Tuesday, September 27, 2016

IU Public Safety Partners - Call Out Meeting


We’re looking for students interested in fields in law enforcement, emergency management and planning, and safety planning to be apart of this group and have a chance to build their resumes with some experience in public safety. 

We’re interested in students who may want to have social justice conversations with police and emergency planners and who may be interested in collaborating with other student groups to make these discussions available to other students. We’re also interested in students who may want to help improve how we communicate safety information to students, this includes international students.

The call out meeting will take place on October 11 at 6:30 PM in State Room East at the IMU.

 

CARE Project 2017

Call to Participate in the Community Awareness, Research, and Education (CARE) Project 2017!

Mental health issues affect all of us in some way: about one in every five adult Americans is living with mental illness. And only 41% of people who had a mental illness in the past year received professional health care or other services, while many wait years to seek help because of the stigma attached to mental health problems.
To break down these barriers and increase mental health literacy, the Indiana Counseling Association (ICA) and Porter-Starke Services offer the Community Awareness, Research, and Education (CARE) Project for Indiana middle school, high school, and college undergraduate students. The CARE Project is designed to raise mental health awareness among students and communities, and to increase student involvement in research and the science of mental health.

For this initiative, students design and present projects focused on mental health. Students study a mental health topic, conduct original research, and present their work. All participating students are invited to present at the Indiana Counseling Association Conference in Columbus, IN during April 2017 (date TBD). A total of 51 students participated in the CARE Project last year. At the ICA Conference, students presented posters of their work on topics such as the effects of stereotyping, lying, and conformity.
The benefits for participating are numerous. When students present their work at the ICA Conference, they see how their research contributes to the community of mental health providers. Conducting and presenting original research is also a great addition to college applications. Doing research as undergraduates can lead to students presenting their work at other research conferences. Through their CARE Project work, students learn about the mind and mental health, how people perceive mental health, the intersection of mental health and communities, and more.
For educators new to research, this initiative has developed a Resource Guide that contains assignments, a project timeline, lessons, example topics, and more. The Resource Guide is meant to be helpful, not required, and is free online at our website: http://www.porterstarke.org/careproject. Virtual meetings can be offered to orient new participants as well. No costs are associated with participating, except for transportation to the ICA Conference. All projects must be completed by April 1, 2017 to be included in the ICA Conference.
Join us for this fantastic opportunity to raise mental health awareness and enhance interest in the sciences and mental health fields! More information is available in the attached project overview. Sign up on our online contact page to receive updated conference information and learn more.

 

Inaugural Black Wom(b)en’s Wellness and Empowerment Summit


The Counseling Psychology Student Organization will be hosting The Inaugural Black Wom(b)en’s Wellness and Empowerment Summit on October 21st and 22nd, 2016.  This free event is focused on empowering and informing students, community members, scholars, and health practitioners.  
 
The Summit will kick off on Friday at 1pm with the IU Health and Career Fair and the Student Research Poster Session. For those interested in submitting a poster, there are detailed instructions in the program. You can submit an abstract for the poster session here:  https://goo.gl/forms/Kq1TeGFVqJ7LbvzD2 

Register your attendance for the Summit today (space is limited!): https://goo.gl/forms/1vR87IsqdM4DMoXf1


 

Explore Veteran and Family Counseling as a Career Path


Lunch and Learn: Explore Veteran and Family Counseling as a Career Path

Friday, October 21
12pm - 1:30pm
Psychology PY128 Front Office Conference Room

Has Veteran and Family Counseling been a possible career path in your mind? Come share in lunch and talk with the Director of Veterans Support Services about the day to day life of Veteran Counseling. Hear from Psychology undergraduates about internships in brain trauma and how to get that first experience in learning to make a difference. This is a discover event meant for learning and skill building. Come join us!

Students can RSVP to attend  the Lunch and Learn by following the link below:

Indiana University Undergraduate Research Conference

The 22nd Indiana University Undergraduate Research Conference will be held at IUPUI this year on Friday, December 2nd and submissions are due by October 17th.  

More info here: http://www.crl.iupui.edu/events/IUURC/

IUB will provide transportation to IUPUI and back for students.

Thursday, September 22, 2016

NASA Science Communication Roundtable, Friday, Sept 23


We are hosting a roundtable for a journalism alumna to chat with students interested in science communication at 1:30 p.m., Friday, Sept. 23 in Franklin Hall 214.

Linda Voss, BA’79 (Journalism) is part of the project creation, direction and management team for NASA in Washington, DC. Here, she manages a range of analytical tasks resulting in documents and reports to aid decision-making and operations. 

She is also the owner of a technical-writing business, Inklings LLC, where her team publishes information sources that range from reports for Congress, policy analysis for a government agency and general outreach. She has worked with Nobel laureates, heads of agencies and divisions, business founders and researchers. Her clients have included NASA, National Academy of Sciences, National Science Foundation and the Biotechnology Institute. 

Reserve a seat by contacting Emily Harrison at emrharri@indiana.edu.

 

PBS Departmental Tutoring Program

Are you a psychology or neuroscience major?  Need a tutor?

The PBS Departmental Tutoring Program might be just the thing for you!

To meet the needs of the Department of Psychological and Brain Sciences (PBS), we are launching a new volunteer tutoring program as a resource for students enrolled in PBS courses.  Based on your needs, you will be matched with a tutor that will be available to you 2-4 hours a week for homework help, study tips, or otherwise.
 
If you would like to be matched with a tutor, please fill out the online request form.
 
We are still accepting and reviewing applications for tutors!  If you are interested in applying to become a PBS Departmental Tutor, please fill out the online application.

Medical Physics and Biophysics Informational Meeting


“Medical Physics and Biophysics at Indiana University”

Susan Klein, Associate Director of Medical Physics

John Beggs, Associate Professor of Biophysics

Monday, September 26, 2016, 3:00 P.M.

Swain West 252
 
Interested in radiation oncology, radiation protection, or diagnostic imaging? How about the structure and function of the networks formed by neurons in our brains? We are meeting with Dr. Klein and Dr. Beggs to learn more about the studies of Medical Physics and Biophysics from these accomplished professionals in their respective fields. Also, they will discuss the programs here at IU!

Business of Life Sciences Certificate Program Fall Reception


GlobeMed at IU

We don’t want to just write checks.

We believe that global health inequity is a serious problem. Health is a basic human right, yet many of the world’s poor continue to die of preventable and treatable diseases. Unfortunately, there are no easy fixes. Writing checks for one-off projects isn’t a sustainable solution. Neither is a top-down approach that ignores the central role that local communities must play in their own development.

At GlobeMed, we believe in long-term, sustainable partnership is the foundation for erasing health inequity. We believe that the members of our partner communities around the world best understand their communities’ needs and potential. By building one-on-one relationships between students and community-based organizations all around the world, we believe that through dialogue, collaboration, and mutual learning, we can make our vision a reality: a vision of a world in which health – the ability to not only survive but thrive is possible for all people, regardless of where they call home.

Become part of an organization that recognizes that students have both the ability and the responsibility to be change-makers around the world. Be part of an organization that wants to equip you with the personal and professional skills to become a leader for global health equity and social justice.

 We are currently looking for students with the following interests:

• Global Health

• International Development

• Social entrepreneurship

• Start-ups

• Journalism

• Marketing

• Graphic and web design

Pre-meds and non-pre-meds alike are welcome. 

If you're interested please come to any of our chapter meetings. We meet every Thursday from 6:30-7:30 PM in the Student Building Room 140. 

Law School Fair - October 3rd


Law School Fair--the Nation's Largest!

Monday, October 3, 2016
11:00 AM - 3:00 PM at Alumni Hall

If you are seriously considering law school, attendance at this event should be considered MANDATORY. Freshmen through alumni are urged to attend! This event is FREE AND OPEN TO THE PUBLIC. Come with questions, or just eavesdrop--you can learn a lot by just walking around a bit.

Representatives (who can influence admission decisions at their schools) are eager to speak one-on-one with YOU about their specific situations--from LSAT to grades to specialties to personal statement to financial aid needs. Many will have FEE WAIVERS available to anyone who asks.

Pick up material, souvenirs, information. Expand your horizons and discover great schools that you may not yet know anything about. Learn first-hand that law schools are truly interested in more than just an LSAT score and GPA!

For more information: Email HPPLC at, hpplc@indiana.edu

 

Join ADAPT Consulting Student Group


ADAPT @ IU is a student-run consulting and professional development organization in the psychology department that aims to provide real-world consulting experience and professional development opportunities to motivated undergrads. ADAPT project teams work with local businesses to provide them with consulting on organizational issues that may encompass anything at the intersection of psychology and business. Past projects have been concerned with human resources (training, selection & recruitment, employee evaluations) and consumer behavior (marketing). ADAPT also provides general members with opportunities for networking, grad school preparation, and professional development through a variety of events.
 
In short, ADAPT is a great way to become a competitive applicant for grad programs and the job market by gaining real-world applied experience in psychology as well as professional development. Anyone interested in consumer behavior, social psychology, and industrial-organizational psychology may be particularly interested. 
ADAPT is accepting applications until this Sunday (9/25) by noon. To request an application and additional information, please contact adapt@indiana.edu

More information can be found at http://www.indiana.edu/~adapt/ .
 
We look forwarding to working with you!

Friday, September 9, 2016

HPPLC MCAT Prep Course


If you are taking the MCAT next summer you need to start preparing NOW!

Register for the Health Professions and Prelaw Center's MCAT Prep Workshop to help you prepare to take the MCAT in spring or summer 2017.

HPPLC’s MCAT Prep Workshop has been re-designed to help prepare students to succeed on the
new version of the MCAT Exam.  The instructors for the course have thoroughly analyzed the guidelines provided by the AAMC on the foundational concepts tested on the new version of the exam in order to determine what skills students will need.  Each instructor will design his/her section of the course to help students develop the tools needed for success on the exam.  Emphasis will be placed on critical thinking and independent reasoning skills, as well as test-taking strategies.

The course will begin the week of September
19, 2016.  Registration has started and spaces are available.  If you would like to enroll in the course, please see the instructions below on how to register.

The course fee is $650 and will be charged to your bursar’s account.  Books are not included in the cost of the course, and must be purchased separately (available online).  Students in the workshop will receive computerized versions of two practice exams and access to the AAMC's Official MCAT Section Bank, as well as class handouts free of charge.

The course is designed to help students prepare to take the revised MCAT in spring or summer 2017.  It will run from the week of September 19, 2016 to
March 29, 2017. Students register for either a Monday night or Wednesday night session.  Unfortunately, this course will not work for students planning to take the MCAT in January 2017.

The teachers of our workshop are all experienced college instructors, with expertise in their respective areas of MCAT preparation. Please see the teacher biographies below for more information.

Please note that the MCAT Prep Workshop is not a substitute for completing college-level coursework in the content areas to be covered on the exam.  The approach of the course assumes that students have completed, or are in the process of completing, coursework that covers the basic concepts that appear on the MCAT exam.  The MCAT Prep Workshop focuses on further developing a student's problem-solving and independent reasoning skills.

Not every student will need to enroll in a prep course in order to succeed on the MCAT.  Whether you are enrolled in our MCAT Prep Course or not, you are welcome to meet with a premed advisor to discuss strategies for MCAT preparation.  We want you to succeed!

COURSE INFORMATION:

WHEN:  Monday nights or Wednesday nights, 6:30 PM to 9:30 PM (students have the option of registering for either session and attend only one night per week).

FEE:  $650.00 (does not include cost of books).

TEXTS: Kaplan MCAT Complete 7-Book Subject Review (Third Edition) (Available at Amazon); MCAT 2015 - The Official Guide to the MCAT Exam (Fourth Edition) (Available at the AAMC website or from Amazon).


(Books must be purchased separately, and the cost of the books is not included in the fee for the course.)

LOCATION:  Teter F258
HOW TO REGISTER:  If you would like to register, please drop by Maxwell Hall 010 or send email to hpplc@indiana.edu.

PLEASE REMEMBER THAT THE HPPLC OFFICE IS CLOSED OVER THE LUNCH HOUR FROM 12:00 PM TO 1:00 PM.  Our office is open 9 AM – 12 PM & 1 PM – 5 PM.

Please note: In order to continue to offer this course at low cost to IU students the withdrawal policy will be very strictly enforced.  If you decide to cancel your registration you must do so in a timely manner according to the withdrawal policy stated on the authorization form so that another student can be allowed to register.

About our instructors:

AISHA BURTON (Biology): Aisha received her B.A. in Chemistry with a minor in Biology from the University of Illinois at Chicago and is a current Ph.D candidate in Microbiology at Indiana University. She has been an Associate Instructor (AI) for Microbiology Lab (M215/M315) for a few years and for Biology for Educators (Q201) for a semester. Additionally, Aisha has been a tutor in Introductory Science and Math for the Academic Support Centers (ASC) for several semesters. She is currently researching how a bacteriophage present on a plasmid in an ancestral strain of B. subtilis is activated and regulated.

LISA CONNOLLY (Psychology): Dr. Lisa L. Connolly is an Associate Professor at Ivy Tech Community College in Bloomington, Indiana. She completed a doctorate in clinical psychology from the University of Indianapolis in 2010. Dr. Connolly completed a master’s degree in counseling and holds an LMHC (licensed mental health counselor) license in the State of Indiana and has over 20 years experience working with people with significant behavioral challenges. Moving into academia has allowed her to focus on her first love of teaching both in the classroom and at conferences at the local and national level. Her areas of research interest are in gerontology, youth work and marginalized populations of people.

KYLE HAGNER (Physics): Kyle has M.S. degrees in Electrical Engineering (Purdue) and Physics (IU) with minors in Mathematics and Biology and is currently a Biophysics PhD student at IU. He has served as an associate instructor for the lab and discussion portions of General Physics II (P202) at IU and has served as a private tutor for various general physics and mathematics courses. His current research focuses on the evolution of the quaternary structure of highly conserved proteins.

SARAH LINDAHL (Chemistry): Sarah received her B.S. in chemistry from Truman State University in Kirksville, MO and is currently a Ph.D. candidate in the Department of Chemistry at Indiana University. She has been the recipient of numerous awards and fellowships for both her teaching and research. She has been an associate instructor for a variety of organic and inorganic chemistry courses as well as an individual tutor for undergraduate students taking general and inorganic chemistry. Presently, Sarah’s research focuses on the development of dual action metalloenediyne therapeutics.

BIANCA MANAGO (Critical Analysis and Reasoning Skills and Sociology): Bianca Manago is a PhD Candidate in the Department of Sociology at Indiana University. She earned her BA in Sociology and Philosophy from Texas A&M in 2011. She went on to earn an MS in sociology from Texas A&M in 2013, and an MS in applied statistics from Indiana University in 2015. She has been an Associate Instructor for graduate-level statistics and sociology courses at Indiana University, and has served as a statistical consultant for the Karl Schuessler Institute for Social Research at Indiana University. She is also the Assistant Lab Director for IU’s Sociology Lab. Her current research uses multiple methods to investigate stigma and status processes associated with mental and physical illness.

For more information please go to http://www.hpplc.indiana.edu/medicine/med-mcatws.shtml.

 

CAPS Fall Programming


MULTI-CULTURAL OUTREACH - “LET’S TALK”:

Students now have even more ways to talk to someone about a problem! Our diverse group of consultants and counselors are from CAPS and the School of Education’s Dept. of Counseling and Educational Psychology.

“Let’s Talk Now” – free and confidential informal conversation with an emphasis on self-understanding and finding solutions to your problems. In addition to your walk-in conversation, “Let’s Talk Now” can connect students to other campus resources. Drop-in hours are available at Asian Culture Center, First Nations Educational and Cultural Center, La Casa Latino Cultural Center, Neal-Marshall Black Cultural Center and Office of International Services. Check go.iu.edu/letstalk for hours.

“Let’s Keep Talking” is for when you do need more than just a friendly chat. Professional counselors are available to meet and address more complex issues. Call CAPS at 812-855-5711 to schedule a meeting at any of these locations: Asian Culture Center, First Nations Educational and Cultural Center, La Casa Latino Cultural Center, Neal-Marshall Black Cultural Center and Office of International Services
 

WEB WEDNESDAYS:

Join CAPS counselor Kellen Fox for these FREE tele-coaching workshops to help students adjust to college and be more successful! To get started, go to iu.zoom.us or download the Zoom cloud meeting app, then enter ID number 541-962-473.

Sessions include:


            “Stress Management” – Sept. 14, 2:30pm

Discuss healthy tips to deal with stress! Learn what to do when you are overwhelmed to make college easier.

            “Time Management & Study Skills” – Sept. 21, 2:30pm

       Learn how to be more successful and get the grades you want.

            “Navigating the Party Scene” – Sept. 28, 2:30pm

            Learn how to be more successful and get the grades you want.


MINDFULNESS-BASED STRESS MANAGEMENT - FREE drop-in workshops Mondays and Tuesdays at 10:00am & Wednesdays and Thursdays at 2:00pm at IU Health Center, 4th floor.  (The Thursday session is geared toward those who have prior experience with Mindfulness.)  Dr. Carolyn Lee will teach you how to practice Mindfulness”, a research-based strategy to help reduce anxiety, improve concentration, regulate emotion and much more! Bring a friend!     

MONDAY MOTIVATORS- FREE WORKSHOPS!

Drop-in for our FREE workshops at Wells Library!
 

“Self-Compassion & Resilience”- Sept. 12, 4-5pm. Location: IQ Wall (Wells Library, East Tower)

Research suggests the skill “self-compassion” decreases emotional suffering and helps people to thrive. In this workshop, participants will learn about the elements of self-compassion, its benefits, and practice experiencing self-compassion. 


“Adjusting to IU: Homesickness”- Sept. 19, 4-5pm. Location: IQ Wall (Wells Library, East Tower)

Having a hard time adjusting to school? Missing your family and friends? You’re not alone. Many students who come to college can experience homesickness. Come join us to learn new ways to adapt during this transitional period.


 “Love, Myths, and Realities!”- Sept. 26, 4-5pm. Location: E159 (Wells Library, East Tower)

In this workshop, we will explore commonly held beliefs about signs and indicators of love. What looks like behaviors of love can often be behaviors of control. Laurie Rushlow, PsyD., will help you learn more about health and unhealthy behaviors within relationships.

 
CAPS & SACS SERVICES:

IU students receive two FREE counseling visits at CAPS every semester. Students call 812-855-5711 to schedule a first appointment, called “CAPS Now”, typically available within 48 business hours. This first visit will match the student with the best CAPS services for their needs -  individual, couples, or group counseling, psychiatry evaluation, tele-counseling, or skill-based workshops.
 
Emergency Services are available via a CAPS Now appointment, coming to the CAPS front desk, or anytime CAPS is closed via our after-hours crisis line, 812-855-5711, option 1.

Call us anytime to consult with CAPS or SACS about a student you are concerned about
 
The Sexual Assault Crisis Service (SACS) offers FREE individual and group counseling, psychiatry services, help with referrals for medical care, advocacy and information (medical, legal, judicial), consultation and programming related to sexual violence. Call 812-855-8900 to schedule an appointment or to speak to a crisis counselor 24 hours a day.

 

Wednesday, September 7, 2016

Apply for the Clinical Psychological Science Certificate


Interested in a career in mental health?  Considering graduate school in mental health?  Check out the new Clinical Psychological Science certificate that can help you stand apart from the crowd! 


·         Learn how psychology theories and principles apply to real-world problems

·         Gain either research or field experience helping others

·         Open to ALL MAJORS

·         Relevant to those considering graduate school or an entry-level career in mental health

·         Apply by  September 15th for priority admittance

 
Click here to learn more about the Clinical Psychological Certificate! 


Questions?  Contact the PBS Advising Office at psyneuro@indiana.edu

 

Thursday, September 1, 2016

Midwest Great Lakes Undergraduate Research Symposium

IU undergraduate students are invited to attend the Midwest Great Lakes Undergraduate Research Symposium (mGluRs) for Neuroscience and related fields such as Psychology. The event will be held at The Ohio State University on October 22nd, 2016 and is for both students and faculty. Students who would like to present their Neuroscience-related research are welcome to do so, and abstracts can be submitted from now until mid-September. Those who decide to attend but not present will still benefit from listening to research presentations and break-out sessions centered on professional development in Neuroscience.

Last year the event had approximately 200 students and faculty attendees and around 60 research presentations. This event is a great way for Neuroscience students and faculty to network with other nearby universities and to gain practice presenting research in a formal setting. If you follow the link below, it will lead you to the website with information about mGluRs, a tentative schedule for the day, information on pricing for students and faculty who choose to attend, and directions: https://neurosciencemajor.osu.edu/mglurs/register.

'Belonging' can help keep talented female students in STEM classes

Researcher Nilanjana Dasgupta's work has led to recommendations for schools, other organizations
                                
Creating a sense of belonging helps keep women in STEM --
but teachers might not realize that need.

Many women working in science, technology, engineering and mathematics (STEM) have faced a common experience at some point during their college days -- they walked into a classroom and found that they were among a small handful of women in the class, or even the only one.
 
That kind of experience has the potential to make a talented, motivated student feel out-of-place, and compel her to search for more inclusive academic environments, according to Nilanjana Dasgupta, a psychology researcher at the University of Massachusetts Amherst. Questioning one's sense of "belonging" in an academic environment may contribute to why women are significantly under-represented in some areas of STEM.

Dasgupta's research, supported by the National Science Foundation (NSF) Social, Behavioral and Economic Sciences Directorate (SBE), identifies interventions or remedies that universities and other organizations can employ to increase women's sense of belonging in STEM -- even in cases where they are a small minority in the classroom among male peers.
 
Dasgupta discussed her research with NSF:

Q. How significant is the idea of belonging, when it comes to STEM education?

A. For women and any other negatively stereotyped groups -- whether we're talking about underrepresented racial and ethnic minorities or first-generation students -- belonging really determines whether you stick it out in a field that interests you. You feel a sense of camaraderie and comfort, or you start losing interest, confidence, and start thinking about leaving for another field.
Belonging is just a way of saying "Do I fit in here? Do I feel comfortable here? Or should I start looking for another subject where there are more people like me?"
 
We usually think of performance as determining whether somebody pursues an academic major or profession. But an interesting observation that has emerged from my research is that for women in STEM, performance is not the critical ingredient that will tell me who is vulnerable to leaving. Usually, women who leave STEM perform just as well as others who stay. Poor performance is not what drives them out. Feeling like they fit in, or not, is the critical ingredient that determines retention.

Q. So it seems that there are two separate issues -- getting women and other groups into STEM classes and then retaining them.

A. Yes, that's right. I think belonging is particularly important when it comes to retention, arguably more so than it is for recruitment. Usually, people walk through the door if they have some degree of ability, interest, and curiosity about a subject. What makes them stay is belonging.

Q. NSF supports other research that looks into these sorts of issues at the K-12 level. You're looking at college students. At the college level, does something like belonging continue to matter?

A. It matters a lot. If you look at the STEM pipeline, at K-12, students can't opt out of core courses. They have to take a certain number of assigned science and math courses. They might opt in to the non-honors version, but they still have to go through it. College is when individual students' pathways begin to diverge. That's where belonging and confidence help determine whether someone will keep moving along a STEM pathway or move off that path onto a non-STEM path.
Belonging and confidence are not only correlated with each other, but they are also influenced by who you see in the field, small successes you're able to achieve, and the relevance of what you're learning to impact real-world social problems.

Q. How do you collect data on something like the feeling of belonging?

A. We ask people. This is one variable where we rely on students' self-reports -- we don't measure this implicitly or indirectly. For example, we ask: "Do you feel connected to your classmates in engineering? A lot? Not much? Do you feel like an outsider? Do you feel accepted by your classmates in engineering? Do you feel invisible?" People respond to a series of questions like this using response scales. This tells us their subjective experiences.

Q. What sorts of findings have you made so far?

A. We found that women students who have had either one-on-one contact with, or media exposure to, same-gender professors, experts or peers, feel "I belong here." This in turn makes them more confident about their abilities, more likely to persist in math, science, and engineering majors, and more interested in pursuing careers in these fields after graduation. This happens when female students see same-gender experts and peers in fields where they are typically a tiny minority, such as engineering, mathematics, computer science, physics, and astronomy.

Q. Do you have any guidelines for schools looking to set up learning spaces where people feel they belong?

A. I have five recommendations based on our research findings about what schools and universities can do.
One, provide incoming female students more exposure to scientists, engineers and innovators who are women. That allows newbies coming through the STEM pipeline to see other people like them who are more experienced and successful. They can imagine themselves in similar roles in the future.
Second, for institutions and departments where the gender distribution is really skewed with few women professors and senior scientists, I recommend intentionally creating other ways to enhance students' exposure to technical women.

Examples of this might be if male faculty teaching a class incorporate brief stories of the work of women scientists or engineers related to the content of the class, or invite female scientists or engineers to be guest speakers in their class. Or, if a STEM department makes an active effort to invite colloquium speakers to campus who are women.
Third, I recommend organizing a peer mentoring system where female students who are juniors or seniors in STEM majors serve as peer mentors to incoming women. These peer mentors fill a niche that's different from high-level successful role models because they are closer in age and life stage to their mentees. Peer mentors are a stepping stone on the way to professional success in STEM.
The fourth recommendation involves work teams. As we know, science and engineering work is often done in teams, and the gender compositions of work teams really matters for women. It's important to create teams with a critical mass of women and avoid teams where there's only one woman, or women are a tiny minority.

The last recommendation is to remember that feelings of belonging are most at risk when women students are in developmental transition points, like the transition from high school to college, or college to graduate school, or graduate school to a first job. These are the times when people move from an environment that they know, where they feel they fit in, to a new environment where they feel uncertain of their place. Having interventions targeting these transition points is key.

Q. Are you using those five points to work with educators and the scientific community?

A. Yes. I've given talks at Google to a large group of tech innovators, to scientists, deans, provosts and other administrative leaders at more than 20 colleges and universities, to policymakers and their legislative staff, and to K-12 teachers and principals. I've presented our research findings to legislative staff on Capitol Hill, both the House and Senate side, and talked to people who have introduced bills on workforce development and STEM education at the federal and state level.
To me, the dissemination of our research to influence education, workforce development, and policymaking is so very important.

Q. You gave a talk at NSF that received a lot of positive feedback from women who said they could relate to your takeaways. Is it a challenge to talk to male scientists and educators about these issues?

A. Not at all. I can't think of a single example where male scientists, engineers, or educators who heard me speak haven't gotten it. Sometimes, the leaky pipeline problem and remedies to it may not have been on their radar before my talk, but they always get it after the talk. People who aren't psychological scientists who study these issues may not be thinking of the causes of the STEM leaky pipeline and the solutions to it. They just want to be good educators and assume that if they focus on the content of science and engineering in their classes that will be enough to get students excited, and to recruit and retain more women and other underrepresented minorities in STEM.

But that's not enough—that's why it's vital for us to communicate social science research findings.
One of my male colleagues, a biochemistry professor, is very interested in new pedagogical techniques, like team-based learning, to increase student engagement in biochemistry. But he had assumed that the best kinds of work teams are heterogeneous, which meant ensuring that student teams varied in their demographics -- their gender, year in college, majors vs. non-majors. Given that women are a minority in biochemistry, by default, creating heterogeneous teams meant each student team in his class often had only one woman.

When he read my article in Proceedings of the National Academy of Science, he thought "Wait a minute, this applies to my class; maybe I should be creating student teams differently than I had before." So he wrote me an email wanting to try it out. This correspondence has started a new research collaboration between us.

One of the most gratifying aspects of disseminating our research to a broad audience has been that my male colleagues in science, engineering, and computing are very interested in applying evidence-based remedies we've identified in their classes and majors. They don't want to lose women students, but they aren't always aware of specific interventions and remedies to try out that are supported by research. That's why I organize my research findings to emphasize a few concrete remedies that my colleagues in STEM can use in their classes.