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—simple games or field trips can level the playing field across the community, increase feelings of inclusion and belonging, and produce long-lasting relationships that benefit both students and mentors. Second, a commitment to respecting the values and priorities of every individual is an essential message during the course; this messaging begins with precourse surveys. Setting team norms among team members on the first day sets the tone that individual contributions will be respected. Daily exit tickets provide a way for participants to alert course directors and Team

of California (UC) Davis BME Department and Graduate Group, we anticipate broader implications of this initiative on the biophysics community. Local and national context In the Spring of 2021, the BME Health, Equity, and Wellness (HEW) Committee, in concert with the Office of Diversity, Equity and Inclusion (DEI) at UC Davis, surveyed the department and graduate group personnel to assess the climate of the community. We aimed to conduct a comprehensive evaluation of our community’s status in terms of DEI, identifying our strengths and areas for improvement

summary of the big questions in the field (e.g., How do macroscopic functions of life emerge from interactions among many microscopic constituents?), the relationship of biological physics to other fields (e.g., physics, chemistry, biology, health, medicine, and technology), and how education, funding, collaboration, and inclusion are important in realizing the full promise of the field. The introduction section discusses the relation between biophysics (and computational biology), often seen to revolve around the development and use of physics “tools” to solve

. Many professional societies use travel award programs to foster inclusion and facilitate the professional development of underrepresented minority (URM) scientists. All member societies that participate in the Alliance to Catalyze Change for Equity on STEM Success (ACCESS) do so to some degree. Members of this metaorganization recently came together to share different approaches ( 4 ). The practices of the Biophysical Society (BPS), one of the ACCESS member societies, may be of particular interest to The Biophysicist readership. Our society spends US$85,252 each

E. J., Raigoza A. F., Fazal M. A., and Jakubowski H. V. 2016 . Activities in an S-STEM program to catalyze early entry into research . J Chem Educ 94 (2) : 177 – 182 . 10. Haeger, H., and Fresquez C. 2016 . Mentoring for inclusion: the impact of

. Wanner, T. , and Palmer E. . 2015 . Personalising learning: exploring student and teacher perceptions about flexible learning and assessment in a flipped university course . Comput Educ 88 : 354 – 369 . 24. Lyman, F. T. 1981 . The Responsive Classroom Discussion: The Inclusion of All Students . University Press of Maryland , College Park