By analyzing data from nearly all US PhD recipients and their dissertations across three decades, this paper finds demographically underrepresented students innovate at higher rates than majority students, but their novel contributions are discounted and less likely to earn them academic positions. The discounting of minorities’ innovations may partly explain their underrepresentation in influential positions… Read more »
The first empirical evidence to support the hypothesis that a gender-heterogeneous problem-solving team generally produced journal articles perceived to be higher quality by peers than a team comprised of highly-performing individuals of the same gender.
Introduces a general framework for modeling functionally diverse problem-solving agents.
NSF’s statement on harassment and assault which includes requirements instructions on reporting misconduct.
A site to learn more about HBCUs — both individually across the country, but also provides general information on Historically Black Colleges and Universities.
To explore how field experiences can be designed to engage more community college students, the Undergraduate Field Experience Research Network (UFERN) held a “community conversation” (Community Colleges in the Field: Successful Programs and Strategies) on 15 October 2021. This article summarizes and provides synthesis of the discussion.
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… Read more »
Geoscience graduate programs are increasingly abandoning the controversial test as an admissions requirement, a welcome development for equity and inclusion in the field. How can your school be next?
A case for abandoning the GRE in the geosciences
