Recruitment process that attracts underrepresented students in graduate science and medical education programs

Abstract

While the population of minorities is increasing in the USA, the numbers obtaining advanced degrees in science/engineering and medicine are minimal. Underrepresented groups make up 19% of the USA labor pool, but less than 6% of science (engineering and medicine) Ph.D.’s. Diversifying the universities and health-care institutions is important to improve the academic experience of faculty, staff, students and everyone regardless of race. To prepare for the approaching diverse environments, educational institutions must create programs that allow underrepresented groups thrive in higher education; and logistically to be sustaining, the recruitment programs must begin at the student level. One approach is the integration of the history (the linking of past-heroes with present-heroes) of science; which is an interesting and important paradigm that can be implemented. As such, a day-long symposium highlighting the life and accomplishments of an African American Scientist; Dr. Ernest Everett Just, Ph.D., is used as a working model to inspire, educate on admission requirements, and to recruit into graduate science and medical programs.

An in-depth interview method to explore the retrospective experiences of online classes: A Study among University Students

“…(Tartaglia, et al,2015). These are the goals that a successful remote learning program must achieve (Reaves et al, 2021). A successful online course must have ten essential elements: content, pedagogy, motivation, feedback, coordination/organization, assessment, and evaluation.…”

Board 258: Diversifying the Graduate Student Pipeline to Academia: Challenges in Recruitment of Low-Income, High Achieving Students to Graduate School—Award # 2130403

“…Recruitment of low-income students from underrepresented communities into STEM graduate coursework presents several challenges [6]- [9]. These students are less likely to have in-group role models, which often results in being unaware of and intimidated by both graduate coursework and the potential of working in academia.…”