Summer Research Research Articles

Science Academies Summer Research Fellowship Program for Students and Teachers 2025

Science Academies Summer Research Fellowship Program for Students and Teachers 2025

Learning on a Limb: An outreach module to engage high school students in orthopaedics.

Orthopaedic researchers need new strategies for engaging underrepresented minority (URM) students. Our field has demonstrated noticeable gaps in racial, ethnic, and gender diversity, which inhibit our ability to innovate and combat the severe socioeconomic burden of musculoskeletal disorders. Towards this goal, we designed, implemented, and evaluated Learning on a Limb (LoaL), an orthopaedic research outreach module to teach URM high school students about orthopaedic research. During the 4-h module, students completed hands-on activities to learn how biomechanical testing, microcomputed tomography, cell culture, and histology are used in orthopaedic research. Over 3 years, we recruited 32 high school students from the Greater Philadelphia Area to participate in LoaL. Most participants identified as racial/ethnic or gender minorities in orthopaedic research. Using pre/post-tests, we found that students experienced significant learning gains of 51 percentage points from completing LoaL. In addition to teaching students about orthopaedic research, post-survey data demonstrated that participating in LoaL strongly influenced students' interest in orthopaedic research and scientific confidence. Several students acted on this interest by completing summer research experiences in the McKay Orthopaedic Research Laboratory at the University of Pennsylvania. LoaL instructors also benefited by having the opportunity to "pay it forward" to the next generation of students and build community within their department. Empowering institutions to host modules like LoaL would synergistically inspire URM high school students and strengthen community within orthopaedic departments to ultimately enhance orthopaedic research innovations.

Nursing student reflections on a research internship: A reflective discussion following the Gibbs' reflective cycle

BackgroundEvidence-based practice underscores the importance of utilising research-based skills in the delivery of care. However, entry-to-practice nursing curriculums in Australia currently do not provide students with practical research opportunities. Acknowledging this gap, an Australian university initiated a two-month summer research internship that aim to expose undergraduate nursing students to clinical research under the mentorship of a nursing academic. AimTo understand the opportunities and challenges of a research internship and its contribution to developing research knowledge and skills for future nursing practice and leadership. DesignA reflective discussion following the six stages of the Gibbs' Reflective Cycle. SettingsA two-month research internship at an Australian University was held over the summer. ParticipantsTwo successful nursing students (FO and BM) who were both students in the Master of Nursing (Graduate Entry) program. MethodsFollowing the Gibbs' Reflective Cycle, a description of the internship experience was outlined, alongside feelings encountered. The opportunities and challenges of the internship are explored, evaluated, and analysed with related literature to inform an overall conclusion. To support other nursing students pursuing similar research endeavours during their professional transition, an action plan was developed. ResultsThe optional summer research internship proved to be a valuable experience for participating nursing students. FO and BM were granted co-authorship on their respective research projects, providing opportunities at international nursing and midwifery conferences and several avenues for career advancement. ConclusionsNursing research internships contribute to students' personal and professional development. This paper highlights the need for universities to provide innovative educational opportunities to students that enrich evidence-based nursing practice and inspire further opportunities.

RADIOGRAPHY CLINICAL EDUCATION AMIDST THE COVID-19 PANDEMIC: PERSPECTIVE OF RADIOGRAPHY STUDENTS INTERNATIONALLY

Purpose: The COVID-19 pandemic has signifi cantly impacted clinical practice. This study explored the impact of the pandemic on diagnostic radiography clinical education from the perspective of radiography students internationally. Materials and methods: A qualitative approach was used to gain insight into students' experience of clinical placement during the pandemic. A total of sixteen radiography students from six countries were recruited from an international Radiography summer research school. Qualitative data was gathered via three semi-structured focus groups (5-6 students per focus group). Data was analysed using Braun and Clark’s phases of thematic analysis. Results: Five key themes emerged in relation to clinical education during the COVID-19 pandemic, (i) unequal student access to personal protective equipment (PPE) (ii) challenges in achieving clinical learning outcomes (iii) impact of online education on clinical readiness (iv) emotional impact, and (v) coping strategies. Students indicated that they were particularly afraid of transmitting COVID-19 to their family and friends. Some students reported that they felt under pressure to receive COVID-19 vaccinations prior to clinical practice. Others reported confusion with respect to infection control guidelines and application of PPE. Conclusion: Student radiographers identifi ed key challenges which require consideration by educators to ensure students are appropriately prepared for and supported on clinical placement during a pandemic. Implications for practice: • The COVID-19 pandemic has impacted clinical education internationally and this study identifi es the implications for radiography students in terms of clinical readiness and their clinical placement experience. • Simulation-based in-person learning in the X-ray lab and PPE training were perceived by students to be important factors impacting clinical readiness.

Latinx High School Students’ Reflections About a University Summer Research Program Support the Use of Asset Bundles in Designing Programs for Broadening STEM Pipelines

ABSTRACT Latinx individuals are under-represented in STEM and biomedical fields. Research by Johnson and Bozeman has shown that the asset bundle framework can be used to help minoritized individuals succeed in STEM and professional schools. This model has been widely applied to college students, but little work has been done with high school students. A formalized summer research program to allow students to participate in university research was implemented that is geared toward underrepresented high school students at predominantly Latinx high schools in the Southwest using the asset bundle framework. Over the last two years, 10 students have participated in a 4 to 5-week summer research program. Seven of these ten students were interviewed about their experiences in the program. Data were analyzed using a grounded theory approach. Themes from the asset bundles framework emerged in these interviews that were indicative of student interest in biomedical pursuits, suggesting that asset bundles can be used to promote biomedical careers among Latinx high school students.

Effective mentoring strategies to support underrepresented students during a virtual summer research experience for engineering education undergraduates

PurposeIn this study, students’ perceptions of the effective practices of their research mentors were examined. The research mentors implemented the practices informed by the Center for the Improvement of Mentored Experiences in Research (CIMER) mentorship competencies to mentor underrepresented students in engineering education research in a virtual environment.Design/methodology/approachThis research experience for undergraduates (REU) program, situated in the United States of America, consisted of undergraduate students (i.e. mentees), graduate students and faculty mentors who all had at least one underrepresented identity in engineering (i.e. Black, Latiné/x, and/or women). Using qualitative methods, we used data from reflection surveys and follow-up interviews with REU mentees to understand the outcomes of the mentorship strategies employed by the mentors in the program. The data were analyzed thematically using CIMER model constructs and social capital theory as guiding frameworks.FindingsThe results indicated the identified strategies students perceived as the most impactful for mentorship throughout the program. Students in the REU gained knowledge on how to activate social capital in mentorship relationships and how to better mentor others.Research limitations/implicationsThe findings provide insight on how to operationalize the CIMER mentorship competencies to skillfully mentor underrepresented students in engineering. Given the size of the REU and the nature of qualitative research, the sample size was limited.Practical implicationsThe results help inform mentorship practices for underrepresented individuals in engineering education and the workforce. Further, they add to the practical knowledge of implementing CIMER best practices virtually, at a time when the world has transitioned to more hybrid and virtual working and learning environments.Originality/valueThis study identifies impactful strategies for operationalizing mentorship strategies informed by theory- and evidence-based CIMER mentorship competencies. In addition, this study extends knowledge about how to implement mentoring best practices and engage mentorship in a virtual environment.

Learning on a Limb: An outreach module to engage high school students in orthopaedics.

Orthopaedic researchers need new strategies for engaging diverse students. Our field has demonstrated noticeable gaps in racial, ethnic, and gender diversity, which inhibit our ability to innovate and combat the severe socioeconomic burden of musculoskeletal disorders. Towards this goal, we designed, implemented, and evaluated Learning on a Limb, an orthopaedic research outreach module to teach diverse high school students about orthopaedic research. During the 4-hr module, students completed hands-on activities to learn how biomechanical testing, microcomputed tomography, cell culture, and histology are used in orthopaedic research. Over three years, we recruited 32 high school students from the Greater Philadelphia Area to participate in Learning on a Limb. Most participants identified as racial/ethnic or gender minorities in orthopaedic research. Using pre/post-tests, we found that students experienced significant learning gains of 51 percentage points from completing Learning on a Limb. In addition to teaching students about orthopaedic research, post-survey data demonstrated that participating in Learning on a Limb strongly influenced students' interest in orthopaedic research. Several students acted on this interest by completing summer research experiences in the McKay Orthopaedic Research Laboratory at the University of Pennsylvania. Learning on a Limb instructors also benefited by having the opportunity to "pay it forward" to the next generation of students and build community within their department. Empowering institutions to host modules like Learning on a Limb would synergistically inspire diverse high school students and strengthen community within orthopaedic departments to ultimately enhance orthopaedic research innovations.

Building Bridges: Catalyzing Institutional Change at Utah State University via Experiential Learning with Ute and Navajo Students

This article presents the development, implementation, and impact of a cultural competence course initiated by the Mentoring and Encouraging Academic Success (MESAS) Program at Utah State University (USU). The MESAS Program supports American Indian, Alaska Native, and Native Hawaiian students through various initiatives, including the Faculty Advocate initiative, talking circles, the Indigenous Knowledge Symposium, and the Native American Living/Learning Community. Under MESAS, the cultural competence course aims to enhance appreciation among faculty, staff, and non-Indigenous students for the contributions of Native American and other underrepresented groups, while addressing institutional barriers to their academic success and social well-being. The course has been adapted for faculty, staff, and graduate students involved in roles such as summer research mentoring and emphasizing the importance of cultural sensitivity in creating a supportive environment for Native American students, particularly those transitioning between campuses. The article also highlights a case study of a USU professor who applied the course's teachings in interactions with students from the Ute Tribe and Navajo Nation, illustrating the practical application of Culturally Responsive Teaching practices and the Funds of Knowledge framework. Overall, the study highlights the course's positive impact on fostering inclusive teaching practices and deepening relationships with Native American students. The findings contribute to the broader discourse on integrating cultural competence in higher education to enhance the experiences of underrepresented student populations.

BRUSH Summer Research Program: Promoting Science Identity in Underrepresented Veterinary and Undergraduate Students.

While all facets of the health care workforce need to diversify, the veterinary profession lags behind in training students from underrepresented populations. The need to increase diversity among health care professionals is not limited to clinicians but extends to those generating new information through biomedical research. To address demographic disparities within the biomedical research community, we provide a summer research program for veterinary and undergraduate students from populations historically underrepresented in the biomedical workforce that is explicitly designed to foster science identity and subsequently increase participants' interest and success in pursuing biomedical research-related educational and career paths. We hypothesized that participation in this program would enhance science identity, confidence, and pursuit of research-related education and subsequent careers. Three validated survey instruments containing qualitative ordered rating scales were administered to program participants (N = 57) over the course of the summer in which they participated (2018-2022). Questions asked at two time points were analyzed with a repeated-measures linear mixed-effects model. Significant growth was reported in most topics surveyed over time. Many queries within gains, confidence, and science identity modules displayed significant increases over time or scored high in surveys at both time points. In addition, post-graduate educational and career outcomes were obtained for alumni (N = 130) of program years 2011-2023; their post-graduate enrollment rates (78%) markedly exceeded national norms. This multidimensional experiential research program, which holistically fosters professional networking and student confidence in research-related endeavors, provides quantifiable growth in research skills and science identity. These gains support students' persistence in research and biomedical-related educational and career paths.

A Model for International Summer Research Experiences for STEM Students

A Model for International Summer Research Experiences for STEM Students

An effective Caenorhabditis elegans CRISPR training module for high school and undergraduate summer research experiences in molecular biology.

Engaging in research experiences as a high school or undergraduate student interested in science, technology, engineering, and mathematics (STEM) is pivotal for their academic and professional development. A structured teaching framework can help cultivate a student's curiosity and passion for learning and research. In this study, an eight-week training program was created to encompass fundamental molecular biology principles and hands-on laboratory activities. This curriculum focuses on using clustered regularly interspaced short palindromic repeats (CRISPR) gene editing in the Caenorhabditis elegans model organism. Through pre- and post-program assessments, enhancements in students' molecular biology proficiency and enthusiasm for scientific exploration were observed. Overall, this training module demonstrated its accessibility and ability to engage inexperienced students in molecular biology and gene editing methodologies.

Building Interdisciplinary Skills and Mentorship Opportunities in a 2-Week Research Experience

ABSTRACT A framework for a 2-wk summer research course is presented, with a mindset of discovery and self-advocacy that is interdisciplinary and inclusive. The foundations of the course are built upon 2 pillars: (a) a well-defined educational plan focused on cellular engineering, with a goal to instill an engineering mindset into the cell biology field; and (b) a tailored Dimensions of Mentoring policy, which uses a structured feedback system to define and strengthen mentor attributes and provide multiple opportunities for mentorship and mentorship training. Undergraduate and master’s student participants work with PhD students or postdoctoral/professor team leaders in small teams in discovery-based research projects. Multiple teams work in parallel during the 2-wk period and convene in course-wide meetings to share findings and give feedback. Working in small teams with multiple levels of peer and team lead mentoring, students experience advancement in research and technical skills. Participants also experience gains in their understanding of the overarching educational goals in cellular engineering and science communication skills through course-wide activities. The principles from the Dimensions of Mentoring were also effective, with mentors at different levels building strong inclusive teams, coaching practical skills, and promoting individual advocacy. Meeting basic needs, providing relatable role models, and prioritizing enjoyable team-building activities were found to be critical factors in providing inclusive and productive environments. Overall, participants report high satisfaction with a discovery-based interdisciplinary research experience because of a supported environment. This creation of a strong community benefits individual career development and contributes to sustainable research productivity.

Biophysics Concept Inventory Survey: An Assessment in Biophysical Undergraduate Education

ABSTRACT Since the Force Concept Inventory in 1992, many concept inventories have been developed to cover classical scientific fields. However, there is a lack of concept inventories for interdisciplinary fields, such as biophysics. We introduce a Biophysics Concept Inventory Survey (BCIS), a 20-question, multiple-choice survey to measure student gains in biophysical concepts. The BCIS contains 5 question classifications: remember, understand, apply, analyze, and create, as well as question concepts divided into primarily physics or primarily biology questions. We administered the BCIS to 3 cohorts of students over 4 years. Each cohort participated in a 10-week summer Research Experience for Undergraduates (REU) in biophysics. We compared the presurvey (before REU) and postsurvey (after REU) scores to determine the fraction of the maximum possible gain or loss realized. Our analysis of the results suggests that the BCIS shows no biases based on sex or ethnicity. Further, we used the BCIS to show that 69% of the REU participants showed gains in biophysics concepts, with most of the total participant mean of gain occurring at higher levels of Bloom’s taxonomy: create and analyze. Overall, participants obtain slightly higher scores in physics (8% increase) than biology (5% increase) when comparing the pre- and postscores. The coronavirus disease 2019 pandemic allows a splitting of prepandemic and postpandemic cohorts, with the postpandemic cohort showing significantly larger gains than the prepandemic students. These results show that the BCIS, with question classifications and concepts, probes the students’ ability to apply knowledge to various biophysical science topics without underlying biases and enables instructors to obtain answers to important questions about the effectiveness of the educational programs. The BCIS fills a gap for interdisciplinary concept inventories.

Remote Summer Research Program to Improve Opportunity and Mentorship for Underrepresented Students With Interest in Orthopaedic Surgery: 3-Year Experiences.

Medical students are challenged with a limited number of research opportunities to help prepare for an exceptionally competitive process for matching in an orthopaedic residency. The aim of this study was to assess the 3-year experience of our 8 to 10-week remote summer research program in support of underrepresented students with an interest in orthopaedic surgery. We received over 500 applications, and a total of 37 students (7.4%) participated in the program over the past 3 years. A total of 14 faculty mentors were matched with 1 or 2 students each. The research program delivered a curriculum including (1) research-related topics led by a content expert; (2) weekly faculty lectures discussing topics including orthopaedic conditions, diversity in orthopaedics, leadership, and work-life balance; and (3) a minimum of 8 weeks of mentorship experience with an assigned faculty and a peer mentor. Students and faculty were surveyed to measure skill progression, research productivity, and program satisfaction. Program participants represented a range of race/ethnic backgrounds and research experience levels. The cohort included a high rate of female (51%) and Black (35%) participants relative to representation of these groups in orthopaedic surgery. Postprogram surveys indicated that all participants improved their research skills, orthopaedic interest, and mentorship/networking skills. Most students (89%) stated that they were adequately matched to their faculty mentor. Most students (79%) indicated that they contributed to either manuscript or conference abstract as coauthors. The study findings suggest improved research skills, interest, and confidence to pursue orthopaedic residency and mentorship/networks in the field. Our long-term vision is to improve the accessibility and quality of mentorship for underrepresented students to foster an equitable pathway into the field of orthopaedic surgery.

Summer Research Education Experience Program (NIH)

Summer Research Education Experience Program (NIH)

A Summer Research Program for Community College Students Led by Graduate Students at the University of Washington

A Summer Research Program for Community College Students Led by Graduate Students at the University of Washington

Stepping Up Summer Fun: the Cancer Research - Scholarship and Training Experience in Population Sciences (C-STEPS) Program.

Over the last two decades, strides in cancer prevention, earlier detection, and novel treatments have reduced overall cancer mortality; however, cancer health disparities (CHD) persist among demographically diverse and intersecting populations. The development of a culturally responsive workforce trained in interdisciplinary, team-based science is a key strategy for addressing these cancer disparities. The Cancer Research - Scholarship and Training Experience in Population Sciences (C-STEPS) program at the University of New Mexico Comprehensive Cancer Center is designed to increase and diversify the biomedical and behavioral research workforce by providing specialized and experiential curricula that highlight team-oriented cancer control and population science. Undergraduate students interested in CHD and in pursuing STEM-H (science, technology, engineering, mathematics, and health) graduate or professional degrees are eligible for the program. C-STEPS students are paired with a UNM faculty mentor, who guides the student's 10-week summer research experience. They receive mentorship and support from three layers-faculty, near-peers (graduate students), and peers (undergraduates who have completed the C-STEPS program previously). Students generate five products, including a capstone presentation, grounded in the research they conduct with their faculty mentors. Since its founding in 2021, C-STEPS has trained three cohorts with a total of 32 students. The C-STEPS program provides a unique team-science approach with multilayer mentoring to create a sustainable pipeline for the development of students interested in STEM-H fields and CHD research. The capstone project led to 47% of students presenting their work at conferences, and two publishing their manuscripts in peer-reviewed journals. Overall, 89% of students were either "satisfied" or "very satisfied" with the program and the same percentage recommended the program to other undergraduates.

Reading the log canonical threshold of a plane curve singularity from its Newton polyhedron

There is a proposition due to Kollár as reported by Kollár (Proceedings of the summer research institute, Santa Cruz, CA, USA, July 9–29, 1995, American Mathematical Society, Providence, 1997) on computing log canonical thresholds of certain hypersurface germs using weighted blowups, which we extend to weighted blowups with non-negative weights. Using this, we show that the log canonical threshold of a convergent complex power series is at most 1/c, where (c,…,c)\\documentclass[12pt]{minimal} \\usepackage{amsmath} \\usepackage{wasysym} \\usepackage{amsfonts} \\usepackage{amssymb} \\usepackage{amsbsy} \\usepackage{mathrsfs} \\usepackage{upgreek} \\setlength{\\oddsidemargin}{-69pt} \\begin{document}$$(c, \\ldots , c)$$\\end{document} is a point on a facet of its Newton polyhedron. Moreover, in the case n=2\\documentclass[12pt]{minimal} \\usepackage{amsmath} \\usepackage{wasysym} \\usepackage{amsfonts} \\usepackage{amssymb} \\usepackage{amsbsy} \\usepackage{mathrsfs} \\usepackage{upgreek} \\setlength{\\oddsidemargin}{-69pt} \\begin{document}$$n = 2$$\\end{document}, if the power series is weakly normalised with respect to this facet or the point (c, c) belongs to two facets, then we have equality. This generalises a theorem of Varchenko 1982 to non-isolated singularities.

Digital vs. Traditional Advertising and the Recognition of Brand Intangible Assets

This paper examines how different advertising categories are associated with attributes of brand asset recognition arising in the context of acquisitions. Prior research documents that aggregate advertising is positively associated with firm sales and brand values, but it fails to consider major recent shifts in advertising from traditional channels (such as TV) to digital advertising (such as paid search and online display). Using proprietary data, I decompose advertising expenditures into the categories of traditional, online display, and paid search. Consistent with expectations, results confirm that target firms’ traditional and online display advertising exhibit a higher likelihood of brand asset recognition and higher recognized brand values as compared with paid search advertising. Confirming the economic substance of the recognized brands, additional results reveal positive investor equity market reactions to brand value, which are driven by firms investing more in traditional and online display advertising. Overall, these results confirm that certain advertising channels exhibit stronger associations with the recognition and characteristics of the underlying brand asset, consistent with their heterogeneous properties. This paper was accepted by Suraj Srinivasan, accounting. Funding: I acknowledge the financial support from my advisor, Eddie Riedl, as well as from the UNH Paul College of Business and Economics Summer Research Support Award. Supplemental Material: The online appendix and data files are available at https://doi.org/10.1287/mnsc.2022.00387 .

Building a Physician-Scientist Pathway for Underrepresented Medical Students Through a Summer Research Experience.

There is a need to increase the number of physician-scientists from underrepresented in medicine (URiM) groups. To engage URiM medical students, a committee of pediatric departmental leaders at the Children's Hospital of Philadelphia created the Summer Underrepresented in Medicine Medical Student Research program. This 8-week, onsite research and clinical experience takes place during the summer between students' first and second years of medical school. Applications were solicited between 2019-2023 through nationwide outreach to medical school deans and members of URiM student organizations. Accepted students were assigned a mentor to lead their research and clinical exposure. A curriculum highlighting aspects of academic medicine was developed. Students received a $3,000-$5,500 stipend for in-person participation. In 2020 and 2021, adjustments were made (e.g., virtual programming) to avoid interruptions during the COVID-19 pandemic. In the 2019-2023 application cycles, 298 students applied. Of 128 students who participated, 78 (61%) completed a postprogram survey. Students' survey feedback was positive. They indicated the program met expectations (mean rating = 1.3; scale: 1 = strongly agree to 5 = strongly disagree). Students reported they learned valuable information/skills (mean = 1.3) and that participation was worth time spent away from other responsibilities (mean = 1.3). The 2019 cohort (n = 12) achieved a 100% residency match rate. In addition, 4 (33%) of these students reported they are obtaining additional degrees or are performing research. After the program, many mentors continued to include students in their research projects. Next steps include incorporating a standardized, scored rubric for selecting applicants; adding 3 lead mentors, an executive committee, and a faculty advisory board; establishing earlier pathway programming (e.g., at elementary and middle school levels); continuing to track/support alumni throughout their careers; and pursuing federal funding to expand the program.