Identifying future scientists: predicting persistence into research training

This study used semistructured interviews and grounded theory to look for characteristics among college undergraduates that predicted persistence into Ph.D. and M.D./Ph.D. training. Participants in the summer undergraduate and postbaccalaureate research programs at the Mayo Clinic College of Medicine were interviewed at the start, near the end, and 8–12 months after their research experience. Of more than 200 themes considered, five characteristics predicted those students who went on to Ph.D. and M.D./Ph.D. training or to M.D. training intending to do research: 1) Curiosity to discover the unknown, 2) Enjoyment of problem solving, 3) A high level of independence, 4) The desire to help others indirectly through research, and 5) A flexible, minimally structured approach to the future. Web-based surveys with different students confirmed the high frequency of curiosity and/or problem solving as the primary reason students planned research careers. No evidence was found for differences among men, women, and minority and nonminority students. Although these results seem logical compared with successful scientists, their constancy, predictive capabilities, and sharp contrast to students who chose clinical medicine were striking. These results provide important insights into selection and motivation of potential biomedical scientists and the early experiences that will motivate them toward research careers.     

Language and theory of mind: a study of deaf children

Theory-of-mind (ToM) abilities were studied in 176 deaf children aged 3 years 11 months to 8 years 3 months who use either American Sign Language (ASL) or oral English, with hearing parents or deaf parents. A battery of tasks tapping understanding of false belief and knowledge state and language skills, ASL or English, was given to each child. There was a significant delay on ToM tasks in deaf children of hearing parents, who typically demonstrate language delays, regardless of whether they used spoken English or ASL. In contrast, deaf children from deaf families performed identically to same-aged hearing controls (N=42). Both vocabulary and understanding syntactic complements were significant independent predictors of success on verbal and low-verbal ToM tasks.     

Creating a more inclusive journal: the Journal of the Medical Library Association's evolving process for selecting editorial board members

The Journal of the Medical Library Association (JMLA) selects new editorial board members every year. In the spring of 2021, JMLA used a new process for reviewing and selecting applicants for the limited number of open editorial board positions. This reevaluation of the selection process was spurred by a desire to create a more diverse and representative board. Changes to the procedures for selecting new editorial board members included having an open call for editorial board members, creating an application form, creating a selection committee to screen applicants, creating a form for the selection committee to extract data from applications, and creating a two-step process for screening and then selecting board members. As part of construction of this new process, areas for continued improvement were also identified, such as refining the application form to allow more specific answers to areas of interest to the selection committee. The newly created selection process for editorial board members constitutes a significant change in JMLA processes; however, more can be done to build on this work by further refining the selection process and ensuring that new members are selected in a transparent and streamlined manner.     

The Responsibilities of White Teacher Candidates and Teacher Educators in Developing Racial Literacy

This article aims to help teacher educators consider how to build racial literacy in their White teacher candidates, providing guidance through pedagogical strategies and approaches based on our and others’ research. In addition, much of the pedagogy that we developed in working with our White teacher candidates can be translated to teachers working with White students at other levels, and it can also help teacher educators develop their own racial literacy.     

Intentional self‐embarrassment

This research explored how and why people intentionally embarrass themselves and how observers react to these embarrassments. Self‐reports prom 566 students at the University of Hawai'i and non‐students indicated that, first, they do intentionally and strategically employ behaviors that cause themselves embarrassment to achieve a variety of goals. Second, self‐embarrassors’ goals affected their tactic choices. Third, embarrassors’ goals were associated with their successful achievement of these goals. Last, the tactics embarrassors used and the goals they attempted affected observers’ responses. Suggestions for modifying existing typologies of embarrassment situations/tactics and goals, as well as limitations and directions for future research are presented.     

Standards for the academic veterinary medical library.

The Standards Committee of the Veterinary Medical Libraries Section was appointed in May 2000 and charged to create standards for the ideal academic veterinary medical library, written from the perspective of veterinary medical librarians. The resulting Standards for the Academic Veterinary Medical Library were approved by members of the Veterinary Medical Libraries Section during MLA '03 in San Diego, California. The standards were approved by Section Council in April 2005 and received final approval from the Board of Directors of the Medical Library Association during MLA '04 in Washington, DC.     

Behind the Findings: Yes,the Science Explorations Program Worked,but Why?

Abstract The Science Explorations program was developed by the Milwaukee Public Museum (MPM) out of a desire to use the unique resources of MPM to advance informal science education and to address a community need of local and national concern: improving science education and accessibility for underserved audiences. In 2002, with support from the National Science Foundation (NSF) and private donors, MPM launched this after‐school program for a target group of urban, mostly minority, middle school girls, a group at risk for underachievement in science and technology. The museum staff built a combined program with five middle schools and also sought to reach out to family members of the participating girls in order to increase support for the young women's science endeavors. A three‐year evaluation of the Science Explorations program demonstrated positive findings from primarily quantitative data. An aim of this article is to present findings from the qualitative data to shed light on the reasons this program met nearly all of its targets. Findings from case studies and qualitative interviews suggest that the museum staff's efforts to demystify science—a process that provided ongoing access to real scientific endeavors and invited personal contact with scientists—influenced the program's success. Findings also suggest that strong school liaisons may help increase family support for young women's scientific pursuits, which can in turn play a role in their success in this program.