Core challenges addressed by LED-BIO, associated discussion prompts, and identified areas for action. These prompts guided conversations during Town Halls, Think Tanks, and Consensus Building sessions at LED-BIO meetings.
| . | Challenges . | ||
|---|---|---|---|
| . | A lack of data to track scientific society membership demographic composition . | A lack of integration of scientists in transitional career stages into disciplinary CoPs . | A lack of inclusivity among highly visible thought leaders, including speakers and awardees in scientific programs . |
| Discussion Topics or prompts (2022) | What kind of data should professional societies be collecting about their membership? How should this information be managed? How should professional societies make use of membership demographic data? What uses are inappropriate? How can professional societies increase response rates when carrying out demographic surveys of their membership? | What systemic and structural barriers impede the success of scientists in transition and their access to society functions? What systemic and structural barriers impede the success of scientists in transition and their access to society functions? What types of awareness, knowledge, and skills do scientists in transition need to develop as they seek to pursue a STEM career, and what evidence supports these needs? What are examples of societies and programming serving individuals at different transition stages, and what evidence supports the efficacy of this programming? | Why have societies not collected demographic data on their leadership/awardees in the past? What are the institutional barriers that prevent individuals from historically excluded backgrounds from rising as visible thought leaders in their scientific societies? What resources would facilitate individuals from historically excluded backgrounds to rise as thought leaders in their scientific societies? Can we think of ways of shifting the work involved to the community instead of the individual? What interventions and strategies work and have potential for facilitating individuals from historically excluded backgrounds to rise as leaders in their scientific societies? |
| Planning for action (2023) | What set of guidelines should ProSs follow to establish equitable data collection? What recommendations should ProSs follow? What things should they avoid? What resources do ProSs need to be able to use data to achieve their diversity, equity, and inclusion goals? | How might structural reforms, such as improving conference accessibility (physically, financially, professionally), reconsidering membership structures, and reassessing award programs, better support scientists in transition? How might Professional Societies position themselves to become a longitudinal professional home for their disciplinary scholars? What might Professional Societies do to impact disciplinary culture change? | In what ways can professional societies highlight scientists from historically excluded backgrounds, minority-serving institutions, or early career stages to ensure they are recognized and taken into account as leaders? How can professional societies avoid superficial and performative policies and structures that might prevent scientists from historically excluded backgrounds, minority-serving institutions, or early career stages from attaining leadership roles? How can professional societies avoid overemphasizing technical values in their leadership? How can professional societies create spaces for authentic leadership? |
| . | Challenges . | ||
|---|---|---|---|
| . | A lack of data to track scientific society membership demographic composition . | A lack of integration of scientists in transitional career stages into disciplinary CoPs . | A lack of inclusivity among highly visible thought leaders, including speakers and awardees in scientific programs . |
| Discussion Topics or prompts (2022) | What kind of data should professional societies be collecting about their membership? How should this information be managed? How should professional societies make use of membership demographic data? What uses are inappropriate? How can professional societies increase response rates when carrying out demographic surveys of their membership? | What systemic and structural barriers impede the success of scientists in transition and their access to society functions? What systemic and structural barriers impede the success of scientists in transition and their access to society functions? What types of awareness, knowledge, and skills do scientists in transition need to develop as they seek to pursue a STEM career, and what evidence supports these needs? What are examples of societies and programming serving individuals at different transition stages, and what evidence supports the efficacy of this programming? | Why have societies not collected demographic data on their leadership/awardees in the past? What are the institutional barriers that prevent individuals from historically excluded backgrounds from rising as visible thought leaders in their scientific societies? What resources would facilitate individuals from historically excluded backgrounds to rise as thought leaders in their scientific societies? Can we think of ways of shifting the work involved to the community instead of the individual? What interventions and strategies work and have potential for facilitating individuals from historically excluded backgrounds to rise as leaders in their scientific societies? |
| Planning for action (2023) | What set of guidelines should ProSs follow to establish equitable data collection? What recommendations should ProSs follow? What things should they avoid? What resources do ProSs need to be able to use data to achieve their diversity, equity, and inclusion goals? | How might structural reforms, such as improving conference accessibility (physically, financially, professionally), reconsidering membership structures, and reassessing award programs, better support scientists in transition? How might Professional Societies position themselves to become a longitudinal professional home for their disciplinary scholars? What might Professional Societies do to impact disciplinary culture change? | In what ways can professional societies highlight scientists from historically excluded backgrounds, minority-serving institutions, or early career stages to ensure they are recognized and taken into account as leaders? How can professional societies avoid superficial and performative policies and structures that might prevent scientists from historically excluded backgrounds, minority-serving institutions, or early career stages from attaining leadership roles? How can professional societies avoid overemphasizing technical values in their leadership? How can professional societies create spaces for authentic leadership? |
Note: These prompts were used to provide focus to the discussion about the three challenges of interest during town halls, think tanks, and consensus building sessions at the LED-BIO meetings.
Core challenges addressed by LED-BIO, associated discussion prompts, and identified areas for action. These prompts guided conversations during Town Halls, Think Tanks, and Consensus Building sessions at LED-BIO meetings.
| . | Challenges . | ||
|---|---|---|---|
| . | A lack of data to track scientific society membership demographic composition . | A lack of integration of scientists in transitional career stages into disciplinary CoPs . | A lack of inclusivity among highly visible thought leaders, including speakers and awardees in scientific programs . |
| Discussion Topics or prompts (2022) | What kind of data should professional societies be collecting about their membership? How should this information be managed? How should professional societies make use of membership demographic data? What uses are inappropriate? How can professional societies increase response rates when carrying out demographic surveys of their membership? | What systemic and structural barriers impede the success of scientists in transition and their access to society functions? What systemic and structural barriers impede the success of scientists in transition and their access to society functions? What types of awareness, knowledge, and skills do scientists in transition need to develop as they seek to pursue a STEM career, and what evidence supports these needs? What are examples of societies and programming serving individuals at different transition stages, and what evidence supports the efficacy of this programming? | Why have societies not collected demographic data on their leadership/awardees in the past? What are the institutional barriers that prevent individuals from historically excluded backgrounds from rising as visible thought leaders in their scientific societies? What resources would facilitate individuals from historically excluded backgrounds to rise as thought leaders in their scientific societies? Can we think of ways of shifting the work involved to the community instead of the individual? What interventions and strategies work and have potential for facilitating individuals from historically excluded backgrounds to rise as leaders in their scientific societies? |
| Planning for action (2023) | What set of guidelines should ProSs follow to establish equitable data collection? What recommendations should ProSs follow? What things should they avoid? What resources do ProSs need to be able to use data to achieve their diversity, equity, and inclusion goals? | How might structural reforms, such as improving conference accessibility (physically, financially, professionally), reconsidering membership structures, and reassessing award programs, better support scientists in transition? How might Professional Societies position themselves to become a longitudinal professional home for their disciplinary scholars? What might Professional Societies do to impact disciplinary culture change? | In what ways can professional societies highlight scientists from historically excluded backgrounds, minority-serving institutions, or early career stages to ensure they are recognized and taken into account as leaders? How can professional societies avoid superficial and performative policies and structures that might prevent scientists from historically excluded backgrounds, minority-serving institutions, or early career stages from attaining leadership roles? How can professional societies avoid overemphasizing technical values in their leadership? How can professional societies create spaces for authentic leadership? |
| . | Challenges . | ||
|---|---|---|---|
| . | A lack of data to track scientific society membership demographic composition . | A lack of integration of scientists in transitional career stages into disciplinary CoPs . | A lack of inclusivity among highly visible thought leaders, including speakers and awardees in scientific programs . |
| Discussion Topics or prompts (2022) | What kind of data should professional societies be collecting about their membership? How should this information be managed? How should professional societies make use of membership demographic data? What uses are inappropriate? How can professional societies increase response rates when carrying out demographic surveys of their membership? | What systemic and structural barriers impede the success of scientists in transition and their access to society functions? What systemic and structural barriers impede the success of scientists in transition and their access to society functions? What types of awareness, knowledge, and skills do scientists in transition need to develop as they seek to pursue a STEM career, and what evidence supports these needs? What are examples of societies and programming serving individuals at different transition stages, and what evidence supports the efficacy of this programming? | Why have societies not collected demographic data on their leadership/awardees in the past? What are the institutional barriers that prevent individuals from historically excluded backgrounds from rising as visible thought leaders in their scientific societies? What resources would facilitate individuals from historically excluded backgrounds to rise as thought leaders in their scientific societies? Can we think of ways of shifting the work involved to the community instead of the individual? What interventions and strategies work and have potential for facilitating individuals from historically excluded backgrounds to rise as leaders in their scientific societies? |
| Planning for action (2023) | What set of guidelines should ProSs follow to establish equitable data collection? What recommendations should ProSs follow? What things should they avoid? What resources do ProSs need to be able to use data to achieve their diversity, equity, and inclusion goals? | How might structural reforms, such as improving conference accessibility (physically, financially, professionally), reconsidering membership structures, and reassessing award programs, better support scientists in transition? How might Professional Societies position themselves to become a longitudinal professional home for their disciplinary scholars? What might Professional Societies do to impact disciplinary culture change? | In what ways can professional societies highlight scientists from historically excluded backgrounds, minority-serving institutions, or early career stages to ensure they are recognized and taken into account as leaders? How can professional societies avoid superficial and performative policies and structures that might prevent scientists from historically excluded backgrounds, minority-serving institutions, or early career stages from attaining leadership roles? How can professional societies avoid overemphasizing technical values in their leadership? How can professional societies create spaces for authentic leadership? |
Note: These prompts were used to provide focus to the discussion about the three challenges of interest during town halls, think tanks, and consensus building sessions at the LED-BIO meetings.
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