjures questions of whether academia is a realistic career path for aspiring minority students. This article focuses on the key component of representation in the United States (U.S.), highlighting our vision for a solution for the so-called "leaky pipeline" for BIPOC in science, technology, engineering, and mathematic with action items to end it. [ABSTRACT FROM AUTHOR]

Academic medical centers striving to implement diversity, equity, and inclusion (DEI) and antiracism initiatives often ask faculty to volunteer substantial time to committee work, recruitment, mentoring, community, and administrative responsibilities. These requests are not in lieu of current workload and seldom count toward scholarship; the service may go unrecognized, unrewarded, and uncompensated. URiM faculty (underrepresented in medicine) providing such service thus pay a minority tax when precious time is syphoned away from career-advancing activities and personal growth. The resulting strain on available resources has social, psychological, and monetary ramifications that can undermine the long-term objectives of DEI initiatives. We examine the facets of the minority tax, consider the current state of diversity, and present a roadmap to redistribute, reform, and reduce URiM taxation through shared engagement in DEI initiatives. Key interventions include ascribing value to DEI efforts, implementing evidence-based policies to reduce bias, and promoting mentorship, sponsorship, and allyship. [ABSTRACT FROM AUTHOR]

Over the past 50 years the diversity of higher education faculty in the mathematical, physical, computer, and engineering sciences (MPCES) has advanced very little at 4-year universities in the United States. This is despite laws and policies such as affirmative action, interventions by universities, and enormous financial investment by federal agencies to diversify science, technology, mathematics, and engineering (STEM) career pathways into academia. Data comparing the fraction of underrepresented minority (URM) postdoctoral scholars to the fraction of faculty at these institutions offer a straightforward empirical explanation for this state of affairs. URM postdoc appointments lag significantly behind progress in terms of both undergraduate and Ph.D.-level STEM student populations. Indeed, URM postdoc appointments lag well-behind faculty diversity itself in the MPCES fields, most of which draw their faculty heavily from the postdoctoral ranks, particularly at research-intensive (R1) universities. Thus, a sea-change in how postdocs are recruited, how their careers are developed, and how they are identified as potential faculty is required in order to diversify the nation's faculty, and particularly the R1 MPCES professoriate. Our research shows that both Ph.D. students and postdocs benefit from intentional structure at various levels of their respective "apprentice" experiences, a factor that we believe has been neglected. Several key structural approaches are highly effective in these regards: (1) A collaborative approach in which leading research universities collectively identify outstanding URM candidates; (2) Faculty engagement in recruiting and supporting these postdocs; (3) Inter-institutional exchange programs to heighten the visibility and broaden the professional experiences of these postdocs; (4) Community-building activities that create a sense of belonging and encourage continuing in academia for each cohort; and (5) Continuing research based on outcomes and new experimental approaches. The California Alliance, consisting of UC Berkeley, UCLA, Caltech, and Stanford, has been engaged in such a program for almost a decade now, with most of the California Alliance URM postdocs now in tenure track positions or on the path toward careers as faculty at research intensive (R1) institutions. If this approach was brought to scale by involving the top 25 or so URM Ph.D.-producing R1 institutions in the MPCES fields, about 40% of the national URM postdoctoral population in these fields could be affected. Although this impact would fall short of bringing URM MPCES faculty ranks up to full representation of the United States population as a whole, it would vastly improve the outlook for URM students and their aspirations to take on leadership roles as scientists and engineers. [ABSTRACT FROM AUTHOR]

Over the past 50 years the diversity of higher education faculty in the mathematical, physical, computer, and engineering sciences (MPCES) has advanced very little at 4-year universities in the United States. This is despite laws and policies such as affirmative action, interventions by universities, and enormous financial investment by federal agencies to diversify science, technology, mathematics, and engineering (STEM) career pathways into academia. Data comparing the fraction of underrepresented minority (URM) postdoctoral scholars to the fraction of faculty at these institutions offer a straightforward empirical explanation for this state of affairs. URM postdoc appointments lag significantly behind progress in terms of both undergraduate and Ph.D.-level STEM student populations. Indeed, URM postdoc appointments lag well-behind faculty diversity itself in the MPCES fields, most of which draw their faculty heavily from the postdoctoral ranks, particularly at research-intensive (R1) universities. Thus, a sea-change in how postdocs are recruited, how their careers are developed, and how they are identified as potential faculty is required in order to diversify the nation’s faculty, and particularly the R1 MPCES professoriate. Our research shows that both Ph.D. students and postdocs benefit from intentional structure at various levels of their respective “apprentice” experiences, a factor that we believe has been neglected. Several key structural approaches are highly effective in these regards: (1) A collaborative approach in which leading research universities collectively identify outstanding URM candidates; (2) Faculty engagement in recruiting and supporting these postdocs; (3) Inter-institutional exchange programs to heighten the visibility and broaden the professional experiences of these postdocs; (4) Community-building activities that create a sense of belonging and encourage continuing in academia for each cohort; and (5) Continuing research based on outcomes and new experimental approaches. The California Alliance, consisting of UC Berkeley, UCLA, Caltech, and Stanford, has been engaged in such a program for almost a decade now, with most of the California Alliance URM postdocs now in tenure track positions or on the path toward careers as faculty at research intensive (R1) institutions. If this approach was brought to scale by involving the top 25 or so URM Ph.D.-producing R1 institutions in the MPCES fields, about 40% of the national URM postdoctoral population in these fields could be affected. Although this impact would fall short of bringing URM MPCES faculty ranks up to full representation of the United States population as a whole, it would vastly improve the outlook for URM students and their aspirations to take on leadership roles as scientists and engineers.

Despite efforts to increase diversity, a glaring underrepresentation of minorities (URM) persists in the fields of science, technology, engineering, and mathematics (STEM). Graduate school can be a stressful step in the STEM pipeline, especially for students previously unaware of the structure and challenges of postgraduate education. To promote successful minority participation in STEM and prepare prospective students for the impending challenges of applying for and attending graduate school, we developed a workshop based on the mentoring and fostering of a champion-oriented mindset entitled, "The Trials and Tribulations of Graduate School: How Do You Make an Impact?." Students from the HBCU Winston-Salem State University attended the workshop, and a pre/post—a 10-point Likert scale-based survey was administered. The questions used in this seminar were newly designed by the authors as program evaluations. The results suggest that the workshop was well-received by the students and provided information that they considered helpful to help navigate the graduate school process. [ABSTRACT FROM AUTHOR]

Problem Medical students from groups that are underrepresented in medicine are less likely to pursue careers that incorporate research as compared to their white peers. Clinical and Translational Science Award (CTSA)-funded institutions encouraged centers to establish short-term, mentored summer research opportunities to motivate students underrepresented in medicine to enroll in medical school and ideally choose a career that incorporates research into their clinical practice. Approach The Mentored Experience To Enhance Opportunities in Research (METEOR) Program was established in 2012 in partnership with the Clinical and Translational Science Institute at Children’s National (CTSI-CN) and The George Washington University (GW) School of Medicine and Health Sciences. Rather than a single summer experience, the METEOR Program is innovative in that it is intended to support the success of participants throughout the duration of their medical school training and beyond. Outcomes Scholarly output of participants of the first four cohorts included 23 empirical research articles in peer-reviewed journals, five review articles, eight case reports, one empirical research article in a student-led journal, one commentary in a professional journal, 20 university-based poster presentations, three national poster presentations, and one international poster presentation. Interviews revealed themes aligned with constructs of the Social Cognitive Career Theory. Overall mentorship was seen as a key component of the METEOR Program. In addition, the ability to come to campus prior to the start of medical school, as part of a cohesive cohort, along with the addition of lectures and field trips, further enhanced participants’ experiences. Next Steps Our findings will be incorporated into improvements to the program for future cohorts and may inform the design of similar mentored research programs. With increased enrollment, quantitative studies of the effectiveness of the program are planned.

The use of shotcrete or sprayed mortar is a common construction alternative to retrofit unreinforced brick masonry (URM), and extensive research has already been carried out in this area. However, most studies have been conducted on lateral strength, for example, eccentric compression or seismic forces. On the other hand, there are few studies about uniaxial compression, and the results of most studies confirm a strong relationship between the thickness of the retrofitting layer and whether it is a double-sided retrofitting section. However, most studies are exclusively experimental, with few samples, and lack numerical analysis; therefore, deeper research is required on this issue. In this sense, this paper combined experiments and finite element (FE) simulations to further study the uniaxial compression. A series of cyclic uniaxial compression experiments on URM retrofitting with sprayed mortar were performed. The experimental results were used to calibrate the FE model. Using these calibrated FE models, more variable parameters were run so that more reference results could be obtained. Moreover, the resulting damageable model of FE will be useful for studying the behavior in the inelastic phase. Results found that the compression strength of most composite walls retrofitted with sprayed mortar increases with the thickness of the sprayed layer and can improve the construction defects of the masonry itself. An over-thin sprayed layer reduces the range of the elastic phase of the composite wall. This phenomenon tends to stabilize with increasing thickness. The ultimate strength of the composite masonry is generally positively correlated with the overall increase in the thickness of the sprayed mortar but may cause a negative contribution to the ultimate strength of the composite masonry when the sprayed layer is too thin. The contribution of double-sided spraying to the ultimate strength of the composite wall was not as large as expected, but the contribution to the improvement of the elastic modulus of the wall was significant.

Background/Objectives: The Pediatric Dermatology Research Alliance (PeDRA) connects pediatric dermatologists, trainees, basic scientists, allied health professionals, and patient advocates to improve the lives of children with skin disease through research. As a training pipeline for future pediatric dermatologists and steward of research in the field, PeDRA has a responsibility to examine its history and take actionable steps to diversify its membership, grant recipients, study leads, research priorities, and leadership. Methods: In 2020, PeDRA formed an Equity, Diversity, and Inclusion Task Force to address this need. In an effort to assess PeDRA's past and plan for PeDRA's future, a review of PeDRA's membership, leadership, grant awardees, and research topics was conducted. Results/Conclusions: Results demonstrated gaps in PeDRA's current operational efforts to diversify the pediatric dermatology workforce and identified areas for improvement. Recommendations are proposed as a call to action for the community. [ABSTRACT FROM AUTHOR]

Introduction Lack of diversity impacts research, medical curricula, and medical trainees' ability to provide equitable patient care. The concept of allyship, defined as a supportive association between identities with power and privilege and marginalized identities, provides an optimal framework for enhancing education about health equity. Currently, there are no established curricula focused on allyship and limited mention within current medical training literature. We propose use of allyship to increase graduate medical trainee understanding of diversity and focus on health equity. Methods We developed a 1-hour workshop aimed at helping residents understand the definition of allyship, effective allyship to patients and colleagues, and allyship differences across communities. The workshop consisted of pre- and postassessment surveys, a didactic presentation module, and facilitated case study discussions. It was conducted locally on four occasions across pediatrics, family medicine, surgery, and emergency medicine residency programs. Results An analysis of the 101 preassessment and 58 postassessment survey responses revealed an increased level of knowledge regarding allyship (p < .001) and increased comprehension of allyship competencies (p < .001). All workshop learning objectives demonstrated positive change postmodule. Discussion With an increasing need for curricula to address health equity in medical trainees, this workshop serves as a unique and effective approach to expanding cultural responsiveness skills under the lens of allyship. Specifically, the workshop functions as a constructive introduction to allyship principles and practices and can serve as a foundation on which residents can build more robust skills as a part of their allyship journey.

ABSTRACT Research in undergraduate STEM education often requires the collection of student demographic data to assess outcomes related to diversity, equity, and inclusion. Unfortunately, this collection of demographic data continues to be constrained by socially constructed categories of race and ethnicity, leading to problematic panethnic groupings such as “Asian” and “Latinx.” Furthermore, these all-encompassing categories of race and ethnicity exasperate the problematic “underrepresented minority” (URM) label when only specific races and ethnicities are categorized as URMs. We have long seen calls for improved outcomes related to URMs in undergraduate STEM education, but seldom have we seen our own understanding of what it means to be a URM go beyond socially constructed categories of race and ethnicity. If we aim to not only improve diversity outcomes but also make undergraduate STEM education more equitable and inclusive, we must reevaluate our use of the term “URM” and its implications for demographic data collection. The classifications of “underrepresented” and “minority” are more nuanced than simple racial categories. Though there has been development of alternative terms to URM, each with their own affordances, the main goal of this article is not to advocate for one term over another but rather to spark a much-needed dialogue on how we can “inclusify” our collection of racial and ethnic demographic data, particularly through data disaggregation and expanding our definition of what it means to be both “underrepresented” and a “minority” within STEM.

Summer research experiences are often life-changing for first generation high school students of color, especially in the marine biology field. The University of Southern California (USC) Leslie and Bill McMorrow Neighborhood Academic Initiative (USC NAI) partners with STEM professionals, laboratory scientists, local marine-based field sites, marine educators, and laboratory managers to facilitate hands-on, inquiry-based research and learning experiences for the high school students that participate in their program. These partnerships collaborate with instructors to deliver an ocean research methods course to the students. The learning goals of the course include providing the foundational scientific skills needed to succeed in the STEM workforce and learning about various marine related careers. As a result of the ocean research methods course and other STEM interventions with USC NAI, 42% of NAI grads who have gone to USC have declared a STEM major as freshmen since 2013.

This study presents the results of in-plane cyclic tests performed on unreinforced brick masonry walls retrofitted using shotcrete. The experimental study was carried out on three full-scale specimens. One specimen was tested as reference and others were strengthened to the boundaries on one and both sides with two different retrofitting strategies. According to the results, strengthening the wall boundaries on one side of the URM wall resulted less satisfactory. On the other hand, the proposed technique in strengthening the wall boundaries on both sides was effective and extremely improved the behavior of strengthened walls. [ABSTRACT FROM AUTHOR]

Black, Indigenous and people of colour (BIPOC) individuals are disproportionately impacted by the negative consequences of our ongoing environmental and climate crises, yet their valuable scientific voices are shockingly underrepresented within the fields of Ecology and Evolutionary Biology (EEB). As early‐career BIPOC EEB researchers, we recognise the key role that our fields play in understanding and mitigating the effects of our ongoing global crises, and are concerned about the lack of diversity we see among our own EEB cohorts and mentors. We present this piece as a call to action for the EEB Academy, drawing on our own experiences and the literature to suggest steps the Academy must take to increase representation of and equity for BIPOC graduate scholars in EEB. We synthesise these steps into four actionable ideas: anti‐racism education and practice, increased funding opportunities, integration of diverse cultural perspectives and a community‐minded shift in PhDs. Importantly, this advice is specifically directed at those who wield power in the Academy (e.g. funding agencies, societies, institutions, departments and faculty), rather than BIPOC scholars already struggling against inequitable frameworks in EEB. [ABSTRACT FROM AUTHOR]

To evaluate representation trends of historically underrepresented minority (URM) groups in gynecologic oncology fellowships in the United States using a nationwide database collected by the Accreditation Council for Graduate Medical Education (ACGME). Data on self-reported ethnicity/race of filled residency positions was collected from ACGME Database Books across three academic years from 2016 to 2019. Primary chi-square analysis compared URM representation in gynecologic oncology to obstetrics and gynecology, other surgical specialties, and other medical specialties. Secondary analysis examined representation of two URM subgroups: 1) Asian/Pacific Islander, and 2) Hispanic, Black, Native American, Other (HBNO), across specialty groups. A total of 528 gynecologic oncology positions, 12,559 obstetrics and gynecology positions, 52,733 other surgical positions, and 240,690 other medical positions from ACGME accredited medical specialties were included in analysis. Primary comparative analysis showed a statistically significant lower proportion (P < 0.05) of URM trainees in gynecologic oncology in comparison to each of obstetrics and gynecology, other surgical fields, and other medical fields. Secondary analysis also demonstrated a significantly lower proportion (P < 0.05) of HBNO physicians in gynecologic oncology in comparison to obstetrics and gynecology, as well as all other medical and surgical specialties. This study illustrates the disparities in URM representation, especially those who identify as HBNO, in gynecologic oncology fellowship training in comparison to obstetrics and gynecology as well as other medical and surgical fields. Improvements to the current recruitment and selection practices in gynecologic oncology fellowships in the United States are necessary in order to ensure a diverse and representative workforce. • There is a lack of diversity in gynecologic oncology fellowships in the US. • Gynecologic oncology representation is lower than other specialties. • Black and Hispanic fellows bear most of the representation disparity. • Interventions to increase diversity are necessary to ensure proper care. [ABSTRACT FROM AUTHOR]

This study reports the results of investigation on the unreinforced masonry (URM) buildings that have been existing in the Albanian heritage building stock. Material data for this investigation was sampled from different cities within central Albania. The sampling process was then followed by compilation of a database of various materials that were used in masonry structures. To carry out the investigation various destructive and non-destructive tests were used. The results show that bricks have higher values than KTP requirements, while mortar values are lower than KTP requirements. Although several studies (from various countries, such as New Zealand, USA, Europe and India) reported on material properties of URM structures, this study provides a country-specific diagnosis and a database that incorporates a significant information on material properties used in URM buildings in Albania.

Underrepresented minority women in STEM comprise the faculty group most likely to leave academia. To address this issue we instituted a program called "Amplifying Voices," a virtual, mutual mentoring program linking four groups of six women across 20 institutions. We facilitated bi-weekly Zoom meetings for two years and evaluated the effectiveness of the program. Participants reported reduced isolation, increased confidence, and enhanced self-efficacy. The groups were considered most successful when comprised of women who had similar career goals, but different perspectives, experiences, academic ranks and institutional affiliations. To inform future mentoring efforts, we identified issues and strategies frequently discussed in meetings. [ABSTRACT FROM AUTHOR]

The article deals with the development and changes that have been made to the rotary module with an unlimited degree rotation of first and second generation called URM. The proposed solution of module is suitable for machines and equipment that require unlimited freedom of rotation. URM is based on a modular principle. At first part the article describes design and development of the module prototype, its construction and the principle on which it works. After production of the functional module and detection of shortcomings we started development of the second generation module. The second generation of URM was based on knowledge gained in working on the prototype and its task was to improve the existing module and remove shortcomings of the first generation. Then the article describes adjustments that have been made to produce the second generation module and its goals, which are reduction of clear height of the module and reduction of weight. The main element to achieve these goals was to replace the original angular contact bearings with igus plain bearings. [ABSTRACT FROM AUTHOR]

High-impact practices (HIPs) have been shown to be effective in helping first-year students successfully transition into college. However, since most of the research on HIPs has been done in small liberal arts settings, little is known about the efficacy and implementation practices of HIPs in large, public, primarily nonresidential institutions, or business schools within these institutions. This article seeks to address this need. Our study suggests that a comparison among students involved in HIPs versus those who forgo the experiences shows significant differences in impact, particularly on degree completion. However, further analysis shows that the gains were primarily achieved among students who were not members of underrepresented minority (URM) groups. As institutions face pressure from key constituents to improve graduation rates while reducing achievement gaps, it is becoming increasingly important for administrators and faculty to assess which approaches are most likely to achieve both these aims, particularly as scaling HIPs to larger settings is expensive and fraught with difficulties. This study reports on the effectiveness of HIPs for supporting the success of both URM and non-URM students and makes recommendations for building student success programs that ensure the success of all students, especially in large, diverse higher education institutions. [ABSTRACT FROM AUTHOR]

In recent years, the number of RSNA female gold medal recipients has increased. Also recently, the importance of diversity, equity, and inclusion (DEI) in radiology beyond gender has received greater attention. The ACR Pipeline Initiative for the Enrichment of Radiology (PIER) program "began through the Commission for Women and Diversity in hopes of giving underrepresented minorities (URMs) and women an opportunity to explore the radiology specialty and engage in research."1 Consistent with this mission and the mission of Clinical Imaging to "advance knowledge and positively impact patient care and the profession of radiology," 2 the journal is pleased to announce a forthcoming initiative in which PIER program medical students will be paired with senior faculty members and given the opportunity to write a first-authorship publication about the legacies of RSNA Female Gold Medal Recipients. With this form of intergenerational mentorship, scholars will gain a new perspective and guidance as they navigate their early career. • RSNA female gold medal recipients have made lasting impacts in the field of radiology and are increasing in number. • ACR's PIER program gives URM and female medical students a dedicated opportunity to explore the specialty of radiology. • Clinical Imaging has a new initiative to promote DEI in our specialty and intergenerational mentorship. • The initiative links PIER students with faculty for mentorship writing a 1st-author publication on a RSNA female gold medal recipient. [ABSTRACT FROM AUTHOR]

A diverse student body enriches the classroom with lived experiences, varied skillsets, community and cultural knowledge, resiliency, and altruistic interests, all critical attributes that benefit both the classroom and the STEM field at large. However, a persistent disparity in academic and educational attainment exists between under-represented minority (URM) and non-URM students in STEM fields. This achievement gap discourages talented URM students from entering STEM professions, threatening the potential, expertise, and perspective of these professions. Here we describe the factors that contribute to the achievement gap and present strategies, utilized in our Immunology classrooms, for combating each factor. We discuss project-based learning pedagogy to give students increased agency and feelings of empowerment. We also highlight concrete practices to foster students' science identities and sense of community, factors that highly promote STEM retention. The dynamic subject of Immunology provides myriad opportunities to implement a curriculum committed to equity, as we outline below.

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Summary: The assessment of the out‐of‐plane response of masonry structures has been largely investigated in literature assuming that walls respond as rigid or semi‐rigid bodies, and relevant equations of motion of single‐degree‐of‐freedom and multi‐degree of freedom systems have been proposed. Therein, energy dissipation has been usually modelled resorting to the classical hypotheses of impulsive dynamics, delivering a velocity‐reduction coefficient of restitution applied at impact. In fewer works, a velocity‐proportional damping force has been introduced, by means of a viscous coefficient being constant or variable. A review of such models is presented, a criterion for equivalence of dissipated energy is proposed, equations predicting equivalent viscous damping ratios are derived and compared with experimental responses. Finally, predictive equations are examined in terms of incremental dynamic analyses for large sets of natural ground motions. [ABSTRACT FROM AUTHOR]

Unreinforced masonry (URM) heritage structures, because of their rudimentary building techniques, are vulnerable during extreme environmental events, particularly earthquake. Limited literature involving these structures provide challenges for sound engineering solutions in their preservation, considering their significance in a country’s history. Additional studies on the mechanical properties of masonry blocks – compressive, shear, flexural strengths, modulus of elasticity provide an insight on the behavior of structural components subjected to excessive loading conditions, and also establish parameters for seismic vulnerability assessments. The blocks considered are adobe, coralline limestone, and sandstone units, acquired from selected heritage structures in the country. Customized setups for shear and flexure tests were fabricated for lack of standard test methods. Results show that response of earth masonry to different load setup show monolithic behavior, distinct lack of elasticity, and intense deformability. Sandstone, while stronger in performance, exhibited very drastic failure mode in the form of sudden shear and chipping. Nevertheless, the masonry fabric proves to require further strengthening measures in resisting forces, as shown by their strength parameters. Furthermore, stress-strain properties of each sample show that sandstone, the type with greatest material strength, exhibited the smallest plastic deformation and abrupt failure, while adobe, the least average strength, exhibited the longest plastic deformation and gradual failure. Finally, a map is presented to show the spatial scatter of URM fabric used in heritage structures in the Philippines, the most common of which are coralline in Visayas and adobe and clay bricks in Luzon. [ABSTRACT FROM AUTHOR]

In order to have a "diverse workforce," occupational therapy (OT) as a profession must expose and mentor underserved high school students to study in the health sciences. Outreach/exposure, retention/pipeline programming, and mentoring/volunteer experience will be explored to answer the question: "What are the benefits of a health science mentoring program for underserved high school students?" Furthermore, "How can occupational therapy recruit and retain underrepresented racial minority (URM) high school students to the profession ?" This evidence- based paper will describe a cohesive model to expose underserved high school students to occupational therapy. Exposures to health science professions for underrepresented racial minority (URM) high school students was the focus of the literature review. Repeated exposures to health science professions and positive adult encouragement were resources that reinforced the intent to pursue health science professions as a career choice. This evidence-based paper can be used as a basis to start collaboration between a health science university or college and a public high school with underserved students. The health science mentoring program is low-cost provided the university faculty is given release time to perform service to the community. If the occupational therapy faculty member can enlist the cooperation of an additional five health science discipline colleagues, then the exposures to health sciences can accommodate up to 60 high school students rotating through health science stations with an example from a health science university and a public high school health academy. [ABSTRACT FROM AUTHOR]