Resource Library

IGEN and our partners are developing and collecting resources to support individuals and institutions that are interested in equity and inclusion in graduate education.

Type
Audience
  • Presentation Materials

    Creating our Future: Attracting and Retaining the Best Students from all Backgrounds

    Theodore Hodapp
    Details
    U of M _ LSA Physics Department Presented at
    U. Michigan Physics Department Colloquium
    , 2020-01

    Presentation on how Physical Sciences Bridge Programs affected the participation rates of Underrepresented Minority (URM) in graduate degree programs.

     

  • Presentation Materials

    APS Bridge Program: Changing the Face of Physics / IGEN: Bridge Program – TNG

    Theodore Hodapp
    Details
    Presented at
    Inclusion Matters: Unpacking Bias, Building Inclusion
    , 2019-04

    Biases, conscious or unconscious, are learned social stereotypes that have real effects in the workplace. This series explores individual, organizational and societal factors that influence the intersection of diversity, equity and inclusion. Participants will be challenged to examine their actions and inactions. This series is designed to provide practical tools and resources that interrupt bias and promote workplace inclusion.

  • Presentation Materials

    Mental Health in Graduate Education: What Faculty, Friends, and Family Can Do

    Julie R. Posselt
    Details
    Presented at
    APS-Bridge Program and National Mentoring Community Conference
    , 2018-11

    Stories and statistics abound about the struggles of graduate education and the risks for wellbeing that it poses to students. In this plenary, we’ll explore both root causes of mental illness among today’s generation of graduate students, the unique barriers experienced by members of minoritized communities, as well as the proactive steps that faculty, friends, and family can take to provide support and challenge toxic norms within academia. Posselt will present research completed through a two year National Academy of Education fellowship on graduate student mental health, sharing findings from two studies: 1) A large-scale national analysis of 20,000 students’ views on competition, discrimination, and support in relation to depression and anxiety, and 2) A qualitative study of the ways that doctoral students of color within STEM conceptualize faculty support.

  • Blog Post

    To GRE or not to GRE: FAQ

    Jane Willenbring
    Details
    Published in Speaking of Geoscience, 2020-07

    Frequently asked questions regarding GRE and Graduate Admissions Like you, I’ve struggled with what to use for graduate admission criteria in the Geosciences. A little over a year ago, I intended to write about why we should use the GRE for admissions, but the more I read, the more I decided it was a flawed measure. Since writing my post, To GRE or not to GRE, I’ve received several questions that I’d like to respond to here, publicly. Given that COVID -19 has drastically changed testing, I also discuss that.

  • Article

    Genentech Foundation provides $3 million grant to ACS Bridge Project

    Staff Writer
    Details
    Published in American Chemical Society, 2020-03

    The Genentech Foundation has provided support to the ACS Bridge Program.

  • Article

    AGU’s Bridge Program Creates Opportunities for Underrepresented Students

    Chris McEntee
    Details
    Published in Eos, 2019-12

    In its first year, 20% of the 250 active Earth and space science graduate programs in the United States applied for partnership with the program.

     

  • Article

    ACS Bridge Project: A game changer for the chemical enterprise

    Quinn Gray Teri
    Details
    Published in Chemical & Engineering News, 2019-08

    Underrepresented minority students make up a third of college-age US citizens and earn roughly 18% of US chemistry bachelor’s degrees and 11% of chemistry PhDs, according to data from the National Center for Education Statistics’ Integrated Postsecondary Education Data System.

  • Article

    Why meritocracy is a myth in college admissions

    Jerome A. Lucido, Julie R. Posselt, Morgan Polikoff
    Details
    Published in The Conversation, 2019-03

    Even if wealthy parents don't resort to the kind of illegal tactics in the recent college cheating scandal revealed by the FBI, the college admission process still favors the rich, scholars argue.

  • Article

    To GRE or not to GRE

    Jane Willenbring
    Details
    Published in Geological Society of America, 2019-01

    ...The data shows that the GRE gives us no predictive information on who will succeed in graduate school (even among men) and simultaneously acts to weed out people of color and underrepresented minorities and, as a whole, doesn’t help women applicants either.

    © 2019 SPEAKING OF GEOSCIENCE

  • Article

    AGU Joins Partnership to Build Greater Diversity and Inclusion in the Physical Sciences

    Chris McEntee
    Details
    Published in From the Prow, 2018-09

    ...AGU is one of five scientific societies that have formed the Inclusive Graduate Education Network (IGEN), which will increase the participation of women and underrepresented racial and ethnic minorities in graduate studies in the physical sciences. 

  • Journal Article

    Framing Diversity: Examining the Place of Race in Institutional Policy and Practice Post-Affirmative Action

    Kristen M. Glasener, Christian Martell and Julie R. Posselt
    Details
    Published in Journal of Diversity in Higher Education, July 2018 Volume 12, Issue 1, 2019-03

    Abstract

    The University of Georgia has operated under a voluntary “race-neutral” admission policy for the past 2 decades. Using frame analysis theory, we examine university documents and interview data from 11 campus administrators responsible for diversity efforts to understand how diversity is framed at the institutional and individual levels post-affirmative action. We compare our findings to the broader sociolegal discourses around diversity to present points of convergence and divergence among frames. We find official university framing of diversity has broadened over time to include numerous characteristics, while administrators hold divergent frames depending on their functional area, philosophy, and personal experience. We conclude that divergent frames may reflect and contribute to the challenge of advancing a coherent set of diversity efforts in a post-affirmative action context, where the place of race in institutional policy is muted. As more institutions consider admissions policy devoid of race to avoid protracted legal struggles, it may be especially important for institutions and administrators responsible for diversity efforts to be explicit with one another and with those whom they hire about how they will continue seeking racial equity.

     

  • Book

    Higher Education Administration for Social Justice and Equity - Critical Perspectives for Leadership

    Adrianna Kezar and Julie Posselt
    Details

    Abstract

    Higher Education Administration for Social Justice and Equity empowers all administrators in higher education to engage in their work—to make decisions, hire, mentor, budget, create plans, and carry out other day-to-day operations—with a clear commitment to justice, sensitivity to power and privilege, and capacity to facilitate equitable outcomes. Grounding administration for social justice as a matter of daily work, this book translates abstract concepts and theory into the work of hiring, socialization, budgeting, and decision-making. Contributed chapters by renowned scholars and current practitioners examine the way higher education administration is organized, and will help readers both question existing structures and practices, and consider new and different ways of organizing campuses based on equity and social justice. Rich with case studies and pedagogical tools, this book connects theory to practice, and is an invaluable resource for current and aspiring administrators.

  • Article

    Julie Posselt: System Shocks and Institutional Change

    PulliasAdmin
    Details
    USC Rossier Pullias Center for Higher Education Published in Pullias Voices - Pullias Center for Higher Education, 2020-03

    Abstract

    Change comes slowly in higher education, or so the best theory and evidence say. Yet there are exceptions to every rule, and exogenous shocks such as protests, wars, natural disasters and, as we are now seeing, a global pandemic can compel decisive, transformational changes that colleges, universities, and their members would otherwise resist. 

     

  • Article

    What NSF’s new diversity grants say about attempts to help minority students

    Jeffrey Mervis
    Details
    Published in ScienceMag.org, 2018-09

    INCLUDES Alliance awards fund partnerships across higher education

  • Article

    Network forms to bolster equity in STEM graduate education

    Ross Brennerman
    Details
    Published in USC Rossier School of Education, 2018-09

    The initiative brings together USC Rossier and more than two dozen other organizations.

  • Newsletter

    IGEN News Spring 2020

    NSF INCLUDES: IGEN Project
    Details
    IGEN News Published in IGEN Newsletters, 2020-04

    Our IGEN Project Quarterly Newsletter highlights the work being done by our alliance members and partners.

     

    Featured in this issue:

    • Supporting Graduate Student Well-Being
    • IGEN Bridge Application 
    • Partner Updates
    • Equity in Graduate Admissions

     

  • Newsletter

    IGEN News Winter 2020

    NSF INCLUDES: IGEN Project
    Details
    IGEN News Published in IGEN Newsletters, 2020-02

    Our IGEN Project Quarterly Newsletter highlights the most impactful work being done by our alliance members and partners.

     

    Featured in this issue:

    • IGEN 2019 National Meeting
    • Partner Spotlight
    • Collective Activities

     

  • Article

    US societies join forces in $10m drive to tackle diversity

    Physics World
    Details
    Published in Physics World, 2018-09

    New programme aims to boost the number of women and underrepresented racial and ethnic minorities in science

  • Article

    Hope prof receives grant to bolster physical science enrollment

    Holland Sentinel
  • Presentation Materials

    Practicing Equitable Admissions through Holistic Review

    Julie R. Posselt
    Details
    Published in 2019 IGEN National Meeting, 2019-12 Presented at
    Heads and Chairs of Earth and Space Science Departments, AGU Fall Meeting
    , 2019-12

    This presentation will draw from a decade of research that 1) critically analyzes common systems of admission to doctoral programs and 2) develops a case for holistic review, including caveats about design and implementation. Dr. Posselt will present admissions from decision makers' point of view, including thought-provoking episodes of committees grappling with borderline cases. To promote equity, transparency, and legal safeguards, Posselt shares concrete strategies and places admissions within a system of practices that collectively shape student and program outcomes.

  • Website

    Kognito

    University of Central Florida
    Details
    Published in 2019 IGEN National Meeting,

    A set of role-play, avatar modules to educate faculty, staff, and students about mental health and suicide prevention.

  • Presentation Materials

    Preparing Graduate Admissions & Recruitment for Effects of COVID-19

    Julie R. Posselt
    Details
    Presented at
    Preparing Graduate Admissions & Recruitment for Effects of COVID-19
    , 2020-05

    Presentation addressing recruitment and admissions challenges facing graduate education in light of COVID-19.  The panelists will present research and institutional responses that, together, highlight paths for administrators and faculty toward equitable enrollment management. How should we communicate with incoming and prospective students given universities’ quickly changing policy landscape? How can we design holistic review processes that account for new variations in applicant grades, experiences, and obstacles during this time? 

     

  • Report

    Webinar Report: Effects of COVID-19

    Julie R. Posselt
    Details
    Presented at
    Zoom Virtual Meeting
    , 2020-05

    Crises are moments for culture building. During this time we are learning that connections, communication, and critical conversations matter more than ever. As we think about preparing our institutions for annual graduate admissions and recruitment processes, awareness about our respective institutional contexts and individual identities matter. Context and identity matter on their own, and they matter in combination by affecting the resources likely available to us, the constraints and norms we are more likely to face, and the networks of which we are part.

  • Presentation Materials

    Equity in Graduate Admissions

    Julie R. Posselt, Casey W. Miller
    Details
    Inclusive Practice Hub - Research | Practice Presented at
    AGU/AGI Heads and Chairs Webinar Series
    , 2020-03

    Webinar and discussion session presenting data and research about the role of typical admissions criteria and practices in maintaining racial/ethnic inequalities in graduate education. Practical strategies for rethinking typical admissions criteria and processes are introduced, with a focus on equity-based holistic review and embedding attention to equity throughout the admissions and recruitment process. 

  • Presentation Materials

    Inclusive Graduate Education Network Data

    Theodore Hodapp
    Details
    Presented at
    DOE Directors Meeting
    , 2019-10

    Current Data to support the charge of the IGEN Project and its measured success.

  • Presentation Materials

    Inclusive Graduate Education Network: Project Overview

    Theodore Hodapp
    Details
    Presented at
    National Astronomy Consortium
    , 2019-09

    Presentation on how Physical Sciences Bridge Programs affected the participation rates of Underrepresented Minority (URM) in graduate degree programs.

  • Presentation Materials

    Impact of the NSF INCLUDES Alliance Inclusive Graduate Education Network (IGEN)

    Joerg Schlatterer, Chris Shiavone, Ruth Tessema, Terri Chambers, Benjamin Fiore-Walker, LaTrease Garrison
    Details
    Presented at
    AAMC GREAT
    , 2019-09

    Conference poster.  

  • Presentation Materials

    Inclusion, Diversity and Innovation

    Cathy Mader, Anne McNeil, James Walker, Alveda Williams, Cory Valente
    Details
    Presented at
    50th ACS Central Regional Meeting 2019
    , 2019-06

    Presentation on the benefits of diverse leadership in business and how IGEN goals look to increase the participation gap. 

  • Presentation Materials

    Learning across disciplines: Addressing teacher recruitment, career development, and graduate student diversity through partnerships

    Jodi Wesemann, Joerg Schlatterer, Corrie Kuniyoshi, Terri Chambers
    Details
    Presented at
    Gordon Research Conference-CERP 2019
    , 2019-06

    Research and reports about transforming undergraduate STEM education highlight the need to implement research-based practices and to learn from that process, expanding the research base.

  • Presentation Materials

    APS Bridge Program: Erasing Achievement Gap in Doctoral Education

    Theodore Hodapp
    Details
    Presented at
    TPSE Math: Partner Meeting
    , 2019-04

    Presentation on how the APS Bridge program works to decrease the achievement gap in doctoral education for underrepresented minority students in Physics degrees.   

  • Presentation Materials

    Graduate Admissions Practice on Diversity and Inclusion Workshop

    Julie R. Posselt, Casey W. Miller
    Details
    Presented at
    Graduate Admissions Practice on Diversity and Inclusion Workshop
    , 2019-03

    Presentation on the efforts to increase diversity in graduate education, and providing practical strategies for doing so by rethinking typical recruitment and admission processes. Including how common admissions mindsets and practices inhibit access for underrepresented groups, and concrete strategies to change admission processes to yield improved diversity and equity.

  • Presentation Materials

    NSF INCLUDES Journey to an Alliance Webinars – California Regional Collaborative

    David Gruber, Jan Taylor, Cindy Ziker, Theodore Hodapp, Cathy Mader, Ann Gates, Andrea Tirres, Kacy Redd
    Details
    Presented at
    NSF INCLUDES Journey to an Alliance Webinars
    , 2019-03

    Presentation on IGEN at NSF Includes: Journey to an Alliance webinar, a series designed to introduce the network to the NSF INCLUDES Alliances and learn about the successes, challenges and lessons learned about launching their partnerships and backbone organizations. 

  • Presentation Materials

    Optimizing Your Mentoring Relationships: Building a Mentoring Network

    Melissa McDaniel
    Details
    Presented at
    BU Office of Research
    , 2019-03

    Workshop presentation by Dr. Melissa McDaniels from Michigan State University, graduate student and postdoctoral participants will be urged to think about the proactive roles they can play in ‘mentoring up’ – strategically and authentically negotiating their constellation of mentoring relationships. Using this lens, participants will be brought through a series of guided conversations and exercises to help them thing about how they might ‘map’ their mentoring networks, anchored by professional competencies, to empower themselves to optimize all mentoring relationships.

  • Presentation Materials

    INCLUDES Alliance: The Inclusive Graduate Education Network

    Theodore Hodapp
    Details
    Presented at
    APS-Bridge Program and National Mentoring Community Conference
    , 2018-11

    Presentation on project goals and activities of the NSF INCLUDES Alliance grant awarded to the Inclusive Graduate Education Network (IGEN). 

  • Presentation Materials

    Having Culturally Sensitive Mentoring Conversations: Faculty Session

    Steven Lee, Christine Pfund
    Details
    Presented at
    APS-Bridge Program and National Mentoring Community Conference
    , 2018-11

    High quality mentoring is an important predictor of persistence for researchers pursuing careers in science, technology, engineering, and math (STEM) fields and can influence the confidence of historically underrepresented trainees' ability to successfully conduct research. Despite this, mentors typically do not receive any training on how to optimize their mentoring relationships. Stories from student mentees from historically underrepresented backgrounds will be shared to learn from their perspectives. Mentors will learn new approaches from each other as they work through mentoring challenges, reflect upon their mentoring experiences, and refine their individual approaches to mentoring. Workshop leaders will provide concrete tools and strategies mentors can incorporate into their practice and extrapolate to their own context. Participants are expected to gain confidence in proactively working with students from diverse backgrounds. See Key Strategies for Mentoring Parts I and II.

  • Presentation Materials

    Optimizing Your Mentoring Relationship Roundtable | Tufts University - Graduate Programs

    Melissa McDaniel
    Details
    Presented at
    Optimizing Your Mentoring Relationship Roundtable
    , 2018-11

    Discussion with faculty and staff, touching on various aspects of the mentoring experience, including work-life balance concerns. The focus is on discussing the mentoring relationship in graduate school, building mentoring relationships, and supporting students' growth. 

  • Presentation Materials

    Key Strategies for Mentoring: Part 2

    Christine Pfund, Steven Lee
    Details
    Presented at
    APS-Bridge Program and National Mentoring Community Conference
    , 2018-11

    Workshop Presentation: High quality mentoring is an important predictor of persistence for researchers pursuing careers in science, technology, engineering, and math (STEM) fields and can influence the confidence of historically underrepresented trainees’ ability to successfully conduct research. Despite this, mentors typically do not receive any training on how to optimize their mentoring relationships. In this interactive workshop, mentors will engage in case studies, activities and small-group discussions aimed to accelerate the acquisition of the mentoring skills and insights needed to cultivate effective mentee-mentor relationships. In part II of this interactive workshop, mentors will discuss the challenges of accurately assessing understanding and providing constructive feedback. Mentors will also discuss ways to foster mentee independence and build their research self-efficacy. Through the workshop, participating mentors will learn new approaches from each other as they work through mentoring challenges, reflect upon their mentoring experiences, and refine their individual approaches to mentoring. Workshop leaders will provide concrete tools and strategies mentors can incorporate into their practice and extrapolate to their own context. Through this process, participants are expected to gain confidence in proactively working with students from diverse backgrounds.

  • Presentation Materials

    Key Strategies for Mentoring: Part I

    Christine Pfund, Steven Lee
    Details
    Presented at
    APS-Bridge Program and National Mentoring Community Conference
    , 2018-11

    Worksop Presentation: High quality mentoring is an important predictor of persistence for researchers pursuing careers in science, technology, engineering, and math (STEM) fields and can influence the confidence of historically underrepresented trainees' ability to successfully conduct research. Despite this, mentors typically do not receive any training on how to optimize their mentoring relationships. In this interactive workshop, mentors will engage in case studies, activities and small-group discussions aimed to accelerate the acquisition of the mentoring skills and insights needed to cultivate effective mentee-mentor relationships. In part I of this interactive workshop, mentors will discuss the challenges of misaligned expectations and explore the use of mentoring compacts to convey expectations in a transparent and equitable manner. Mentors will also complete a communication style inventory and explore ways to optimize communication in their mentoring relationships. Through the workshop, participating mentors will learn new approaches from each other as they work through mentoring challenges, reflect upon their mentoring experiences, and refine their individual approaches to mentoring. Workshop leaders will provide concrete tools and strategies mentors can incorporate into their practice and extrapolate to their own context. Through this process, participants are expected to gain confidence in proactively working with students from diverse backgrounds.

  • Presentation Materials

    Culturally Aware Mentoring

    Christine Pfund, Brian Zamarripa Roman, Michelle Lollie, Mike Lopez, Wendy Mendoza
    Details
    Presented at
    APS-Bridge Program and National Mentoring Community Conference
    , 2018-11

    Mentoring is an important factor in the satisfaction, productivity and persistence of mentees across disciplines yet research shows that the landscape of mentoring is unequal. Mentees from traditionally underrepresented groups (UG) report less access to mentoring and rate the mentoring they do receive lower in quality. Moreover, mentees from UGs more frequently report feeling a sense of isolation in their research environments and pressure to hide their cultural identities while at work. Mentors of these diverse mentees report uncertainty about if and how to broach topics of belonging, diversity and inclusion in their mentoring relationships. In this plenary session, we will explore the concept of culturally aware mentoring. Following a brief introductory presentation, four mentees will share insights gained from their lived experience; how they are navigating their science and cultural identities and how mentoring has played a role in their educational path. Each panelist will address the following questions: •What has worked for you in your mentoring relationship overall? •What did not work so well? •Around the topic of culturally aware mentoring: Have you been able to share salient aspects of cultural identity (-ies) with your mentor and/or your research team members? Why or why not? •What approaches have mentors used to demonstrate their support of you and all of your identities? How have they or could they demonstrate their cultural awareness in this regard?

  • Article

    ACS part of new alliance to bolster underrepresented students in physical sciences

    Joan Coyle
    Details
    Published in ACS News, 2018-09

    The American Chemical Society (ACS) is one of five leading scientific societies that have formed the Inclusive Graduate Education Network (IGEN) to increase the participation of women and underrepresented racial and ethnic minorities in graduate studies in the physical sciences.

  • Article

    Task force recommends US$50-million fund to bring African Americans into physics and astronomy

    Virginia Gewin
    Details
    Published in Nature, 2020-01

    The American Institute of Physics aims to double the number of black undergraduates in the field.

  • Article

    The 2019 IGEN National Meeting: Connecting the Threads of Graduate Education and Inclusion

    Brián Clash
    Details
    Published in APS News Volume 28, Number 11, 2019-12

    Conference brings together champions of diversity and inclusion to increase the number of under-represented minority students earning PhDs.

  • Journal Article

    A Closer Look at Diversity: Understanding the Place of Race Post-Affirmative Action

    Kristen M. Glasener
    Details
    Published in APA Journal, 2019-04

    This article examines the ways diversity is framed at schools with race-neutral admissions policies.

    © 2019 American Psychological Association

  • Recording

    The Meritocracy Myth of College Admissions

    Julie R. Posselt
    Details
    Published in WORT 89.9 FM, 2019-03

    In March of 2019, William Rick Singer plead guilty to federal conspiracy, bribery and obstruction of justice charges for his work as an academic admissions “fixer.” Following an FBI sting, Singer admitted to bribing college admissions staff, getting ringers to take ACT and SAT tests, and fabricating athletic resumes, all on behalf of the offspring …

    2019 Back Porch Broadcasting, Inc.

  • Journal Article

    Bridge to success and inclusivity

    Roy Clarke, Çagliyan Kurdak
    Details
    Published in MRS Bulletin, Volume 44, Issue 2, 2019-02

     

    The American Physical Society’s Bridge Program increases the output of doctorates awarded to underrepresented graduate students in the physical sciences.

  • Article

    The GRE fails to identify students that will graduate and hurts diversity, new study finds RIT researchers say the GRE doesn’t predict student success as effectively as presumed

    Lake Auburn
    Details
    Published in RIT | NEWS, 2019-01

    A team of researchers led by Rochester Institute of Technology Professor and Associate Dean for Research and Faculty Casey Miller completed a multivariate statistical analysis of about one in eight physics Ph.D. students from 2000 to 2010.  They discovered that while women and underrepresented minorities tend to perform worse on the GRE Physics Subject Test, students’ performance had no bearing on Ph.D. completion. Undergraduate GPA was the most robust predictor of Ph.D. completion they found. 

     

  • Article

    US graduate entry exams not a predictor of PhD success, says study

    Michael Allen
    Details
    Published in Physics World, Copyright Institute of Physics (the “Institute”) and IOP Publishing 2009, 2019-01

    Exams that US students need to take before being allowed into graduate school are not a reliable way of assessing whether those candidates will successfully complete a PhD. That is the claim of new research, which shows that the over-reliance on the Graduate Record Examination (GRE) in PhD admissions also discriminates against under-represented groups. The study has been carried out by a team led by Casey Miller — a physicist from the Rochester Institute of Technology — who analysed data for almost 4000 students who entered physics PhD programmes between 2000 and 2010, representing around 13% of doctoral enrolments during that period.

  • Article

    The GRE Fails to Identify Students that will Graduate and Hurts Diversity, New Study Finds

    PR Newswire
    Details
    Published in Markets Insider, 2019-01

    Researchers are urging universities across the United States to find a new way to identify the next generation of scientists. A new study discovered that traditional admissions metrics for physics Ph.D. programs such as the Graduate Record Examination (GRE) do not predict completion and hurt the growth of diversity in physics, which is already the least diverse of the sciences.

  • Article

    ACS receives $2.3 million grant to help make graduate education more inclusive

    Linda Wang
    Details
    Published in C&EN vol 96 issue 42, 2018-10

    The American Chemical Society has been awarded a $2.3 million grant over five years from the National Science Foundation as part of an alliance of scientific societies to increase the participation of women and underrepresented minorities in graduate education in the physical sciences. The Inclusive Graduate Education Network is a five-year, $10 million grant led by the American Physical Society (APS). 

  • Article

    IGEN Takes the APS Bridge Program to the Next Level

    Leah Poffenberger
    Details
    Published in APS News vol 27 issue 9, 2018-10

    APS has joined forces with four other scientific societies—the American Chemical Society, the American Geophysical Union, the American Astronomical Society, and the Materials Research Society—to increase participation of underrepresented students in graduate physical science programs. The five societies make up the Inclusive Graduate Education Network (IGEN) that will be funded with a five-year $10 million grant from the National Science Foundation.