About this Research Topic
Building the future STEM workforce requires robust federal investments to support the next generation of innovators, as well as systemic changes to enable graduate and postdoctoral researchers to transition with confidence into the biomedical workforce. This effort involves the transformation of the biomedical research enterprise and training environment at all levels, but especially at the predoctoral and postdoctoral levels. Innovative initiatives in education and training as well as career and professional development of biomedical trainees are necessary to build upon the robust biomedical workforce of today and create and sustain a diverse, innovative, and highly trained biomedical workforce of tomorrow.
An important aspect of supporting the biomedical workforce relates to changes within training and the research enterprise, with opportunities for re-imagining what STEM education should look like at different levels, including providing agency for junior scientists in the field. The future of the field should focus on inclusivity, supporting trainees from different backgrounds and with diverse perspectives, including (but not limited to) intersectional identities in race/ethnicity, gender, sexual orientation, first generation status, and international talent in STEM. This requires critical policy changes in order to support the transition of biomedical research professionals into the labor market.
This Research Topic will cover ways to broadly align training, skill development, and career exploration in STEM with a broad array of professions, with the aim of building a more inclusive STEM enterprise and workforce. This includes university leaders, established policy professionals, early career researchers, STEM diversity researchers and advocates, experts working on the alignment of STEM training, skills and the job market, and funders or other stakeholders who contribute to the STEM ecosystem.
For this Research Topic, submissions are invited from
• university leaders interested in academic systemic change and STEM workforce development, including through diversity initiatives;
• established policy professionals working in biomedical education and training;
• early career researchers interested in shaping the future of STEM;
• STEM diversity researchers and advocates;
• experts working on the alignment of STEM training, skills, and the job market;
• funders or other stakeholders who contribute to the STEM ecosystem;
• broadly defined stakeholders in higher education, biomedical research enterprise, or STEM education fields.
Submissions may
• address the needs of one or more STEM higher education populations (e.g., undergraduate, post-baccalaureate, doctoral, and postdoctoral trainees, faculty, and senior administrators);
• address training and educational transition points or milestones (e.g., admissions, qualifying exams, doctoral defense, graduation, employment transition, and faculty career progression);
• include observational studies, intervention studies, and policy positions on, e.g., inequities, systemic barriers, programs, training, innovative education methods, institutional systems, administrative requirements, and factors of national impact;
• address systemic barriers, intersectional identities, and transformational change in the biomedical research training and educational enterprise.
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Article types: this Research Topic welcomes any of the article types accepted by the relevant participating journals and sections, and could include systematic reviews, policy position papers, traditional research articles, and other articles with evidence-based review and/or synthesis of topics and outside of the traditional scope. When submitting, please indicate the Frontiers article submission category selected and why this is a suitable submission for this collection.
For general submission guidelines, please refer to the Frontiers website. For any questions feel free to reach out to Adriana Bankston (abankston81@gmail.com) or Beka Layton (rlayton@unc.edu).
Fee support: authors have several options in place for fee support in the form of institutional and national agreements and a fee support program prior to submitting an article.
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Guiding events: leading up to the submission deadline, the guest editors, in collaboration with Frontiers staff, organized two webinars with experts discussing topics related to the call for submissions. Both events included discussion of how various stakeholders can contribute to systemic change in the biomedical sciences. Please see below details:
Webinar 1: April 9, 2024: Exploring Systemic Issues Facing the Biomedical Research Training Community, Part I: Policy & Advocacy. This event focused on how various stakeholders can contribute to systemic change in the biomedical sciences in terms of policy and advocacy. Watch it here.
Webinar 2: April 18, 2024: Exploring Systemic Issues Facing the Biomedical Research Training Community, Part II: Programs & Resources. This event focused on how various stakeholders can contribute to systemic change in the biomedical sciences in terms of programs and resources. Watch it here.
An important aspect of supporting the biomedical workforce relates to changes within training and the research enterprise, with opportunities for re-imagining what STEM education should look like at different levels, including providing agency for junior scientists in the field. The future of the field should focus on inclusivity, supporting trainees from different backgrounds and with diverse perspectives, including (but not limited to) intersectional identities in race/ethnicity, gender, sexual orientation, first generation status, and international talent in STEM. This requires critical policy changes in order to support the transition of biomedical research professionals into the labor market.
This Research Topic will cover ways to broadly align training, skill development, and career exploration in STEM with a broad array of professions, with the aim of building a more inclusive STEM enterprise and workforce. This includes university leaders, established policy professionals, early career researchers, STEM diversity researchers and advocates, experts working on the alignment of STEM training, skills and the job market, and funders or other stakeholders who contribute to the STEM ecosystem.
For this Research Topic, submissions are invited from
• university leaders interested in academic systemic change and STEM workforce development, including through diversity initiatives;
• established policy professionals working in biomedical education and training;
• early career researchers interested in shaping the future of STEM;
• STEM diversity researchers and advocates;
• experts working on the alignment of STEM training, skills, and the job market;
• funders or other stakeholders who contribute to the STEM ecosystem;
• broadly defined stakeholders in higher education, biomedical research enterprise, or STEM education fields.
Submissions may
• address the needs of one or more STEM higher education populations (e.g., undergraduate, post-baccalaureate, doctoral, and postdoctoral trainees, faculty, and senior administrators);
• address training and educational transition points or milestones (e.g., admissions, qualifying exams, doctoral defense, graduation, employment transition, and faculty career progression);
• include observational studies, intervention studies, and policy positions on, e.g., inequities, systemic barriers, programs, training, innovative education methods, institutional systems, administrative requirements, and factors of national impact;
• address systemic barriers, intersectional identities, and transformational change in the biomedical research training and educational enterprise.
-------------------
Article types: this Research Topic welcomes any of the article types accepted by the relevant participating journals and sections, and could include systematic reviews, policy position papers, traditional research articles, and other articles with evidence-based review and/or synthesis of topics and outside of the traditional scope. When submitting, please indicate the Frontiers article submission category selected and why this is a suitable submission for this collection.
For general submission guidelines, please refer to the Frontiers website. For any questions feel free to reach out to Adriana Bankston (abankston81@gmail.com) or Beka Layton (rlayton@unc.edu).
Fee support: authors have several options in place for fee support in the form of institutional and national agreements and a fee support program prior to submitting an article.
-------------------
Guiding events: leading up to the submission deadline, the guest editors, in collaboration with Frontiers staff, organized two webinars with experts discussing topics related to the call for submissions. Both events included discussion of how various stakeholders can contribute to systemic change in the biomedical sciences. Please see below details:
Webinar 1: April 9, 2024: Exploring Systemic Issues Facing the Biomedical Research Training Community, Part I: Policy & Advocacy. This event focused on how various stakeholders can contribute to systemic change in the biomedical sciences in terms of policy and advocacy. Watch it here.
Webinar 2: April 18, 2024: Exploring Systemic Issues Facing the Biomedical Research Training Community, Part II: Programs & Resources. This event focused on how various stakeholders can contribute to systemic change in the biomedical sciences in terms of programs and resources. Watch it here.
Keywords: biomedical, workforce, STEM, education, development, skills, careers
Important Note: All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.
