Description
Inclusive Graduate Education Network (IGEN) is an NSF INCLUDES Alliance that brings together disciplinary societies, universities, PhD programs, and other organizations to develop, adopt and share inclusive practices for recruiting, admitting, and retaining women and underrepresented minorities.
About
The IGEN Research Hub, under the direction of Julie Posselt, advances knowledge and practice about equity in graduate education and the disciplines, especially those in STEM. The Research Hub coordinates multidisciplinary experts to
- Advance knowledge about equity and inclusion in graduate and postdoctoral training,
- Inform disciplinary societies about effective practices and change strategies they can promote, and
- Coordinate with the Inclusive Practices Hub in developing evidence-based professional development materials for faculty and other leaders.
The Research Hub seeks to effectively disseminate emerging evidence from graduate education researchers to disciplinary faculty as well as the social sciences communities who could benefit from the findings.
IGEN is supported by an Alliance award from the National Science Foundation’s Inclusion across the Nation of Communities of Learners of Underrepresented Discoverers in Engineering and Science (NSF INCLUDES) program.
Additional Resources
- Resources for Well-being – A PDF with numerous links to resources for addressing and supporting the well-being of grad students, originally developed for general use but particularly relevant during the COVID-19 pandemic.
- Equity in Graduate National Consortium Resource Center – A website with information on workshops, research, and article summaries.
- FAQ about IGEN – A PDF with numerous links to resources for addressing and supporting the well-being of grad students, originally developed for general use but particularly relevant during the COVID-19 pandemic.
- FAQ About Doctoral Education – Brief overview of published research and demonstrated community successes
- “Metrics First, Diversity Later? Making the Short List and Getting Admitted To Physics PhD Programs” – Journal of Women and Minorities in Science and Engineering (paywall)
For more information about IGEN, visit the project’s central website at :
Project News
New Research and Evaluation on Approaches to Collaborative Change
Pullias’ Equity in Graduate Education Resource Center Publishes New Guide Geared Toward Supporting PhD Students Selecting a Research Group
Pullias’ Equity in Graduate Education Resource Center Releases New Report Focused on the Influence of Cultural Capital on Physics Graduate Students’ Educations
Pullias’ Equity in Graduate Education Resource Center Releases New Report Focused on Transforming STEM Department Culture in Higher Ed
Pullias Team Addresses Biases and Discrimination Hiding in Letters of Recommendation
Project Team
Julie Posselt
Principal Investigator
Associate Professor of Education, USC
Associate Dean, USC Graduate School
Steve Desir
Director for Professional Learning and Organizational Development
Assistant Professor of Research, USC
Kristyn Lue
Project Coordinator & Postdoctoral Scholar
Román Liera
Assistant Professor, Montclair State University
Aireale Rodgers
Assistant Professor, University of Wisconsin - Madison
Publications
Connecting Students, Advisors and Research Groups — A Resource Guide for Students and Departments
Identifying and Leveraging Community Cultural Wealth in Physics Bridge Programs
Starting Conversations About Culture in Stem: A Research-Based Guide for Academic Departments
Doctoral Candidacy and Qualifying Exams: A Guide to Contexts, Costs for Equity, and Possibilities of Transformation
Funder
This project is funded by an Alliance award from the National Science Foundation’s Inclusion across the Nation of Communities of Learners of Underrepresented Discoverers in Engineering and Science (NSF INCLUDES) program under grant No. HRD-1834528. The official title of the grant is “Inclusive Graduate Education Network.” Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
