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The Fisk-Vanderbilt Master’s-to-Ph.D. Bridge Program: Recognizing, enlisting, and cultivating unrealized or unrecognized potential in underrepresented minority students
1.As defined by the National Science Foundation, underrepresented minorities are U.S. citizens and permanent residents who identify as African American, Hispanic/Latino, and/or Native American.
2.National Science Foundation, Division of Science Resources Statistics
, “Women, minorities, and persons with disabilities in science and engineering: 2009
,” NSF 09-305 (2009
4.K. G. Stassun, “Building bridges to diversity,” Mercury 34, 22–27 (2005).
5.D. Nelson and L. Lopez, “The diversity of tenure track astronomy faculty,” American Astronomical Committee on the Status of Minorities in Astronomy, Spectrum Newsletter, June 2004.
Minority-serving institutions include Historically Black Colleges and Universities, Hispanic Serving Institutions, and Indian Tribally Controlled Colleges and Universities, Native Hawaiian Serving Institutions, and Alaska Native Serving Institutions. See ⟨www2.ed.gov/about/offices/list/ocr/edlite-minorityinst.html
7.D. Norman et al.
, “Underrepresented minorities in astronomy: Higher education
,” A position paper submitted to the Astro2010 National Academy of Sciences decadal survey in astronomy and astrophysics (2009
), e-print arXiv:0903.4506v1
9.S. Lange, “The role of masters degree transitions on Ph.D. attainment in STEM disciplines for students of color,” Ph.D. thesis, University of Washington (2006).
10.K. G. Stassun, “Enhancing diversity in astronomy: Minority-Serving institutions and REU programs: Strategies and recommended actions,” Bull. Am. Astron. Soc. 34, 1448–1452 (2003).
14.The biology track was added in 2008.
17.K. G. Stassun, A. Burger, and S. E. Lange, “The Fisk-Vanderbilt Masters-to-Ph.D. Bridge Program: A model for broadening participation of underrepresented groups in the physical sciences through effective partnerships with minority-serving institutions,” J. Geosci. Educ. 58 (3), 135–144 (2010).
18.Each 90-minute seminar is divided into a formal presentation by a faculty leader followed by a social time for fellowship and informal mentoring. Topics covered in the formal presentations include time management, organization, and prioritization; setting and meeting goals; developing a network of mentors; milestones on the road to the Ph.D.; as well as other topics led by occasional guest speakers who are prominent scholars of color. In addition, postdoctoral researchers associated with the Bridge Program lead a reading group based on the book The Art of Being a Scientist (see Ref. 19).
19.R. Sneider and K. Larner, The Art of Being a Scientist: A Guide for Graduate Students and Their Mentors (Cambridge U. P., New York, 2009).
See supplementary material EPAPS Document No. for Appendices A and B. This document can be reached via a direct link in the online article’s HTML reference section or via the EPAPS homepage (http://www.aip.org/pubservs/epaps.html).[Supplementary Material]
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