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Beasley HK, Vue Z, McReynolds MR, Garza-Lopez E, Neikirk K, Mungai M, Marshall AG, Shao B, Benjamin JI, Wanjalla CN, Williams CR, Murray SA, Jordan VK, Shuler HD, Kirabo A, Hinton A. Running a successful STEMM summer program: A week-by-week guide. J Cell Physiol 2024; 239:e31227. [PMID: 38462753 DOI: 10.1002/jcp.31227] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/12/2024] [Accepted: 02/08/2024] [Indexed: 03/12/2024]
Abstract
While some established undergraduate summer programs are effective across many institutions, these programs may only be available to some principal investigators or may not fully address the diverse needs of incoming undergraduates. This article outlines a 10-week science, technology, engineering, mathematics, and medicine (STEMM) education program designed to prepare undergraduate students for graduate school through a unique model incorporating mentoring dyads and triads, cultural exchanges, and diverse activities while emphasizing critical thinking, research skills, and cultural sensitivity. Specifically, we offer a straightforward and adaptable guide that we have used for mentoring undergraduate students in a laboratory focused on mitochondria and microscopy, but which may be customized for other disciplines. Key components include self-guided projects, journal clubs, various weekly activities such as mindfulness training and laboratory techniques, and a focus on individual and cultural expression. Beyond this unique format, this 10-week program also seeks to offer an intensive research program that emulates graduate-level experiences, offering an immersive environment for personal and professional development, which has led to numerous achievements for past students, including publications and award-winning posters.
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Affiliation(s)
- Heather K Beasley
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, USA
| | - Zer Vue
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, USA
| | - Melanie R McReynolds
- Department of Biochemistry and Molecular Biology, Pennsylvania State University, University Park, Pennsylvania, USA
- The Huck Institute of the Life Sciences, Pennsylvania State University, University Park, Pennsylvania, USA
| | - Edgar Garza-Lopez
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, USA
| | - Kit Neikirk
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, USA
| | - Margaret Mungai
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, USA
| | - Andrea G Marshall
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, USA
| | - Bryanna Shao
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, USA
| | - Jazmine I Benjamin
- Department of Medicine, Vanderbilt University Medical Center, Nashville, Tennessee, USA
| | - Celestine N Wanjalla
- Department of Medicine, Vanderbilt University Medical Center, Nashville, Tennessee, USA
| | - Clintoria R Williams
- Department of Neuroscience, Cell Biology and Physiology, Wright State University, Dayton, Ohio, USA
| | - Sandra A Murray
- Department of Cell Biology, School of Medicine, University of Pittsburgh, Pittsburgh, Pennsylvania, USA
| | | | - Haysetta D Shuler
- Department of Biological Sciences, Winston-Salem State University, Winston-Salem, North Carolina, USA
- Shuler Consulting, Winston-Salem, North Carolina, USA
| | - Annet Kirabo
- Department of Medicine, Vanderbilt University Medical Center, Nashville, Tennessee, USA
| | - Antentor Hinton
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, USA
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2
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Beasley HK, Vue Z, McReynolds MR, Neikirk K, Garza-Lopez E, Mungai M, Marshall AG, Shao B, Benjamin J, Wanjalla CN, Williams CR, Murray SA, Shuler HD, Kirabo A, Hinton A. A review of undergraduate research programs aimed at underrepresented students. STAR Protoc 2024; 5:102997. [PMID: 38748884 PMCID: PMC11109887 DOI: 10.1016/j.xpro.2024.102997] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/12/2024] [Revised: 02/24/2024] [Accepted: 03/18/2024] [Indexed: 05/18/2024] Open
Abstract
It is well-understood that the science, technology, engineering, and mathematics (STEM) fields have unique challenges that discourage recruiting and retaining underrepresented minorities. Research programs aimed at undergraduates have arisen as a critical mechanism for fostering innovation and addressing the challenges faced by underrepresented minorities. Here, we review various undergraduate research programs designed to provide exposure to undergraduates, with a focus on underrepresented minorities in STEM disciplines. We provide insight into selected programs' objectives, key features, potential limitations, and outcomes. We also offer recommendations for future improvements of each research program, particularly in the context of mentorship. These programs range from broad-reaching initiatives (e.g., Leadership Alliance) to more specific programs targeting underrepresented students. By offering a nuanced understanding of each program's structure, we seek to provide a brief overview of the landscape of diversity-focused STEM initiatives and a guide on how to run a research program effectively.
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Affiliation(s)
- Heather K Beasley
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN 37232, USA
| | - Zer Vue
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN 37232, USA
| | - Melanie R McReynolds
- Department of Biochemistry and Molecular Biology, Pennsylvania State University, University Park, PA 16802, USA; The Huck Institute of the Life Sciences, Pennsylvania State University, University Park, PA 16802, USA
| | - Kit Neikirk
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN 37232, USA
| | - Edgar Garza-Lopez
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN 37232, USA
| | - Margaret Mungai
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN 37232, USA
| | - Andrea G Marshall
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN 37232, USA
| | - Bryanna Shao
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN 37232, USA
| | - Jazmine Benjamin
- Department of Medicine, Vanderbilt University Medical Center, Nashville, TN 37232, USA
| | - Celestine N Wanjalla
- Department of Medicine, Vanderbilt University Medical Center, Nashville, TN 37232, USA
| | - Clintoria R Williams
- Department of Neuroscience, Cell Biology and Physiology, Wright State University, Dayton, OH 45435, USA
| | - Sandra A Murray
- Department of Cell Biology, School of Medicine, University of Pittsburgh, Pittsburgh, PA 52013, USA
| | - Haysetta D Shuler
- Department of Biological Sciences, Winston-Salem State University, Winston-Salem, NC 27110, USA; Shuler Consulting, Winston-Salem, NC 27110, USA
| | - Annet Kirabo
- Department of Medicine, Vanderbilt University Medical Center, Nashville, TN 37232, USA
| | - Antentor Hinton
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN 37232, USA.
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Afghani B, Dayag HV. A Summer Research Experience to Increase Diversity in Healthcare: a 4-Year Follow-up Study. MEDICAL SCIENCE EDUCATOR 2024; 34:43-47. [PMID: 38510405 PMCID: PMC10948699 DOI: 10.1007/s40670-023-01940-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 10/27/2023] [Indexed: 03/22/2024]
Abstract
This report describes the educational follow-up of the college coaches who participated in our Summer Research Programs from 2012 through 2019. Our program was successful as all the 45 college coaches submitted a total of 54 abstracts to a regional conference, and 100% of them were accepted for publication. On follow-up in 2023, most of the college coaches, including women and those from minority backgrounds, were enrolled or graduated from a health professional school or worked in a healthcare setting. Despite our small study population, our research program can serve as a model to increase diversity in healthcare and science fields.
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Affiliation(s)
- Behnoosh Afghani
- Department of Pediatrics, UC Irvine, Orange, CA USA
- Children’s Hospital of Orange County, Orange, CA USA
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Escobedo P, Garcia D, Cascelli L, Chavira G, Flores GE, Constantine Brown JL, Boyns D, Ainsworth AT. Comparing undergraduate research experiences before, during, and after the COVID-19 quarantine: The successful adaptation of the BUILD PODER Summer JumpStart program. PLoS One 2023; 18:e0295901. [PMID: 38153932 PMCID: PMC10754433 DOI: 10.1371/journal.pone.0295901] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/27/2022] [Accepted: 12/01/2023] [Indexed: 12/30/2023] Open
Abstract
In March 2020, the COVID-19 pandemic forced many in person undergraduate research experiences (UREs) to pivot to remote online training. To investigate how the COVID-19 quarantine disrupted student URE outcomes over time, the current study examines Building Infrastructure Leading to Diversity (BUILD) Promoting Opportunities for Diversity in Education and Research (PODER) URE outcomes across different platforms (in-person, remote, and hybrid models) by comparing student survey data from 2019 to 2021. Participants consisted of three cohorts: 2019 (n = 26 students), 2020 (n = 33), 2021 (n = 34). The BUILD PODER Summer JumpStart program (SJS), which aims to increase diversity in Science, Technology, Engineering, and Mathematics (STEM) by recruiting mostly underrepresented students, was conducted in person in 2019, remotely in 2020 and using a hybrid model in 2021. All students completed an online survey on the first and last day of the four-week SJS program. We used one-way and mixed ANOVA models to analyze Cohort, Time (pre-test vs. post-test scores), and interaction of Cohort and Time for Research Self-Efficacy, Sense of Belonging, Mentor Relationship, Mentee Knowledge, Health, Stress, and Student Program Satisfaction measures. Despite the platform changes, student scores increased significantly over time for all measures. There was a significant main effect of Time for Research Self-Efficacy, Sense of Belonging, Mentor Relationship, Mentee Knowledge, Health Assessment, and Stress Management. Findings indicate that URE programs that are implemented remotely and using a hybrid format can provide students with experiences similar to in-person URE programs. In addition, remote UREs may provide added benefits compared to in-person programs. For instance, remote UREs could engage more historically minoritized students, who may experience barriers to access, such as work/family commitments, financial constraints, and geographic limitations.
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Affiliation(s)
- Patricia Escobedo
- Department of Psychology, California State University, Northridge, Northridge, California, United States of America
| | - Daniel Garcia
- Department of Psychology, California State University, Northridge, Northridge, California, United States of America
- School of Education, University of California, Irvine, Irvine, California, United States of America
| | - Liam Cascelli
- Department of Psychology, California State University, Northridge, Northridge, California, United States of America
- Center for Assessment, Research, and Evaluation (CARE), California State University, Northridge, Northridge, California, United States of America
| | - Gabriela Chavira
- Department of Psychology, California State University, Northridge, Northridge, California, United States of America
| | - Gilberto E. Flores
- Department of Biology, California State University, Northridge, Northridge, California, United States of America
| | - Jodi L. Constantine Brown
- Center for Assessment, Research, and Evaluation (CARE), California State University, Northridge, Northridge, California, United States of America
- Department of Social Work, California State University, Northridge, Northridge, California, United States of America
| | - David Boyns
- Department of Social Work, California State University, Northridge, Northridge, California, United States of America
- Department of Sociology, California State University, Northridge, Northridge, California, United States of America
| | - Andrew T. Ainsworth
- Department of Psychology, California State University, Northridge, Northridge, California, United States of America
- Center for Assessment, Research, and Evaluation (CARE), California State University, Northridge, Northridge, California, United States of America
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Knapke J, Marcum M, Mendell A, Ryan P. Development of an undergraduate certificate in clinical and translational science: improving competence of the clinical research workforce. Front Pharmacol 2023; 14:1294534. [PMID: 38125884 PMCID: PMC10731045 DOI: 10.3389/fphar.2023.1294534] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2023] [Accepted: 11/13/2023] [Indexed: 12/23/2023] Open
Abstract
Introduction: Academic research centers often struggle to recruit and retain a well-trained and diverse clinical and translational science (CTS) workforce. In particular, the clinical research professional (CRP) career pathway is not well known to undergraduate students and other individuals outside of academic medicine despite being a potential career route. To address these workforce challenges, the CRP Task Force at the University of Cincinnati (UC) aims to train a competent and diverse CRP workforce through targeted educational programming in the UC undergraduate population. Methods: Using a six-step curriculum development process that included: 1) performing a needs assessment, 2) determining content, 3) writing goals and objectives, 4) selecting the educational strategies, 5) implementing the curriculum, and 6) evaluating the curriculum, we designed an undergraduate certificate program in CTS. Results: The needs assessment included both internal and external data gathering to inform curriculum development and program decisions. Content was determined using the Core Competency Framework for the Clinical Research Professional Version 3.1., and program learning outcomes were written with both the competency framework and local workforce needs in mind. Educational strategies were selected based on optimization of available resources and local expertise with an emphasis on interactive didactics complemented by experiential learning. Implementation is underway and evaluation will follow once students begin enrolling. Discussion: By educating an undergraduate student population about CTS methods and career opportunities, we anticipate increased numbers of well-qualified, diverse applicants who pursue CRP careers locally and regionally.
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Affiliation(s)
- Jacqueline Knapke
- Department of Family and Community Medicine, University of Cincinnati, Cincinnati, OH, United States
- Center for Clinical and Translational Science and Training, University of Cincinnati, Cincinnati, OH, United States
| | - Michelle Marcum
- Cancer Center, University of Cincinnati, Cincinnati, OH, United States
| | - Angela Mendell
- Center for Clinical and Translational Science and Training, University of Cincinnati, Cincinnati, OH, United States
| | - Patrick Ryan
- Center for Clinical and Translational Science and Training, University of Cincinnati, Cincinnati, OH, United States
- Department of Pediatrics, Division of Biostatistics and Epidemiology, Cincinnati Children’s Hospital Medical Center/University of Cincinnati, Cincinnati, OH, United States
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Nelson K, Honoré M, Crist R, Zell A, Lindwall JL, Keller TE. How undergraduates historically underrepresented in biomedical sciences value multiple components of a research training program. JOURNAL FOR STEM EDUCATION RESEARCH 2023; 6:130-158. [PMID: 37538959 PMCID: PMC10399162 DOI: 10.1007/s41979-022-00083-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 12/04/2022] [Indexed: 08/05/2023]
Abstract
To promote diversity in the STEM workforce, undergraduate research training programs incorporating a variety of intervention strategies have been developed to support students from historically underrepresented backgrounds in overcoming numerous systemic barriers to pursuing careers in science. However, relatively little research has focused on how students experience and value these interventions and the ways in which the interventions support student success. The current study analyzed qualitative interviews from participants (n=15) in a comprehensive research training program for undergraduates historically underrepresented in biomedical research to investigate the student perspective on how specific program components address barriers and support their research training, academic progress, and career preparation. Findings indicated that students benefit from authentic research experiences, mentoring, supplemental curriculum, financial assistance, and a supportive program environment. Participants described how the program helped them address financial concerns, navigate academic and career choices, build science identity and efficacy, and feel a sense of belonging within a caring community. The study highlights how multi-faceted research training programs offering a variety of supports can contribute to student retention and development according to the needs and circumstances of individual students.
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Affiliation(s)
- Kristina Nelson
- Oregon Health & Science University, Department of Medical Informatics and Clinical Epidemiology, 3181 Sam Jackson Park Road, Portland, OR 97239
| | - Matt Honoré
- Oregon Health & Science University, Department of Medical Informatics and Clinical Epidemiology, 3181 Sam Jackson Park Road, Portland, OR 97239
| | - Rachel Crist
- Oregon Health and Science University, 3181 Sam Jackson Park Road, Portland, OR 97239
| | - Adrienne Zell
- Oregon Health and Science University, 3181 Sam Jackson Park Road, Portland, OR 97239
| | - Jennifer L Lindwall
- Portland State University, School of Social Work and Center for Interdisciplinary Mentoring Research, 1825 SW Broadway Portland, OR 97201
| | - Thomas E Keller
- Portland State University, School of Social Work and Center for Interdisciplinary Mentoring Research, 1825 SW Broadway Portland, OR 97201
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Prince LY, Williams TB, Allen AR, McGehee RE, Thomas BR. Outcomes of the UAMS summer undergraduate research program to increase diversity in research and health professions. ADVANCES IN PHYSIOLOGY EDUCATION 2023; 47:20-25. [PMID: 36326474 PMCID: PMC9762971 DOI: 10.1152/advan.00201.2022] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/07/2022] [Revised: 10/27/2022] [Accepted: 10/27/2022] [Indexed: 06/16/2023]
Abstract
The University of Arkansas for Medical Sciences (UAMS) Summer Undergraduate Research Program (SURP) aims to increase diversity in research and health-related careers. The SURP provides underrepresented minority (URM) and disadvantaged students with research, mentoring, and networking experiences; real-life surgical observations; and simulated cardiovascular demonstrations. A postprogram survey was developed to assess program outcomes and explore ways of improving the program to stimulate URM and disadvantaged students' interest in research and health-related careers. This is a report of those postprogram survey findings. Using a survey research design, an online survey was emailed to participants (n = 88). Data were collected for 6 weeks beginning March 2020. There were 37 multiple-choice and open-ended questions regarding education, career choices, and program experiences. Responses were downloaded to statistical software for analyses. Quantitative data were analyzed using descriptive statistics. Major themes were identified for qualitative data. Responses were received from 44.3% (n = 39) of former SURP participants. Overall, 59% stated that the SURP influenced their career goals. When asked about mentor-mentee relationships, 69.3% responded that their interactions were excellent or good; 61.5% maintained contact with their mentor after the SURP. Finally, 79% indicated their SURP experience was excellent or good, and 84.6% would recommend the SURP to others. The SURP has been successful at providing URM and disadvantaged students with positive research experiences and long-term mentor-mentee relationships and has influenced educational and/or career goals. Programs that expose URM and disadvantaged students to basic, clinical, and/or translational research are beneficial for stimulating interest in research and health-related careers.NEW & NOTEWORTHY Mentor-mentee relationships were extremely beneficial as many of the former participants maintained contact with their summer mentor after the program ended. This assessment also revealed that exposing underrepresented and minority students to research has a long-lasting effect on career and educational goals.
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Affiliation(s)
- Latrina Y Prince
- University of Arkansas for Medical Sciences, Graduate School, Little Rock, Arkansas
| | - Tremaine B Williams
- University of Arkansas for Medical Sciences, Graduate School, Little Rock, Arkansas
| | - Antiño R Allen
- Department of Pharmaceutical Sciences, University of Arkansas for Medical Sciences, Little Rock, Arkansas
| | - Robert E McGehee
- University of Arkansas for Medical Sciences, Executive Director, Arkansas Biosciences Institute, Little Rock, Arkansas
- College of Medicine, University of Arkansas for Medical Sciences, Little Rock, Arkansas
| | - Billy R Thomas
- College of Medicine, University of Arkansas for Medical Sciences, Little Rock, Arkansas
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Avila AH, Weixelbaum JH, Compton WM. The National Institute on Drug Abuse Summer Research Internship Program: Building a Diverse National Scientific Workforce. Neuropsychopharmacology 2022; 47:2184-2188. [PMID: 35902690 PMCID: PMC9330961 DOI: 10.1038/s41386-022-01377-3] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/01/2022] [Revised: 06/22/2022] [Accepted: 06/25/2022] [Indexed: 12/05/2022]
Affiliation(s)
- Albert H. Avila
- grid.420090.f0000 0004 0533 7147National Institute on Drug Abuse, Bethesda, MD USA
| | | | - Wilson M. Compton
- grid.420090.f0000 0004 0533 7147National Institute on Drug Abuse, Bethesda, MD USA
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Luft JA, Jeong S, Idsardi R, Gardner G. Literature Reviews, Theoretical Frameworks, and Conceptual Frameworks: An Introduction for New Biology Education Researchers. CBE LIFE SCIENCES EDUCATION 2022; 21:rm33. [PMID: 35759629 PMCID: PMC9582830 DOI: 10.1187/cbe.21-05-0134] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/24/2021] [Revised: 04/13/2022] [Accepted: 04/26/2022] [Indexed: 06/15/2023]
Abstract
To frame their work, biology education researchers need to consider the role of literature reviews, theoretical frameworks, and conceptual frameworks as critical elements of the research and writing process. However, these elements can be confusing for scholars new to education research. This Research Methods article is designed to provide an overview of each of these elements and delineate the purpose of each in the educational research process. We describe what biology education researchers should consider as they conduct literature reviews, identify theoretical frameworks, and construct conceptual frameworks. Clarifying these different components of educational research studies can be helpful to new biology education researchers and the biology education research community at large in situating their work in the broader scholarly literature.
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Affiliation(s)
- Julie A. Luft
- Department of Mathematics, Social Studies, and Science Education, Mary Frances Early College of Education, University of Georgia, Athens, GA 30602-7124
| | - Sophia Jeong
- Department of Teaching & Learning, College of Education & Human Ecology, Ohio State University, Columbus, OH 43210
| | - Robert Idsardi
- Department of Biology, Eastern Washington University, Cheney, WA 99004
| | - Grant Gardner
- Department of Biology, Middle Tennessee State University, Murfreesboro, TN 37132
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Mekinda MA, Rogg SR, Peña CG, Domecki ML, Goss KH, Galinski B, Dolan ME. Chicago EYES on Cancer: Fostering Diversity in Biomedicine through Cancer Research Training for Students and Teachers. JOURNAL OF STEM OUTREACH 2022; 5:10.15695/jstem/v5i2.11. [PMID: 36571071 PMCID: PMC9788461 DOI: 10.15695/jstem/v5i2.11] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/17/2023]
Abstract
The National Cancer Institute's Youth Enjoy Science Research Education Program (YES) supports cancer-based research experiences, curriculum development and outreach activities to foster diversity in the biomedical workforce. The University of Chicago Medicine Comprehensive Cancer Center was among the first recipients of the YES award in 2017, launching the Chicago EYES (Educators and Youth Enjoy Science) on Cancer program for high school and college students. The EYES team also introduced immersive research experiences and mentored curriculum development for high school science teachers, a potentially powerful means to extend science enrichment and career exposure to schools across Chicago. Ongoing evaluation of the EYES program suggests positive outcomes in terms of trainees' research skill development and their knowledge about, and positive attitudes towards, careers in biomedicine. Teacher research fellows reported that the program inspired new insights about science learning and practice that not only strengthened their skills as science educators, but also improved their ability to relate to their pupils. These findings contribute to the broader effort to establish best practices among cancer research training programs, particularly those with a shared mission to empower youth from diverse backgrounds to contribute to a field deeply in need of their talents and perspectives.
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Affiliation(s)
- Megan A. Mekinda
- University of Chicago Medicine Comprehensive Cancer Center, University of Chicago, Chicago, IL
| | | | - Christopher G. Peña
- University of Chicago Medicine Comprehensive Cancer Center, University of Chicago, Chicago, IL
| | - Michelle L. Domecki
- University of Chicago Medicine Comprehensive Cancer Center, University of Chicago, Chicago, IL
| | - Kathleen H. Goss
- University of Chicago Medicine Comprehensive Cancer Center, University of Chicago, Chicago, IL
| | - Basia Galinski
- University of Chicago Medicine Comprehensive Cancer Center, University of Chicago, Chicago, IL
| | - M. Eileen Dolan
- University of Chicago Medicine Comprehensive Cancer Center, University of Chicago, Chicago, IL
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11
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Macedo B, Christophers B, Barrere-Cain R, Albrecht YS, Granovetter MC, Kumar R, Daye D, Bhoj E, Brass L, Rodrigues JA. The Virtual Summer Research Program: supporting future physician-scientists from underrepresented backgrounds. J Clin Transl Sci 2022; 6:e120. [PMID: 36285020 PMCID: PMC9549583 DOI: 10.1017/cts.2022.447] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/26/2022] [Revised: 08/16/2022] [Accepted: 08/17/2022] [Indexed: 11/07/2022] Open
Abstract
Introduction Physician-scientist training programs expect applicants to have had extensive research experience prior to applying. Even at the best of times, this leaves individuals from underserved and underrepresented backgrounds at a competitive disadvantage, especially those remote from major academic centers. The COVID-19 pandemic exacerbated that disadvantage by closing research laboratories and suspending summer research opportunities. Methods The Virtual Summer Research Program (VSRP) was designed to combat this shortfall by helping participating students become better informed and better prepared for applying to MD/DO-PhD programs. 156 participants were recruited from historically black colleges and universities and from national organizations for underrepresented trainees. Participants were paired with medical school faculty members and current MD/DO-PhD students from 35 participating institutions. The program lasted for at least 4 weeks and included a short research project, interactive sessions, journal clubs, social events, and attendance at a regional American Physician Scientists Association conference. Results In follow-up surveys, participants reported improvements in their science-related skills and in their confidence in becoming a physician-scientist, applying to training programs, and navigating mentorship relationships. A follow-up study completed one year later indicated that participants felt they had benefited from an enhanced skill set, long-term relationships with their mentors, and connections to the physician-scientist community at large. Discussion The results suggest that VSRP met its primary goals, which were to provide a diverse group of trainees with mentors, provide skills and resources for MD/DO-PhD application and matriculation and to support the development of longitudinal relationships between VSRP mentees and APSA. VSRP provides an approach that can be applied at an even larger scale when the constraints caused by a global pandemic have lifted.
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Affiliation(s)
- Briana Macedo
- Princeton University, Princeton, NJ, USA
- American Physician Scientists Association, Westford, MA, USA
| | - Briana Christophers
- American Physician Scientists Association, Westford, MA, USA
- Weill Cornell/Rockefeller/Sloan Kettering Tri-Institutional MD-PhD program, New York, NY, USA
| | - Rio Barrere-Cain
- American Physician Scientists Association, Westford, MA, USA
- University of California, San Francisco, CA, USA
| | - Yentli Soto Albrecht
- American Physician Scientists Association, Westford, MA, USA
- Medical Scientist Training Program of the Perelman School of Medicine at the University of Pennsylvania, Philadelphia, PA, USA
| | - Michael C. Granovetter
- American Physician Scientists Association, Westford, MA, USA
- University of Pittsburgh-Carnegie Mellon University Medical Scientist Training Program, Pittsburgh, PA, USA
| | - Rachit Kumar
- American Physician Scientists Association, Westford, MA, USA
- Medical Scientist Training Program of the Perelman School of Medicine at the University of Pennsylvania, Philadelphia, PA, USA
| | - Dania Daye
- American Physician Scientists Association, Westford, MA, USA
- Harvard Medical School, Cambridge, MA, USA
| | - Elizabeth Bhoj
- Children’s Hospital of Philadelphia, Philadelphia, PA, USA
- Perelman School of Medicine at the University of Pennsylvania, Philadelphia, PA, USA
| | - Lawrence Brass
- American Physician Scientists Association, Westford, MA, USA
- Medical Scientist Training Program of the Perelman School of Medicine at the University of Pennsylvania, Philadelphia, PA, USA
| | - Jose Alexandre Rodrigues
- American Physician Scientists Association, Westford, MA, USA
- Michigan State University College of Osteopathic Medicine, East Lansing, MI, USA
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12
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Nkrumah T, Scott KA. Mentoring in STEM higher education: a synthesis of the literature to (re)present the excluded women of color. INTERNATIONAL JOURNAL OF STEM EDUCATION 2022; 9:50. [PMID: 35919282 PMCID: PMC9336123 DOI: 10.1186/s40594-022-00367-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/20/2021] [Accepted: 07/21/2022] [Indexed: 06/15/2023]
Abstract
UNLABELLED Mentoring initiatives for undergraduate and graduate women of color (WOC) have provided peer-to-peer relationships and counterspaces to disrupt the inequitable treatment of students in STEM higher education (HE). This literature synthesis explores intersectionality in STEM HE mentoring through pursuing the following research questions: (1) What impact do the social contexts of WOC have on their mentoring experiences in STEM HE? (2) What role does intersectionality play in the structural organization of WOC mentoring models in STEM HE? (3) How has intersectionality shaped the life experiences of WOC mentors and mentees? and (4) How can mentoring models utilize intersectionality to incorporate the experiences of WOC in STEM HE? Thematic findings from literature related to STEM HE mentoring suggest a reinforcement of deficit mentoring models (Fix the URM), a symbolic application of intersectionality (branding gender-race), and a lack of paradigmatic shifts (catch-all). Our specific recommendations presented in this article challenge the epistemic oppression and epistemic violence that current STEM HE mentoring models operationalize. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1186/s40594-022-00367-7.
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Affiliation(s)
- Tara Nkrumah
- Center for Gender Equity in Science and Technology, Arizona State University, Community Services Building, Room 361A, 200 E. Curry Road, Tempe, AZ 85281 USA
| | - Kimberly A. Scott
- Center for Gender Equity in Science and Technology, Arizona State University, Community Services Building, Room 361A, 200 E. Curry Road, Tempe, AZ 85281 USA
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White WB, Harris KK, Mohamed A, Henderson FC. Thinking Ahead to the Next Generation of Cardiometabolic Investigators: What It Takes to Successfully Engage Underrepresented Minorities in Biomedical and Public Health Careers. Curr Diab Rep 2022; 22:311-316. [PMID: 35579784 PMCID: PMC9110944 DOI: 10.1007/s11892-022-01472-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 03/29/2022] [Indexed: 11/28/2022]
Abstract
PURPOSE OF REVIEW The purpose of this review is to examine the existing information regarding cardiometabolic syndrome (CMS) manifestations among underrepresented minority populations, underrepresented minorities' representation in the cardiometabolic workforce, and the models that successfully recruit and retain underrepresented minorities in the field. RECENT FINDINGS The scientific literature is replete with information on methods to recruit and train URM in research careers. However, there are few programs that are specifically designed to train URM to become diabetes researchers, or more specifically cardiometabolic researchers. The CMS scientific community leaders do not have to design a new learning program to engage URM in research. They only have to follow the prototypes by other organizations and make applicable to cardiometabolic research.
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Affiliation(s)
- Wendy B White
- JHSUTEC Tougaloo College, 500 West County Line Road, Tougaloo, MS, 39174, USA.
| | - Kisa K Harris
- JHSUTEC Tougaloo College, 500 West County Line Road, Tougaloo, MS, 39174, USA
| | - Amel Mohamed
- JHSUTEC Tougaloo College, 500 West County Line Road, Tougaloo, MS, 39174, USA
| | - Frances C Henderson
- JHSUTEC Tougaloo College, 500 West County Line Road, Tougaloo, MS, 39174, USA
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14
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Ghazzawi D, Pattison DL, Horn CL. Investigating the Interplay Between Participation in a STEM-Focused Student Success Program and Workforce Participation on STEM Undergraduate Degree Completion. FRONTIERS IN SOCIOLOGY 2022; 7:818032. [PMID: 35573123 PMCID: PMC9096718 DOI: 10.3389/fsoc.2022.818032] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/18/2021] [Accepted: 03/29/2022] [Indexed: 06/15/2023]
Abstract
This study longitudinally tracks students participating in a STEM-focused intervention program to investigate workforce participation patterns and their association with degree completion in a STEM field. Using longitudinal data from the University of Houston's Education Research Center, this study examines the extent to which students participating in a STEM intervention program require additional work to fund tuition and other life expenses. Findings demonstrated a negative effect of workforce participation on college completion and showed that minority students were more likely to participate in the workforce while also receiving financial support from the STEM program compared to peers from other racial backgrounds. Results inform institutional and financial aid policies, as well as admission criteria as it relates to broadening access of under-represented students in STEM.
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Affiliation(s)
- Dina Ghazzawi
- Department of Higher Education Leadership and Policy Studies, University of Houston, Houston, TX, United States
| | - Donna Lynn Pattison
- Department of Biology and Biochemistry, University of Houston, Houston, TX, United States
| | - Catherine Lynn Horn
- Department of Educational Leadership and Policy Studies, University of Houston, Houston, TX, United States
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15
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López AM, Rodríguez JE, Browning Hawes K, Marsden A, Ayer D, Ziegenfuss DH, Okuyemi K. Preparing historically underrepresented trainees for biomedical cancer research careers at Huntsman Cancer Institute/University of Utah Health. MEDICAL EDUCATION ONLINE 2021; 26:1929045. [PMID: 34024270 PMCID: PMC8158230 DOI: 10.1080/10872981.2021.1929045] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/27/2021] [Revised: 05/09/2021] [Accepted: 05/10/2021] [Indexed: 06/12/2023]
Abstract
Given the well-documented inequities in health care outcomes by race, ethnicity, and gender, many health career pipeline programs have focused on supporting the development of a diverse and inclusive workforce. The State of Utah, is vast, but sparsely populated outside the Salt Lake City metropolitan area. More than 96% of our nearly 85,000 square miles is designated rural (<100 people/square mile) or frontier (<7 people/square mile). The Salt Lake City area is home to the Hunsman Cancer Institute, the only NCI-designated Comprehensive Cancer Center in the region, also noted the limited diversity in the biomedical cancer research workforce. Our primary objective was to increase the number of underrepresented trainees who pursue higher education with the goal of a career in cancer research. PathMaker is a regional, competitive pipeline program that nurtures high school or undergraduate trainees from historically underrepresented backgrounds towards a career in cancer research. Our faculty and staff team collaboratively developed a cohort model curriculum that increased student awareness of research career options; provided academic and professional development, cultural and social support, evolutionary success strategies, active mentorship, and leadership skill development; and fostered an environment of continuous evaluation and improvement. Since pilot program initiation in May 2016, the PathMaker Research Program (PathMaker) has engaged a total of 44 underrepresented trainees in cancer research labs at Huntsman Cancer Institute, the majority still in college. Eleven trainees graduated college: five employed in STEM, one pursuing a PhD in STEM; two in medical school, and three are lost to follow-up. Alumni report high levels of satisfaction with PathMaker and will be followed and supported for academic success. PathMaker is a replicable model to increase diversity and inclusion in the biomedical cancer research workforce.
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Affiliation(s)
- Ana María López
- Professor and Vice Chair of Medical Oncology, Sidney Kimmel Medical College at Thomas Jefferson University, Philadephia, PA, USA
| | - José E Rodríguez
- Professor of Family Medicine and Associate Vice President for Health Equity Diversity and Inclusion, University of Utah Health, Salt Lake City, UT, USA
| | - Kathryn Browning Hawes
- Office of Health Equity, Diversity and Inclusion, University of Utah Health, Salt Lake City, UT, USA
| | - Anna Marsden
- Huntsman Cancer Institute, University of Utah, Salt Lake City, UT, USA
| | - Don Ayer
- Marriott Library, University of Utah, Salt Lake City, UT, USA
| | - Donna Harp Ziegenfuss
- Professor and Chair, Department of Family and Preventive Medicine, University of Utah Health, Salt Lake City, UT, USA
| | - Kola Okuyemi
- Professor and Department Chair of Family & Preventive Medicine
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16
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Heggland SJ, Hovde CJ, Minnich SA, Liou LE, Daniels RL. Building a biomedical pipeline: the impact of the Idaho IDeA INBRE summer research experience at a primarily undergraduate institution. ADVANCES IN PHYSIOLOGY EDUCATION 2021; 45:786-796. [PMID: 34529538 PMCID: PMC8560377 DOI: 10.1152/advan.00232.2020] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/08/2020] [Revised: 07/06/2021] [Accepted: 07/16/2021] [Indexed: 06/13/2023]
Abstract
Idaho Institutional Development Award (IDeA) Network for Biomedical Research Excellence (INBRE) aims to build biomedical research capacity and enhance the scientific and technology knowledge of the Idaho workforce. A key INBRE Program at The College of Idaho, a primarily undergraduate institution of 1,100 students, is a 10-wk summer fellows research experience. This report documents outcomes from 2005 to present, including demographic trends, faculty and student research productivity, self-reported gains, educational attainment, and career outcomes. Of 103 participants, 83.7% were from Idaho, 26.7% from rural areas, and 23.9% first-generation college students. Faculty and student research productivity (conference presentations and peer-reviewed publications) increased threefold. We found that 91.4% of fellows entered a scientific- or healthcare-related career and that 70.7% completed or are currently enrolled in postgraduate training (51.7% doctoral and 19.0% master's level). Anonymous surveys were uniformly positive, with gains in self-confidence and independent laboratory work. Open-ended responses indicated students valued mentoring efforts and improved awareness of scientific opportunities and competitive preparation for postgraduate training. Lastly, we observed that student research involvement increased college-wide during the award period. These data suggest that the summer fellows program is successfully meeting National Institutes of Health IDeA goals and serving as a pipeline to future health research careers and a scientifically trained Idaho workforce.
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Affiliation(s)
- Sara J Heggland
- Department of Biology, The College of Idaho, Caldwell, Idaho
| | - Carolyn J Hovde
- Department of Animal, Veterinary, and Food Science, University of Idaho, Moscow, Idaho
- Idaho INBRE Program, University of Idaho, Moscow, Idaho
| | - Scott A Minnich
- Department of Animal, Veterinary, and Food Science, University of Idaho, Moscow, Idaho
- Idaho INBRE Program, University of Idaho, Moscow, Idaho
| | - Linda E Liou
- Idaho INBRE Program, University of Idaho, Moscow, Idaho
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Mekinda MA, Domecki ML, Goss KH, Dolan ME. Adapting Pathway Programs to the Virtual World: Insights from the Chicago EYES on Cancer Response to COVID-19-Related Disruptions to Training. JOURNAL OF STEM OUTREACH 2021; 4:10.15695/jstem/v4i3.07. [PMID: 35694367 PMCID: PMC9183107 DOI: 10.15695/jstem/v4i3.07] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
Since spring 2020, the COVID-19 pandemic has disrupted development of the next generation of cancer researchers and physicians, forcing pathway programs across the nation to cancel, postpone or reinvent education and training activities. Accordingly, the University of Chicago's Chicago EYES on Cancer program was converted to a fully-online format, which prioritized flexibility for the 26 high school and undergraduate trainees, from underrepresented backgrounds, who were eligible to participate. Evaluation data suggest that the program's redesign successfully preserved trainees' access to intellectual, social and financial support despite the pandemic, with 88% of trainees meeting, and most exceeding, program requirements. Data also suggest positive outcomes for trainees, particularly with regard to their understanding of careers in biomedicine, their commitment to and confidence in planning for a research career, and their readiness and self-confidence as researchers. In the immediate term, our experiences offer practical insights for our colleagues similarly challenged to provide high-quality cancer research training within the context of COVID. In the long term, the success of our online programming can be leveraged to extend enrichment opportunities to program alumni, partner schools and other priority groups as a permanent component of the Comprehensive Cancer Center's broad cancer education strategy.
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Affiliation(s)
- Megan A Mekinda
- University of Chicago Medicine Comprehensive Cancer Center, University of Chicago, Chicago, IL
| | - Michelle L Domecki
- University of Chicago Medicine Comprehensive Cancer Center, University of Chicago, Chicago, IL
| | - Kathleen H Goss
- University of Chicago Medicine Comprehensive Cancer Center, University of Chicago, Chicago, IL
| | - M Eileen Dolan
- University of Chicago Medicine Comprehensive Cancer Center, University of Chicago, Chicago, IL
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18
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Olzmann JA. Diversity through equity and inclusion: The responsibility belongs to all of us. Mol Biol Cell 2021; 31:2757-2760. [PMID: 33253074 PMCID: PMC7851857 DOI: 10.1091/mbc.e20-09-0575] [Citation(s) in RCA: 19] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/14/2022] Open
Abstract
Despite the recognized benefits of diversity and the decades of programs targeted at increasing diversity in science, technology, engineering, mathematics, and medicine, the underrepresentation of historically excluded groups continues due to persisting systemic inequalities. It is imperative that we reassess our current recruitment strategies and reimagine our campus and workplace environments to provide an inclusive and equitable culture that is free of institutional barriers, affording equal opportunities for each individual to succeed, thrive, and be their whole self. For too long this vision has been the fight of a heroic few, but it must become the fight of all in order to achieve true change. I am working toward, and look forward to, a future where contributing to diversity, equity, and inclusion is fully integrated into the core mission of our institutions and is an expectation for all of us.
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Affiliation(s)
- James A Olzmann
- Department of Molecular and Cell Biology, Department of Nutritional Sciences and Toxicology, and the Miller Institute for Basic Research in Science, University of California, Berkeley, Berkeley, CA 94720, and Chan Zuckerberg Biohub, San Francisco, CA 94158
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19
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Monarrez A, Morales D, Echegoyen LE, Seira D, Wagler AE. The Moderating Effect of Faculty Mentorship on Undergraduate Students' Summer Research Outcomes. CBE LIFE SCIENCES EDUCATION 2020; 19:ar56. [PMID: 33259279 PMCID: PMC8693936 DOI: 10.1187/cbe.20-04-0081] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/04/2020] [Revised: 08/27/2020] [Accepted: 09/01/2020] [Indexed: 05/19/2023]
Abstract
Summer undergraduate research experience (SURE) programs are proven interventions that provide undergraduate students with opportunities to develop research skills under the mentorship of a faculty member. These are essential programs, particularly for members of underrepresented minorities, because SUREs are known to broaden their participation and increase retention. We present the results of a study investigating the influence of faculty mentorship quality on the quality of research presentations for undergraduate students attending a 10-week, distributed, multi-institutional SURE program focused on biomedical research training. Upon returning to the home institution, students presented research posters at a local symposium. Poster presentations were judged using a scale validated as part of this project. Combining collected information on student demographics and their self-reported assessments of research gains and belonging to the scientific community, we made use of data analytics methodologies to appropriately merge and analyze the data to address the overarching research question: What are the independent and combined effects of the quality of faculty mentorship and student characteristics on the quality of SURE student poster presentations? Results show that faculty mentor quality functions as a moderating influence for student characteristics on research presentation quality. Implications and recommendations for SURE program implementation are discussed.
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Affiliation(s)
- Angelica Monarrez
- Department of Mathematical Sciences, University of Texas at El Paso, El Paso, TX 79968
| | - Danielle Morales
- Department of Sociology and Anthropology, University of Texas at El Paso, El Paso, TX 79968
| | | | - Diego Seira
- Department of Mathematical Sciences, University of Texas at El Paso, El Paso, TX 79968
| | - Amy E. Wagler
- Department of Mathematical Sciences, University of Texas at El Paso, El Paso, TX 79968
- *Address correspondence to: Amy E. Wagler ()
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20
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George SM, Domire ZJ. A Six-Year Review of the Biomedical Engineering in Simulations, Imaging, and Modeling Undergraduate Research Experience. J Biomech Eng 2020; 142:111012. [PMID: 32577744 DOI: 10.1115/1.4047630] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/30/2020] [Indexed: 11/08/2022]
Abstract
Undergraduate research continues to serve as an effective strategy for mitigating the effects of a leaky pipeline. Significant funding from institutions and government agencies has increased the number of students participating in undergraduate research. In this paper, we report on the six-year experience of a National Science Foundation funded Research Experiences for Undergraduates (REU) Site: Biomedical Engineering in Simulations, Imaging, and Modeling (BME-SIM). The operation and evaluation of the program are both described. We report on the results from 55 students over six summers from 2014 to 2019. Our program was successful in attracting a diverse group of participants including 46% under-represented minority students and 53% women. Based on evaluation results, students reported significant gains in technical skills, communication skills, and knowledge of graduate school. Our findings indicate baseline gender differences for several learning outcomes, where women and nonbinary students report lower levels of mastery. These gaps are closed by the end of the program except for confidence in skills, which is still significantly lower than those reported by male counterparts. The impact of the experience on ultimate career path is difficult to determine due to underlying biases and other motivating factors; however, 67.6% of graduates have entered graduate programs. Finally, we have provided lessons learned for those who are interested in building a summer research program. In conclusion, we have described the successful implementation of an REU site and the positive learning outcomes of the student participants.
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Affiliation(s)
- Stephanie M George
- Department of Engineering, East Carolina University, 225 Slay Building, Mail Stop 117, Greenville, NC 27858
| | - Zachary J Domire
- Department of Kinesiology, East Carolina University, 332A Ward Sports Medicine Building, Greenville, NC 27858
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21
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Castro-Rodríguez Y. Desarrollo de competencias investigativas en estudiantes de las Ciencias de la Salud. Sistematización de experiencias. DUAZARY 2020. [DOI: 10.21676/2389783x.3602] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
Desarrollar competencias investigativas en un estudiante implica conocer el uso del conocimiento de forma adecuada; esto permite que se fortalezcan las habilidades para la observación, argumentación, sistematización y cuestionamiento a fin de que se pueda crear y/o gestionar un conocimiento. Para el desarrollo de las competencias en investigación se han planteado distintas estrategias didácticas: semilleros de investigación, aprendizaje cooperativo, métodos por proyectos, aprendizaje basado en problemas, uso de mapas conceptuales, estudios de casos, seminarios, redacción de ensayos y elaboración de talleres. En la presente revisión sistemática se analizó los principales programas que se han implementado en las universidades para mejorar las competencias investigativas de estudiantes de las Ciencias de la Salud. Se destaca a los programas de verano y el trabajo colaborativo con mentores como las intervenciones más comunes y eficaces para el desarrollo de tales competencias.
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22
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Bhatt R, West B, Chaudhary S. Biomedical career enrichment programs: Exploring women and minority participants' motivators and outcomes. PLoS One 2020; 15:e0228934. [PMID: 32059042 PMCID: PMC7021305 DOI: 10.1371/journal.pone.0228934] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/29/2019] [Accepted: 01/27/2020] [Indexed: 11/18/2022] Open
Abstract
Limited empirical data exists on why women and minority students enter Biomedical Career Enrichment Programs (BCEPs) and how program variables-such as duration of research-influence their intention to pursue research careers. This exploratory study reports motivators for participation in BCEPs among women and racial/ethnic minority students-historically underrepresented groups-and the influence of program and personal variables on their research-career intent and self-efficacy beliefs. We studied the program variables of research experience, research duration, and mentor influence; and the personal variables of race, gender, family, and peers. Using the conceptual framework of planned behavior theory and social cognitive career theory, we interviewed students from underrepresented groups participating in BCEPs that offered research experience for short duration (Group A), long duration (Group B), and no research experience (Group C). We utilized Atlas Ti, a qualitative methodological software tool, to analyze the interview responses. Students choosing a BCEP with research experience cited "opportunity to gain experience" and "interest or curiosity in research" as motivators. Duration of research experience had a positive relationship with enhancement in research skills and self-efficacy beliefs, but did not change the initial research-career intent of these BCEP participants. The study revealed an interesting and unexpected theme of "perceived deterrents" to a career in research that included stress of competition (e.g. grants), the instability of projects, and the isolation of scientific research. Importantly, the study findings indicate the need to reform program design and science policies that challenge the current biomedical workforce and dissuade interested students from underrepresented groups from entering the field.
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Affiliation(s)
- Rishita Bhatt
- School of Public Health, Rutgers, The State University of New Jersey, Piscataway, NJ, United States of America
| | - Bernadette West
- School of Public Health, Rutgers, The State University of New Jersey, Piscataway, NJ, United States of America
| | - Sunita Chaudhary
- Department of Surgical Oncology, Rutgers Cancer Institute of New Jersey Rutgers, The State University of New Jersey, New Brunswick, NJ, United States of America
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23
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Krim JS, Coté LE, Schwartz RS, Stone EM, Cleeves JJ, Barry KJ, Burgess W, Buxner SR, Gerton JM, Horvath L, Keller JM, Lee SC, Locke SM, Rebar BM. Models and Impacts of Science Research Experiences: A Review of the Literature of CUREs, UREs, and TREs. CBE LIFE SCIENCES EDUCATION 2019; 18:ar65. [PMID: 31782694 PMCID: PMC6889846 DOI: 10.1187/cbe.19-03-0069] [Citation(s) in RCA: 21] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/09/2023]
Abstract
In efforts to increase scientific literacy and enhance the preparation of learners to pursue careers in science, there are growing opportunities for students and teachers to engage in scientific research experiences, including course-based undergraduate research experiences (CUREs), undergraduate research experiences (UREs), and teacher research experiences (TREs). Prior literature reviews detail a variety of models, benefits, and challenges and call for the continued examination of program elements and associated impacts. This paper reports a comprehensive review of 307 papers published between 2007 and 2017 that include CURE, URE, and TRE programs, with a special focus on research experiences for K-12 teachers. A research-supported conceptual model of science research experiences was used to develop a coding scheme, including participant demographics, theoretical frameworks, methodology, and reported outcomes. We summarize recent reports on program impacts and identify gaps or misalignments between goals and measured outcomes. The field of biology was the predominant scientific disciplinary focus. Findings suggest a lack of studies explicitly targeting 1) participation and outcomes related to learners from underrepresented populations, 2) a theoretical framework that guides program design and analysis, and, for TREs, 3) methods for translation of research experiences into K-12 instructional practices, and 4) measurement of impact on K-12 instructional practices.
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Affiliation(s)
- Jessica S. Krim
- Curriculum and Instruction, Southern Illinois University, Edwardsville, Edwardsville, IL 62026
- *Address correspondence to: Jessica S. Krim ()
| | - Laleh E. Coté
- Workforce Development & Education, Lawrence Berkeley National Laboratory, Berkeley, CA 94720
- Graduate Group in Science & Mathematics Education, University of California, Berkeley, Berkeley, CA 94720
| | | | - Elisa M. Stone
- CalTeach, University of California, Berkeley, Berkeley, CA 94720
| | - Jessica J. Cleeves
- Center for Science and Mathematics Education, University of Utah, Salt Lake City, UT 84112
| | - Kelly J. Barry
- Biological Sciences, Southern Illinois University, Edwardsville, Edwardsville, IL 62026
| | - Wilella Burgess
- **Evaluation and Research Learning Center, Purdue University, West Lafayette, IN 47907
| | - Sanlyn R. Buxner
- Teaching/Learning and Sociocultural Studies, University of Arizona, Tucson, AZ 85721
| | - Jordan M. Gerton
- Center for Science and Mathematics Education, University of Utah, Salt Lake City, UT 84112
- Department of Physics and Astronomy, University of Utah, Salt Lake City, UT 84112
| | - Lawrence Horvath
- Secondary Education and Center for Science and Math Education, San Francisco State University, San Francisco, CA 94132
| | - John M. Keller
- Fiske Planetarium, Astrophysical and Planetary Sciences, University of Colorado, Boulder, Boulder, CO 80309
| | - Soon Chun Lee
- STEM Education, Wichita State University, Wichita, KS 67260
| | - Sharon M. Locke
- Environmental Sciences and STEM Center for Research, Education, and Outreach, Southern Illinois University, Edwardsville, Edwardsville, IL 62026
| | - Bryan M. Rebar
- STEM CORE, Science, Technology, Engineering, and Math Careers through Outreach, Research, & Education, University of Oregon, Eugene, OR 97403
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Chou AF, Hammon D, Akins DR. Impact and Outcomes of the Oklahoma IDeA Network of Biomedical Research Excellence Summer Undergraduate Research Program. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2019; 20:20.3.50. [PMID: 31768211 PMCID: PMC6853779 DOI: 10.1128/jmbe.v20i3.1815] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/17/2019] [Accepted: 07/21/2019] [Indexed: 06/10/2023]
Abstract
Participating in research under the guidance of faculty mentors can increase undergraduate students' skills, knowledge, and confidence in conducting scientific research and pursing a scientific career. The Oklahoma IDeA Network of Biomedical Research Excellence (OK-INBRE) in the US state of Oklahoma has established an infrastructure to develop future researchers and healthcare professionals by providing students with summer internships. However, long-term benefits have not typically been well quantified, and most prior investigations examining benefits and outcomes of undergraduate summer research experiences have been descriptive and/or observational in nature. To assess OK-INBRE summer program participants, educational and career outcomes were systematically tracked. Data for evaluation included 1) primary sources containing responses to learning surveys from OK-INBRE and national cohorts over a three-year period, and 2) secondary sources from the Oklahoma State Regents for Higher Education (OSRHE), that track educational outcomes of Oklahoma students over a 15-year period. Frequency statistics were compiled and bivariate analyses were conducted to examine participant academic and career outcomes. Survey responses reported higher satisfaction in various dimensions of learning among OK-INBRE students than among corresponding national cohorts, particularly on dimensions of knowledge, skills, and understanding of sciences. The OSRHE data showed that, compared with those in the control group, there was a 100% increase in OK-INBRE participants who enrolled in or had completed a professional degree (e.g., MD/DO) and a 175% increase in students attending a biomedical science graduate program. These findings demonstrate the contribution of the OK-INBRE program in promoting science education and professions.
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Affiliation(s)
- Ann F. Chou
- Department of Family and Preventive Medicine, The University of Oklahoma Health Science Center, Oklahoma City, OK 73104
| | - Dawn Hammon
- Department of Microbiology and Immunology, The University of Oklahoma Health Sciences Center, Oklahoma City, OK 73104
| | - Darrin R. Akins
- Department of Microbiology and Immunology, The University of Oklahoma Health Sciences Center, Oklahoma City, OK 73104
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25
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Jackson AD, Boorman EP, Kamangar F, Hohmann CF. Student Affect During an HBCU Summer Research Program. UI JOURNAL 2018; 9:https://www.understandinginterventionsjournal.org/article/6351-student-affect-during-an-hbcu-summer-research-program. [PMID: 31742258 PMCID: PMC6860976] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
The popularity and effectiveness of intensive summer research programs to increase student self-efficacy is known. The Summer Research Institute (SRI) training experience, as part of undergraduate student training in Morgan State University's NIH BUILD program, uses an entrepreneurial approach to prepare students for careers in health-related research. Bandura's self-efficacy theory's (1977) four antecedents are represented in the SRI curriculum, which provides multiple opportunities for mastery experiences and for moments of roused feelings. These occurrences are accompanied by extensive multilayered mentoring, where the mentors provide verbal encouragement, and facilitate various modes of academic, psychosocial and institutional support. To our knowledge, student affect over time has not been tested to assess impact or program effectiveness in a summer research training program. This study is based on the qualitative assessment of bi-weekly journals of 28 students in the SRI. The practice of students consistently writing journals is aligned with the scaffolded knowledge integration framework proposed by Linn (1995). The journals were reviewed for their cumulative affective content and change over time. The students responded as expected with positive and negative affect throughout the program and ended with overwhelmingly positive affect with their concluding presentations. Using Linguistic Inquiry Word Count (LIWC), a text analysis program, we matched the fluctuations in affect to activities during the program and interpreted the changes for program assessment. This type of analysis opens a window into student affective responses to training components that, to our knowledge, have not been widely used for research training programs of this kind.
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Affiliation(s)
- Avis D Jackson
- ASCEND Center for Biomedical Research, Morgan State University
| | | | - Farin Kamangar
- ASCEND Center for Biomedical Research, and Professor and Associate Dean for Research, School of Computer, Mathematical, and Natural Sciences, Morgan State University
| | - Christine F Hohmann
- ASCEND Center for Biomedical Research, and Professor of Biology, School of Computer, Mathematical, and Natural Sciences, Morgan State University
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