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Sustaining grant-funded programs: Conditions for sustaining initiatives that enhance diversity in STEMM
Naomi A Stephen1, Krystle P Cobian2, Ana L Romero1
1School of Education and Information Studies, University of California, Los Angeles, California, United States of America.
This study identified key interventions like undergraduate research training and faculty mentoring that promote sustainable diversity in science, technology, engineering, mathematics, and medicine (STEMM) workforce programs. Institutional support and alignment with priorities were crucial for long-term success.
Area of Science:
- Biomedical Sciences
- Higher Education
- Workforce Development
Background:
- Funding agencies increasingly require sustainable institutional change for STEMM workforce diversity.
- Little is known about which STEMM interventions are most likely to be sustained beyond grant funding.
Purpose of the Study:
- To examine the sustainability of interventions within the NIH BUilding Infrastructure Leading to Diversity (BUILD) initiative.
- To identify factors facilitating the sustainability of biomedical workforce diversity programs.
Main Methods:
- A multiple case study design was employed.
- Examined 10 higher education sites participating in the NIH BUILD initiative over a 10-year award period.
Main Results:
- Undergraduate research training, faculty mentoring training, and curricular changes were the most sustainable interventions.
- Four contextual elements facilitated sustainability: financial status, infrastructure/partnerships, administrative/faculty commitment, and alignment with institutional priorities.
Conclusions:
- Specific interventions and supportive contextual factors are key to sustaining institutional change for STEMM diversity.
- Provides actionable insights for grant-funded teams and administrators aiming to enhance equity and inclusion in STEMM.
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