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Committee Membership Information




Project Title: Effective Mentoring in STEMM

PIN: PGA-BHEW-17-02        

Major Unit:
Division of Behavioral and Social Sciences and Education
Policy and Global Affairs

Sub Unit: Board on Higher Education & Workforce
Board on Science Education
Committee on Women in Science, Engineering and Medicine

RSO:

Dahlberg, Maria

Subject/Focus Area:  Education; Policy for Science and Technology


Committee Membership
Date Posted:   12/04/2017


Dr. Angela Byars-Winston - (Chair) - (Chair)
Angela Byars-Winston, PhD, is a Professor in the University of Wisconsin-Madison Department of Medicine and Director of Research and Evaluation at the University of Washington Center for Women’s Health Research. Her research investigates cultural influences on academic and career development, especially for racial and ethnic minorities and women in the sciences, engineering, and medicine. Dr. Byars-Winston is co-investigator on the National Research Mentoring Network (NRMN) grant from the NIH in the Mentor Training Core through which she is leading the Culturally Aware Mentorship initiative. She was selected as a 2011 Champion of Change by the White House for her research efforts to diversify science fields, is an elected fellow of the American Psychological Association, and was recognized by the UW as a 2014 Outstanding Woman of Color. Dr. Byars-Winston is a member of the National Academy of Sciences’ Board of Higher Education and Workforce (BHEW) and the STEM Equity Pipeline National Advisory Board.

Dr. Tammy D. Allen
Tammy D. Allen, PhD, is Professor of Psychology and Area Director for the Doctoral Program in Industrial-Organizational Psychology at the University of South Florida. Her research interests include work-family issues, career development, mentoring relationships, organizational citizenship, mindfulness, and occupational health. Dr. Allen is co-editor of the forthcoming Oxford Handbook of Work and Family, The Blackwell Handbook of Mentoring: A Multiple Perspectives Approach, and of Personal Relationships at Work: The Effect of Positive and Negative Work Relationships on Employee Attitudes, Behavior, and Well-being. She is co-author of Designing Workplace Mentoring Programs: An Evidence-based Approach. She is past Associate Editor of the Journal of Applied Psychology and of the Journal of Occupational Health Psychology, and has served on the editorial boards of a variety of journals.

Dr. Erin Dolan
Erin Dolan, PhD, is a Professor of Biochemistry & Molecular Biology and Georgia Athletic Association Professor of Innovative Science Education at the University of Georgia. Dr. Dolan served as founding Executive Director of the Texas Institute for Discovery Education in Sciences (TIDES), the teaching innovation initiative in the College of Natural Sciences at University of Texas Austin. She has designed and led a wide range of professional development on active learning and mentoring, including intensive sessions for faculty to develop course-based undergraduate research experiences. Dr. Dolan is principal investigator or co-investigator on more than $10 million in grants, including one for CUREnet, a network of people and programs integrating research experiences into undergraduate courses. She is also the editor-in-chief of the CBE-Life Science Education journal.

Joe G.N. Garcia, M.D.
Joe G. N. (Skip) Garcia, MD, is a world-renowned pulmonary physician-scientist, Endowed Professor of Medicine at the University of Arizona College of Medicine – Tucson, and a member of the National Academy of Medicine. Previously, Dr. Garcia served as Senior Vice President for Health Sciences at the University of Arizona. Prior to joining the University of Arizona in 2013, Dr. Garcia served as Vice President for Health Affairs at the University of Illinois, and served as the Earl M. Bane Professor of Medicine, Pharmacology and Bioengineering at the University of Illinois - Chicago. Dr. Garcia is a passionate advocate for the training of physician-scientists and is an active supporter of minority medical and science students. He has nurtured many minority students at the University of Illinois-Chicago, Johns Hopkins University and the University of Chicago, guiding them into MD and PhD programs.

Dr. Juan E. Gilbert
Juan E. Gilbert, PhD, is The Banks Preeminence Chair in Human-Centered Computing and Chair of the Computer & Information Science & Engineering Department at the University of Florida where he leads the Human Experience Research Lab. Dr. Gilbert also serves as Director of the Institute for African American Mentoring in Computing Sciences (iAAMCS). He is also a Fellow of the American Association of the Advancement of Science, a Fellow of the National Academy of Inventors, an Association for Computing Machinery Distinguished Scientist and a Senior Member of the Institute of Electrical and Electronics Engineers (IEEE).

Dr. Laura Lunsford
Laura Lunsford, PhD, is the Director of the H. David and Diane Swain Center for Business and Economic Services at the University of North Carolina Wilmington. Previously, Dr. Lunsford served as a psychology professor at the University of Arizona where she studied mentoring and leadership. She has written more than 30 peer-reviewed articles and chapters including her book, Handbook of Managing Mentoring Programs.

Dr. Richard McGee, Jr.
Richard (Rick) McGee, PhD, is the Associate Dean for Faculty Recruitment and Professional Development, and a Professor of Medical Education at the Northwestern University Feinberg School of Medicine. His primary research and academic interests are in the development of young scientists including the science of how undergraduate and PhD students fine-tune career decision with a longitudinal study of 500 students; application and study of new coaching-based models to support early PhD students; use of group-based models to assist junior faculty develop as scientists; and a randomized controlled trial of a totally different approach to fostering diversity in academia.

Dr. Christine Pfund
Christine (Chris) Pfund, PhD, is a Researcher with the Wisconsin Center for Education Research (WCER) at the University of Wisconsin-Madison. Dr. Pfund conducts research with several programs across the UW campus including the Institute for Clinical and Translational Research (ICTR) and the Center for Women’s Health Research (CWHR). Her work focuses on developing, implementing, documenting, and studying a seminar to train research mentors across science, technology, engineering, mathematics and medicine (STEMM). She has co-authored a manual for facilitators of this seminar, Entering Mentoring, and co-authored several papers documenting the effectiveness of this approach. Currently, Dr. Pfund is co-leading two studies focused on the impact of training on both mentors and mentees and understanding specific factors in mentoring relationships that account for positive student outcomes including the role of culture. Dr. Pfund is one of five principal investigators awarded a grant from the National Institutes of Health (NIH) to establish a National Research Mentoring Network. Dr. Pfund will direct the National Mentor Training Core. She is also Director of the newly established Center for the Improvement of Mentored Experiences in Research (CIMER), housed in WCER.

Dr. Keivan Stassun
Keivan G. Stassun, PhD, is the Stevenson Professor of Physics and Astronomy, Senior Associate Dean for Graduate Education and Research for the College of Arts and Science, and Director of the Vanderbilt Center for Autism and Innovation at Vanderbilt University. He is also the Director of the Vanderbilt Initiative in Data-intensive Astrophysics (VIDA) and holds and an Adjunct Professor of Physics appointment at Fisk University. Dr. Stassun is also passionate about his role as a mentor and educator—in particular about encouraging underrepresented groups to become scientists.

Dr. Renetta Tull
Renetta Tull, PhD, is Associate Vice Provost for Strategic Initiatives at the University of Maryland, Baltimore County (UMBC), and Professor of the Practice in UMBC’s College of Engineering and Information Technology. She is also Founding Director and Co-Principle Investigator for the 12-institution National Science Foundation University System of Maryland’s (USM) PROMISE AGEP, and Co-Director/Co-Principle Investigator for the National Science Foundation USM’s Louis Stokes Alliance for Minority Participation (LSAMP). In addition to roles at UMBC and roles with grants, Dr. Tull is also part of the University System of Maryland’s Academic Affairs unit in Adelphi, Maryland, serving the USM as Special Assistant to the Senior Vice Chancellor for Academic Affairs, and USM Director of Graduate and Professional Pipeline Development.

Dr. Sylvia Hurtado
Sylvia Hurtado, PhD, is Professor in the Division of Higher Education and Organizational Change at the Graduate School of Education and Information Studies at University of California, Los Angeles. She is currently Director of the Higher Education Research Institute, which houses the Cooperative Institutional Research Program (CIRP). CIRP is the longest-running empirical study of higher education involving data collection on students and faculty. Her numerous publications focus on undergraduate education, student development in college, and diversity in higher education. She is past President of the Association for the Study of Higher Education (ASHE), and served on the boards of the Higher Learning Commission and initiatives of the Association of American Colleges and Universities. Recent national projects include research on how colleges are preparing students to participate in a diverse democracy (U.S. Department of Education), the pathways of underrepresented students’ in scientific research and professional careers (National Institutes of Health/National Science Foundation), and student and institutional outcomes of diverse and broad access institutions in higher education (Ford Foundation).

Committee Membership Roster Comments
Member Biography for Sylvia Hurtado added on 12/04/2017.

Statement of Committee Composition
The composition of the committee was well-considered to manifest the necessary expertise in cross-cultural mentoring and diversity initiatives while maintaining a relatively small number of members. By convening practitioners such as higher education STEMM faculty who have records as successful mentors from their students' points of view along with experts with research records on effective practices in STEMM research, in business-based best practices, and in promotion of underrepresented populations in STEMM, the committee composition is intended to reflect both the views of both researchers and practitioners. Concurrently, the study process is designed to solicit voices from a wider range of individuals through three (3) 40-person workshops. We will endeavor to include perspectives not represented on this committee by inviting individuals to join in one of these three regional workshops.

Comment on Provisional Committee Appointments


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Please note that the appointments made to this committee are provisional, and changes may be made. No appointment shall be considered final until we have evaluated relevant information bearing on the committee's composition and balance. This information will include the confidential written disclosures to The National Academies by each member-designate concerning potential sources of bias and conflict of interest pertaining to his or her service on the committee; information from discussion of the committee's composition and balance that is conducted in closed session at its first meeting and again whenever its membership changes; and any public comments that we have received on the membership during the 20-calendar day formal public comment period. If additional members are appointed to this committee, an additional 20-calendar day formal public comment period will be allowed. It is through this process that we determine whether the committee contains the requisite expertise to address its task and whether the points of views of individual members are adequately balanced such that the committee as a whole can address its charge objectively.
 


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