Summer Internship Research Articles

Surprised by Co-Creation; Building Equality, Diversity and Inclusion (EDI) in the Physiology curriculum with Undergraduate Students.

As public-facing global institutions, modern universities are subject to equality legislation (locally the United Kingdom Equality Act) 1 and the need to represent an increasingly diverse student body. For effective education, this broad cohort needs to see itself represented, both in the curriculum, and in the very structures of the university2. It is with this in mind that staff in the Centre for Biomedical Sciences Education in Queen's University Belfast recruited three students from diverse backgrounds to co-design aspects of the Undergraduate Physiology Curriculum for Medicine and Health and Life Sciences (MHLS) degrees. As part of a 6-week summer internship, our students set out to identify gaps in the physiology curriculum regarding those with protected characteristics as described by the UK Equality Act 2010 (race, sex, gender reassignment, marriage or civil partnership, pregnancy and maternity, religion and belief, disability and sexual orientation; Figure 1 1). Our aim was to incorporate Equality, Diversity and Inclusion (EDI) principles to create a learning environment that celebrates people's differences and represents individual students. Themes that developed over the six week period of the internship were recognizing oneself in the curriculum, cultural humility and intersectionality.

Youth Market: Evaluation of a Paid Summer Internship to Promote Food Justice in Northern Manhattan

Youth Market: Evaluation of a Paid Summer Internship to Promote Food Justice in Northern Manhattan

Modular Microgrid Technology with a Single Development Environment Per Life Cycle

The life cycle of a microgrid covers all the stages from idea to implementation, through exploitation until the end of its life, with a lifespan of around 25 years. Covering them usually requires several software tools, which can make the integration of results from different stages difficult and may imply costs being hard to estimate from the beginning of a project. This paper proposes a unified platform composed of four modules developed in MATLAB 2022b, designed to assist all the processes a microgrid passes through during its lifetime. This entire platform can be used by a user with low IT knowledge, because it is completed with fill-in-the-blank alone, as a major advantage. The authors detail the architecture, functions and development of the platform, either by highlighting the novel integration of existing MATLAB tools or by developing new ones and designing new user interfaces linked with scripts based on its complex mathematical libraries. By consolidating processes into a single platform, the proposed solution enhances integration, reduces complexity and provides better cost predictability throughout the project’s duration. A proof-of-concept for this platform was presented by applying the life-cycle assessment process on a real-case study, a microgrid consisting of a photovoltaic plant, and an office building as the consumer and energy storage units. This platform has also been developed by involving students within summer internships, as a process strengthening the cooperation between industry and academia. Being an open-source application, the platform will be used within the educational process, where the students will have the possibility to add functionalities, improve the graphical representation, create new reports, etc.

Abstract B175: Addressing the urgent demand for clinical research professionals through a novel training initiative

Abstract Training and retaining diverse, qualified clinical research professionals that reflect the demographics of the community is pivotal to design inclusive clinical protocols, recruit underrepresented populations, and increase generalizability of scientific advancements. The University of Chicago's Comprehensive Cancer Center (UCCCC) and the Professional Education (UCPE) office job market analysis found an urgent and growing—and chronically unmet—demand for clinical research professionals across the United States. Nearly 6,930 employers nationwide had active clinical trials job postings from May 2023-2024. Illinois is among the top ten states with unique clinical research job postings. Further, internal UChicago analysis revealed high turnover in entry-level clinical research positions, highlighting a competitive job market for qualified individuals. As 60% of all clinical research activities at UChicago are cancer-focused, the UCCCC pursued novel strategies to diversify, grow, and retain the clinical research workforce. The overarching goal is to optimize pathways from undergraduate programs to clinical research careers. City Colleges of Chicago (CCC) and the UCCCC’s Clinical Trials Support Office (CTSO), Office of Diversity, Equity, and Inclusion, and Office of Education are collaborating on a three-module Cancer Clinical Research Professionals (CCRP) Program to create new pathways into clinical research careers. The yearlong CCRP Program provides hands-on training and development opportunities to community college students interested in biomedicine via a 6-week summer internship, monthly academic year engagements, and a semester-long apprenticeship. The program expands CCC’s capacity to combine classroom learning with practical experience and professional opportunities, which are critical components of students’ education. It promotes career awareness, specialized skill development, and employment in cancer clinical research among CCC students, a diverse and highly motivated talent pool. The internship attracted 49 applicants in its first year. Out of 22 qualified applicants, 6 interns were selected and will begin their training in June 2024. Detailed findings from the internship evaluation will be available in September 2024. We expect the CCRP Program to be most students’ first experience with clinical research careers, greatly expanding their access to opportunities. Our evaluation will present lessons learned during the first year of the CCRP and plans to modify program components. Findings will also inform related training initiatives such as developing an Associate Degree in Clinical Research. We are confident that our forthcoming data will be of interest to other cancer centers and academic medical centers working to enhance their cancer clinical research workforce, which is essential for inclusive research and cancer health equity. Citation Format: Camilla Frost-Brewer, Aspen Ward, Lauren Wall, Megan Mekinda, Eileen Dolan, Jasmine Tiro, Matt Cohn. Addressing the urgent demand for clinical research professionals through a novel training initiative [abstract]. In: Proceedings of the 17th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2024 Sep 21-24; Los Angeles, CA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2024;33(9 Suppl):Abstract nr B175.

The Impact of a Pilot Oncology Summer Internship on Oncology Awareness Among Early Medical Students from Underrepresented Backgrounds: A Mixed-Methods Study.

Oncology is a field of medicine projected to face provider shortages as cancer prevalence rises. Moreover, the diversity of oncologists remains subpar compared to that of the general population despite initiatives to increase the number of students from underrepresented backgrounds (UIM). Thus, first-year UIM medical students interested in oncology were invited to participate in a 4-week oncology summer internship (OSI) to gain clinical exposure and mentorship experiences. The OSI connected students with oncologists for mentorship, provided tours of oncologic facilities, and coordinated shadowing opportunities. The impact of the OSI was assessed via a mixed-methods approach. Pre- and post-survey data were collected from eight of the nine OSI students. Quantitative data demonstrated improvement of students' understanding of oncology as a discipline, for example its training pathways (p = .02), and awareness of patient experiences in oncology, for example socioeconomic challenges (p = .008). Students reported an increased ability to identify with those in oncology and identify mentors in the field (p = .03 and p = .05, respectively). Qualitative data demonstrated continued interest in oncology with increased commentary on the patient experience and social determinants of health. Post-survey, students provided more commentary on the need for diversity in the field and possible increased professional connections in medicine. The OSI improved students' understanding of oncology and oncology patient experiences with potentially increased identification of and connection with others in the field. Further work will focus on assessing the impact of future OSIs on professional identity formation.

Evaluation of a Multi-Site Cancer Health Disparities Research Training Program for Underrepresented Undergraduate and Medical Students.

Diversifying the biomedical research workforce is crucial for eliminating cancer health disparities. To address this need, Moffitt Cancer Center and Louisiana State University Health Sciences formed the Southeast Partnership for Improving Research and Training in Cancer Health Disparities (SPIRIT-CHD). A key component of SPIRIT-CHD is the Cancer Research Education Program (CREP), designed to train underrepresented undergraduate and medical students in biomedical science research. The CREP featured an 8-week summer internship with a web-based curriculum, community outreach, and mentored research experiences. Three cohorts (n = 39) completed the CREP. Students were evaluated before and after the internship using the Goal Attainment Scale (GAS), Science Teaching Efficacy Belief Instrument (STEBI), and Research Appraisal Inventory (RAI), modified to assess CREP outcomes. These scales measured students' intentions to pursue cancer research careers, self-efficacy in communicating scientific information, and perceived research abilities. Paired test results showed significant increases (p < 0.001) in scores across the scales (GAS, STEBI, RAI) pre- and post-training. Trainees reported heightened intentions to pursue cancer research careers (GAS; mean increase of 5.3, p < 0.001) and greater self-efficacy in relaying scientific information (STEBI; mean increase of 9.2, p < 0.001). They also showed increased self-confidence in conducting research (RAI; mean increase of 58.2, p < 0.001). These findings demonstrate the program's success in fostering interest in cancer research careers and enhancing research confidence. Results support the development of programs like CREP to positively impact the academic and professional trajectories of underrepresented students, ultimately creating a more diverse and inclusive biomedical research workforce equipped to address health disparities.

Enhancing undergraduate education and research in aging to eliminate health disparities (ENGAGED) – A pipeline program to advance diversity in aging research

ABSTRACT The Enhancing Undergraduate Education and Research in Aging to Eliminate Health Disparities (ENGAGED) program takes advantage of the broad, multidisciplinary research established in the area of aging at Wake Forest University School of Medicine and its partner institutions, Wake Forest University and Winston-Salem State University. The ENGAGED program is designed to provide undergraduate students who are underrepresented in the biomedical sciences an opportunity to participate in educational and research training in aging and health disparities. Funded since August 2019, ENGAGED has provided 73 academic year internships and 46 summer internships, with another 8 internships starting in Fall 2023. A total of 61 students (67% female, 64% African American, 21% Hispanic) have participated in the ENGAGED program, reflecting the fact that 49% participate in more than one session or program offering. To date, 38 of the ENGAGED trainees have graduated (100% with a science, technology, engineering, or math degree), 84% of whom are working or pursuing advanced degrees in the biomedical sciences. Given the unique strengths, existing infrastructure, and long-standing collaborations among the partner institutions, the ENGAGED program is helping advance diversity in aging and health disparities research by creating a pipeline for well-trained underrepresented students interested in biomedical research careers.

Using Code Snippets to Teach Programming Languages

Coding is a fundamental skill required in the engineering discipline, and much work exists exploring better ways of teaching coding in the higher education context. In particular, Code Snippets (CSs) are approved to be an effective way of introducing programming language units to students. CSs are portions of source code of varying size and content. They can be used in a myriad of ways, one of which is to teach the code they contain as well as its function. To further explore the use of CSs, a pedagogical summer internship project was set up at the Warwick Manufacturing Group (WMG). The scope of the considerations for the study derives from an educational standpoint. Within the evaluations made, the focus was primarily given to pieces of information which proved to provide evidence pertaining to the methodology involved in either teaching or developing teaching materials. By taking the results produced into account from a pedagogical perspective, it was found that several qualities of popular code snippet tutorials which benefit or hinder the learning process, including code length, interactivity, further support, and quality of explanation. These qualities are then combined and used to present a plan for the design of an effective learning resource which makes use of code snippets.

Blasting off with NASA’s Neurodiversity Network

NASA’s Neurodiversity Network (N3) is a five-year program that is funded as part of NASA’s Science Activation Network. N3's main goal is to provide a pathway to NASA participation and Science, Technology, Engineering, and Mathematics (STEM) employment for neurodiverse learners, with a focus on those on the autism spectrum. Through the N3 program, we are enabling STEM education for a segment of the population that is significantly underserved through a process in which existing NASA education resources are redesigned with significant input from autistic learners and their instructors. The co-design process occurs primarily in informal environments, including high school summer programs, and camps and activity sessions for middle school students sponsored by the New York Hall of Science. N3 also offers a mentored summer internship program for at least ten neurodiverse high school students each year. Mentoring is provided by NASA Subject Matter Experts, individuals who collectively possess expertise that spans NASA’s Science Mission Directorate.

An internship program that empowers international students to grow professionally and find their voice in the nutrition field

During the COVID-19 pandemic, our international students were confined to their rooms in a foreign land and were unable to return to their home countries during their semester break due to border closures. A summer internship program, underpinned by Asian philosophies including Confucianism(1) and collectivism(2), was designed to bring them together physically in a COVID-safe environment and collectively develop employability skills. Twenty-five international students across six year-levels and from 11 countries participated in the five-week internship program. Our in-house dietitian presented participants with an authentic nutrition problem, i.e. observable unhealthy eating habits being prevalent amongst the international student client group. Participants were empowered to draw on their cultural knowledge, international student experience, cooking skills and evidence-based nutrition knowledge, in the development of an educational nutrition resource to be used in the dietitian clinic. Employability skills self-assessment was completed pre- and post-program for comparison. In addition, a collective reflection was facilitated at the end of the program to gather in-depth understanding of the unique learnings from the students’ and program facilitators’ perspectives. Thematic analysis was adopted to analyse the narrative data. It was found that the student-participants developed a website with healthy eating information, including tailored to international students’ habits of late-night snacking and suggestions for quick meals during exams. They developed 50 healthy, simple, multicultural recipes with cooking videos. The internship served as an opportunity for the students to work together with a shared purpose. They reported a strong sense of community which was longed for and extended the established friends outside of the internship program. Students were observed sharing acculturative experience and knowledge with one another when socialising together. Upon reflection, students reported feeling challenged by the lack of structure and assessment guide for the internship tasks. However, they were able to develop confidence in their judgement and decision-making skills through this process and work together exploring the uncertainties. Many reported feeling empowered from this internship as their cultural differences and unique international-student-experience were valued and utilised in the resource development. This low-cost education strategy contributed to the development of professional skills and formation of professional identity, and for the students to find their voice in the nutrition field.

ОСВОЕНИЕ ПРОФЕССИОНАЛЬНЫХ КОМПЕТЕНЦИЙ КАК ЗАЛОГ УСПЕХА ПОДГОТОВКИ КОНКУРЕНТОСПОСОБНЫХ СПЕЦИАЛИСТОВ ПРОВИЗОРОВ

One of the priority requirements of potential employers today is the professional competence of the employee. Completing educational practice allows the student to assess the level of his competence and determine the need for adjustments during the learning process. Training through practical training includes the development by the teacher of an individual practical training program, which includes a list of basic issues to be independently studied by the student; deadlines for completing individual tasks; the student’s awareness of the information received during his studies and during his internship; desire to test the knowledge acquired at the university in practice; organization by the teacher of the student’s independent activity to master educational information, apply it and consolidate it in practice. Botanical practice contributes not only to the assimilation of educational material. Observations carried out in nature provide an opportunity to understand and love the flora of the region, teach one to think scientifically, contribute to the formation of a worldview, and teach a thrifty attitude towards nature. Educational field practice in botany for pharmaceutical students is developed and conducted according to a plan determined by the standard course program, which is based on the objectives of the entire botany course. During the summer internship, we make field trips to various plant communities, get acquainted with the characteristics of the growth of forest, meadow, swamp, coastal and weed vegetation. We try to study in detail the flora of the region in which we live and practice. To do this, during excursions, flowering and fruiting plants are collected for identification and subsequent production of an herbarium. A systematic list of all collected species, including medicinal plants, is compiled. The study of the flora of the region is carried out taking into account the ecology of these plants, in close connection with their association with specific plant communities.

ДИКОРАСТУЩАЯ ЛЕКАРСТВЕННАЯ ФЛОРА БОТАНИЧЕСКОГО САДА КАЗАНСКОГО ГОСУДАРСТВЕННОГО МЕДИЦИНСКОГО УНИВЕРСИТЕТА В СВОЕМ МНОГООБРАЗИИ

Botanical gardens are unique natural islands in which floristic compositions are concentrat-ed, many of which are living natural monuments. Each botanical garden in the world has its own unique flavor, color, scientific and cultural value. The gardens are a place to study wild plants that grow in their natural surroundings, creating amazing landscapes and biodiversity. Botanical gardens concentrate the species and varietal diversity of plants, create collections of medicinal and rare species, cultivate and acclimatize imported specimens. Plants of the bo-tanical garden are actively used in the educational process by students and teachers of Kazan Medical University. On the basis of the botanical garden, students of pharmaceutical special-ties undergo summer internships, and the educational process in botany and pharmacognosy is supplemented with rich visual material. During educational practice, students are taught a scientific and ecological worldview, a caring attitude towards plants and the entire natural environment as a whole. Excursions, lectures and other events are held for students of medi-cal colleges, university students, as well as the general public, the purpose of which is to in-crease the level of knowledge about medicinal plants and the plant world in general. Another important component of wild flora in botanical gardens are endemics - plants that grow only in a specific region. The study of endemics helps to understand the unique ecosystems and natural processes occurring in different parts of the planet. Botanical gardens play an im-portant role in the conservation of wild plants that may be under threat due to human impacts on the environment. They serve as a site for the study and conservation of vulnerable species, as well as for scientific research into their biology, ecology and pharmaceutical significance.

Bridging Silos: Collaborating to Create Authentic Learning Experiences for Future Instructional Designers

Authentic learning experiences such as internships can enhance employability and support the development of interpersonal skills. Arranging internships can be challenging for instructional design and technology (IDT) education programs, involving a need for collaboration with others across disciplinary areas to connect students with real-world instructional design needs and project ideas. This paper offers a design case of a partnership of investigators from multiple disciplines at a large, urban, public university in the southwestern United States that was leveraged to create summer internships for IDT students. Interviews were conducted with participating students six months following the program. There were noted impacts of the internship on their identities as novice IDT professionals, with certain components of the internship structure more directly shaping their IDT skills for working on transdisciplinary team projects.

Undue Burden the Medical School Application Process Places on Low-Income Latinos

Undue Burden the Medical School Application Process Places on Low-Income Latinos

Industry-academia collaboration to develop new building standards

Industry and academia must go hand-in-hand to progress science and knowledge. Often, academic solutions may not be the most optimal solution for the field where there may be a time/ equipment/ training restriction. For our work, we focused on improving the building acoustic standards—specifically the impact performance of floor-ceiling assemblies–through industry and academic collaboration. The research student at Michigan Technological University worked closely with Veneklasen Associates through their (non-profit) funding arm, as well as through summer internships to learn the existing limitations for impact performance field tests. The student used this knowledge to develop a test method with improved reproducibility while ensuring that the test is fast and minimal new training is required. The student now works with Veneklasen Associates after graduating to continue developing this test method.

DLR Group collaboration with academia and the University of Nebraska Lincoln Durham School of Architectural Engineering and Construction

Recognizing that the future of the acoustical design profession lies within the walls of our academic institutions is foundational to DLR Group’s commitment to collaboration, mentorship, and internship programs for students at the University of Nebraska Lincoln Durham School of Architectural Engineering and Construction. The 25-year industry-academic relationship has resulted in graduating students who are able to enter industry running, with minimal technical training on day one of employment. Benefits to the student experience include mentorship, paid summer internships, and safety of mind knowing students from the university are highly sought after. Perspectives from both DLR Group and the University of Nebraska will be presented.

Evaluation of an 8-week high school science communication course designed to read, write, and present scientific research.

The development of science writing and presentation skills are necessary for a successful science career. Too often these skills are not included in pre- or postsecondary STEM education, leading to a disconnect between high schoolers' expectations for college preparedness and the skills needed to succeed in college. The Young Scientist Program (YSP) Summer Focus recruits high school students from historically marginalized backgrounds to participate in eight-week summer internships at Washington University in St. Louis. Students conduct hands-on biomedical research projects under the mentorship of Washington University scientists (graduate students, post-doctorates, lab staff). Here, we present the curriculum for a science communication course that accompanies this early research experience. The course is designed to strengthen students' communication skills (critical reading, writing, presenting, and peer review) through a combination of weekly lectures and active learning methods. It prepares students for the capstone of their summer internship: writing a scientific paper and presenting their results at a closing symposium. We administered pre- and post-program surveys to four Summer Focus cohorts to determine whether the course met its learning objectives. We found significant improvements in students' self-confidence in reading, interpreting, and communicating scientific data. Thus, this course provides a successful model for introducing science literacy and communication skills that are necessary for any career in STEM. We provide a detailed outline of the course structure and content so that this training could be incorporated into any undergraduate and graduate research programs.

Project Strengthen: An STEMM-focused career development workshop to prepare underrepresented minority students for graduate school

Maximizing Access to Research Careers (MARC) programs are aimed to increase diversity in science, technology, engineering, math, and medicine (STEMM) fields. However, limited programs and eligibility requirements limit the students who may apply to similar programs. At Winston-Salem State University, we piloted a series of workshops, collectively termed Project Strengthen, to emulate some of the key aspects of MARC programs. Following the workshop, Project Strengthen students showed a significant increase in their understanding of essential educational development skills, such as writing personal statements, applying to graduate school, studying for the GRE, and seeking summer internships. This suggests Project Strengthen may be a potential lower cost comparable option than MARC to make up for current deficiencies in preparedness for graduate school. We also provide educational materials from Project Strengthen, including a clear framework for this seminar series, six ready-made PowerPoints to share with trainees that have been demonstrated to be effective.

Paid summer undergraduate internships are one strategy to increase diversity in genetic counseling.

The genetic counseling profession has attempted to enhance the diversity of its workforce since its inception but does not yet reflect the demographics of the United States. One barrier to entry into genetic counseling programs may be the ability to gain exposure to the profession prior to applying for entry. Many applicants participate in unpaid shadowing experiences, which could be a limitation to students from underrepresented backgrounds who may be less familiar with the field or who cannot forgo a salary. To address this concern, the University of Pennsylvania Master of Science in Genetic Counseling Program developed a six-week, paid summer internship designed for undergraduates interested in genetic counseling and from underrepresented backgrounds in the field. Students were recruited via social media and word of mouth. Three undergraduates participated in the first year and four in the second year. Participants received lectures on basic topics in genetics and medical genetics, engaged in workshops and panel discussions, attended rounds and case conferences, interacted with genetic counseling mentors, and were able to shadow genetic counselors in the clinic. Benefits to the interns included enhanced appreciation for the field, development of connections with practicing genetic counselors, and development of connections with each other. The program received positive and constructive feedback and has been continued for future summers.

Iowa State University summer internships offer real-world experience.

Iowa State University summer internships offer real-world experience.