Research on co-teaching in higher education often focuses on the benefits to the apprentice, but co-teaching partnerships should benefit both team members. As part of our institution's recent membership in a professional development network for future STEM faculty, we developed a postdoctoral certificate in teaching excellence that includes…

A small but growing body of research confirms that people in the LGBTQ+ (lesbian, gay, bisexual, transgender, queer, and other identities) community are among those underrepresented in STEM (science, technology engineering, and math). This is concerning because diversity and inclusion improves science for all. In response, Canadian institutions…

This study employs an instrumental case study design to explore the environmental context of Latinx postdoctoral scholars in relation to their STEM identity and intended STEM career pathway. Interviews were conducted using an interactionist approach to STEM identity development. Deductive data analysis techniques reveal the impact of supervisor…

Purpose: Mentoring postdocs is a shared responsibility and dynamic process that requires a mutual commitment between the faculty mentor and postdoc. The purpose of this study is to understand how minoritized science, technology, engineering, and mathematics (STEM) postdocs view and engage in mentoring exchanges with their faculty mentors. In the…

This narrative study examined the mentor-mentee relationship from the positioning of 31 minoritized STEM postdocs at a research-intensive institution. Seeking to enhance the current body of literature on mentoring and minoritized STEM postdocs to encourage institutions to adopt culturally responsive practices and cultivate sustainable research…

Over the past decades, two persisting priorities in science, technology, engineering, and mathematics (STEM) training have been: (1) increasing the knowledge of and access to careers beyond academic scientist; and (2) increasing the diversity of the STEM workforce. Previous studies show that a uniquely constructed career coaching group provides…

The Science Teaching Experience Program--Working in Science Education (STEP-WISE) provides teaching experience for postdoctoral scholars holding full-time research appointments. Through a combination of mentorship, deliberate practice, and feedback, the postdocs learn and apply inclusive, evidence-based pedagogies. STEP-WISE is integrated into…

Many barriers have prevented women from advancing in academic STEM careers, especially women of color. Few studies have focused on the career paths of Latina STEM scholars and challenges they face as both women and as members of an ethnic minority group. We are investigating the career paths of former Latina UC President Postdoctoral fellows in…

On December 7 and 8, 2020, the Roundtable on Black Men and Black Women in Science, Engineering, and Medicine of the National Academies of Sciences, Engineering, and Medicine convened a virtual workshop that examined how to strengthen mentoring and advising of Black students and professionals in science, engineering, and medicine. Presenters…

This brief presents findings from a 2014 [Community for Advancing Discovery Research in Education] CADRE study of early career STEM education researchers and veteran principal investigators and their experiences with early career mentoring, either of themselves or of others. The findings describe successful mentoring strategies, as well as…