Summer Undergraduate Research Program Research Articles

Summer undergraduate biomedical research program for underrepresented minority students in a rural, low-income state

IntroductionDiversity can enhance the agenda and quality of biomedical research, but a dearth of underrepresented minorities and women serve as biomedical researchers. The study purpose was to examine the impact of the a summer undergraduate research program on self-efficacy in research, scientific communication, and leadership as well as scientific identity, valuing objectives of the scientific community, and intent to pursue a biomedical research career.MethodsUnderrepresented minority and female undergraduate students participated in a mentored research experience in a rural, low-income state.ResultsStudents' self-efficacy in research, scientific communication, and leadership as well as scientific identity, valuing objectives of the scientific community, and intent to pursue a biomedical research career increased post-program compared to pre-program.ConclusionThis study supports implementation of a biomedical summer undergraduate research program for URM and women in a poor, rural, settings.

Fostering Metacognition and Feedback Loops in a Summer Undergraduate Research Program: A Pilot Study

Fostering Metacognition and Feedback Loops in a Summer Undergraduate Research Program: A Pilot Study

Modifying Summer Undergraduate Research Programs during COVID-19 Increased Graduate School Intentions but Exacerbated Anxieties.

COVID-19 created unprecedented challenges for college students, highlighting the need to provide educational contexts that foster well-being. Summer undergraduate research experiences (SUREs) constitute a high-impact practice, yet little systematic knowledge exists about how the first surge of COVID-19 influenced undergraduate researchers' well-being. This knowledge is important for preparing for future disruptions. This study applies the student well-being model (SWBM) to examine how SURE status (e.g., modification vs. cancellation) impacted students' mental health and graduate school intentions using primary survey data collected from U.S. undergraduate researchers in science, technology, engineering, and mathematics (STEM) fields in Summer 2020 (n = 408, from 131 institutions). Just under half had their SURE canceled, and the others engaged in modified SUREs. Students whose SUREs were canceled had reduced anxiety severity (p < 0.05), but greater concerns about graduate school matriculation (p < 0.001), compared with students with modified SUREs. Results suggest that modified SUREs are a reasonable path forward under conditions where in-person contact is untenable. Results point toward potential improvements in higher education practices that may enhance student well-being following disruptive events. Program directors can address potential causes of anxiety in modified SUREs, advocate for student-centered adjustments to graduate admission processes, and use experiences during COVID-19 as a springboard to broaden participation in undergraduate research.

Outcomes and Lessons Learned from an Intensive Summer Undergraduate Research Program in Neuroscience

Outcomes and Lessons Learned from an Intensive Summer Undergraduate Research Program in Neuroscience

86 A summer research experience to encourage URM students’ participation in health sciences research

OBJECTIVES/GOALS: To increase the diversity of the health sciences research workforce, students from a variety of backgrounds must have the opportunity to participate in hands-on research experiences that highlight translating science to treating human disease. We developed a mentored translational research program for students from VCU and central Virginia HBCUs. METHODS/STUDY POPULATION: The Wright Regional Center for Clinical and Translational Science collaborated with the existing VCU Honors’ Summer Undergraduate Research Program (HSURP) to expand their summer research experience to URM students from our partner HBCUs. For 10 weeks, students worked with faculty mentors to learn research techniques and engage in research projects. Students also participated in career development sessions like developing a CV and choosing graduate programs, and at the end of HSURP, they shared formal presentations of their research with peers and mentors. HSURP students were provided housing and a stipend, and mentors were provided a stipend. A post-program assessment gathered feedback on research and personal skills gained, the program’s influence on their career goals, and overall experiences with HSURP. RESULTS/ANTICIPATED RESULTS: Nine students, 7 from VCU and 2 from Virginia State University participated in HSURP. Students were rising sophomores, juniors, and seniors, and 5 had previous research experience. Students worked on projects ranging from basic to social behavioral, community-placed research. All students rated the program as good or excellent. Post-program assessments showed all students believed they had a better understanding of ethical responsibilities of researchers, relevance of community-engaged and clinical/translational research, and interpreting journal articles after participating in the program. Four students reported they plan to continue working on their research projects during the academic year, and all students strongly agreed or agreed that HSURP prepared them for graduate or professional schools. DISCUSSION/SIGNIFICANCE: A program that combines hands-on research training and career development opportunities provides a robust research foundation for URM students, which can increase their participation in the translational science workforce. Future program development will include preprogram training modules to better prepare students for research experiences.

Outcomes of the UAMS summer undergraduate research program to increase diversity in research and health professions.

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.

“How Do We Do This at a Distance?!” A Descriptive Study of Remote Undergraduate Research Programs during COVID-19

The COVID-19 pandemic shut down undergraduate research programs across the United States. A group of 23 colleges, universities, and research institutes hosted remote undergraduate research programs in the life sciences during Summer 2020. Given the unprecedented offering of remote programs, we carried out a study to describe and evaluate them. Using structured templates, we documented how programs were designed and implemented, including who participated. Through focus groups and surveys, we identified programmatic strengths and shortcomings as well as recommendations for improvements from students’ perspectives. Strengths included the quality of mentorship, opportunities for learning and professional development, and a feeling of connection with a larger community. Weaknesses included limited cohort building, challenges with insufficient structure, and issues with technology. Although all programs had one or more activities related to diversity, equity, inclusion, and justice, these topics were largely absent from student reports even though programs coincided with a peak in national consciousness about racial inequities and structural racism. Our results provide evidence for designing remote Research Experiences for Undergraduates (REUs) that are experienced favorably by students. Our results also indicate that remote REUs are sufficiently positive to further investigate their affordances and constraints, including the potential to scale up offerings, with minimal concern about disenfranchising students.

​​​Introduction to field plot experimentation A four-part enrichment activity to enhance summer undergraduate research programs

​​​Introduction to field plot experimentation A four-part enrichment activity to enhance summer undergraduate research programs

Undergraduate Research Program to Recycle Composite Waste

With the rapid growth in the manufacturing industry and increased urbanization, higher amounts of composite material waste are being produced, causing severe threats to the environment. These environmental concerns, coupled with the fact that undergraduate students typically have minimal experience in research, have initiated the need at the UAE University to promote research among undergraduate students, leading to the development of a summer undergraduate research program. In this study, a recycling methodology is presented to test lab-fabricated Carbon-Fiber-Reinforced Polymer (CFRP) for potential applications in industrial composite waste. The work was conducted by two groups of undergraduate students at the UAE University. The methodology involved the chemical dissolution of the composite waste, followed by compression molding and adequate heat treatment for rapid curing of CFRP. Subsequently, the CFRP samples were divided into three groups based on their geometrical distinctions. The mechanical properties (i.e., modulus of elasticity and compressive strength) were determined through material testing, and the results were then compared with steel for prompt reference. The results revealed that the values of mechanical properties range from 2 to 4.3 GPa for the modulus of elasticity and from 203.7 to 301.5 MPa for the compressive strength. These values are considered competitive and optimal, and as such, carbon fiber waste can be used as an alternate material for various structural applications. The inconsistencies in the values are due to discrepancies in the procedure as a result of the lack of specialized equipment for handling CFRP waste material. The study concluded that the properties of CFRP composite prepreg scrap tend to be reusable instead of disposable. Despite the meager experimental discrepancies, test values and mechanical properties indicate that CFRP composite can be successfully used as a material for nonstructural applications.

Leveling Up an Award-Winning Undergraduate Research Program

This case study delineates the process that a small, private liberal arts university employed to amplify its high-impact practices in an already award-winning undergraduate research (UR) program. The process was catalyzed by combined institutional factors: the start of a new accreditation cycle and the launch of our university’s strategic vision, The Furman Advantage (TFA). Established in 2016–2017, TFA ensures all students have access to a high-impact engaged learning experience—UR, study away, and/or an internship. This institutional imperative provided an opportunity to assess the degree to which Furman’s UR program was meeting high-impact criteria. We compared Furman’s summer UR program against the emerging research on high-impact practices and made changes to enhance learning and to close equity gaps in access. We reoriented our UR program to focus on the characteristics of high-impact practices, particularly the mentoring relationship between faculty and students and the importance of student self-reflection. We reviewed improvements to our summer fellowship program, namely, changes in the application and review process, professional development for faculty, pre-experience training for summer research fellows, and modifications to our survey and self-analysis instruments. Broader programmatic changes included articulating common learning outcomes for engaged learning experiences and creating an evidence-driven assessment mechanism to help us meet learning outcomes and institutional objectives. Implementation of these changes required sustained collaboration at the institutional level between the Offices of Undergraduate Research, the Center for Engaged Learning, the Office of Institutional Research and Assessment, and the Faculty Development Center. In addition to measuring changes within UR over time, we have also been able to make comparisons across different engaged learning experiences, principally study away and internships, and then use this data to continue TFA improvements. Preliminary findings indicate that we have successfully enhanced our implementation of high-impact practices.

75202 The New Normal: A Virtual Summer Foundations in Research

ABSTRACT IMPACT: The Summer Foundation on Research gave undergraduate students the opportunity to do research despite the new normal - COVID-19 pandemic. OBJECTIVES/GOALS: The COVID-19 pandemic prevented domestic and international undergraduate students from attending in-person Mayo Clinic Summer Undergraduate Research Programs. Mayo decided to redesign this program as a virtual, 4-week Summer Foundations in Research (SFIR) program. The goal of this program was to give students a scientific research experience. METHODS/STUDY POPULATION: The SFIR included an Introduction to Experimental Design, Dialogue methodology for communicating science, scientific mentoring, asynchronous online modules and a Resiliency component. Evaluations of the program were undertaken to gather feedback for program improvement and to assess the educational and mental health impact on participants. These evaluations asked student to rate each section of the program. Additionally, students were encouraged to provide their own comments and feedback. Statistical analysis of quantitative data was performed using excel. The qualitative data was studied using the identification, analysis and interpretation of patterns method per the student’s comments on each of the questions addressed in the survey. RESULTS/ANTICIPATED RESULTS: These evaluations revealed positive outcomes across program components: 66% of the participants found the Resiliency component extremely worthwhile, 80% of participants liked the experimental design and 70% liked the educational courses. Qualitative data showed that mentor/mentee interactions were highly valued, and both participants and faculty suggested increasing the amount of time devoted to these interactions. Small group discussions gave students the opportunity to get to know other peers and encouraged further discussions about science and the community. Participants suggested minor improvements to the program, such as re-creating the online modules specific for undergraduate students, increasing 1-to-1 and small group’s discussion, and increasing the length of the program. DISCUSSION/SIGNIFICANCE OF FINDINGS: Despite the quick pivot of the SFIR program, the re-design and new format supported the development of participants’ resilience skills and training as future scientists during a particularly challenging time. Mayo is committed to continuing this program as an early step in a pathway to careers in research.

Expectations and Experience: Creating an Effective Remote Summer Undergraduate Research Program

The COVID-19 pandemic and the migration to online learning have presented unique challenges to undergraduate research, reducing opportunities to participate in highimpact practices, including in-person summer research programs. To mitigate some of these effects, Loyola Marymount University adapted its summer undergraduate research program, traditionally held as a six-week program on campus, to a remote structure. This article describes methods for migrating an existing program online and utilizes a mixed-methods approach to analyze student satisfaction and self-perceived changes in transferable knowledge and life skills and confidence in research ability. The data supported the hypothesis that a virtual summer research program can provide meaningful student research experiences, supportive relationships with faculty mentors, and an increase in students’ desire to pursue research opportunities in the future.

Improvisation as a Teaching Tool for Improving Oral Communication Skills in Premedical and Pre-Biomedical Graduate Students.

Objective:To evaluate the relationship between training in theatre improvisation and empathy, communication, and other professional skills.Methods:Undergraduate and graduate students who were participants of a 10-week summer undergraduate research program engaged in theatre improvisation techniques during a 3-hour workshop. In Study #1, a de-identified, self-report questionnaire (known as the Empathy Quotient) was administered prior to and following the workshop. Paired sample 2-tailed t-tests were performed to evaluate pre- and post-test scores. To identify additional benefits of engaging in theatre improvisation techniques, Study #2 was performed. Here, a survey was administered to the participants following their completion of the workshop to assess the impact on their personal growth and professional skills. An additional survey was administered at the end of the 10-week program to evaluate all program activities.Results:Study #1. Paired t-test analyses indicated that pre-test versus post-test Empathy Quotient scores were not significantly different, implying that participation in the theatre improvisation workshop did not impact empathy. Study #2. Survey results indicate that participation in the theatre improvisation workshop encouraged feelings of support by peers and creative thinking as well as increasing communication skills.Conclusion:Incorporating a theatre improvisation workshop into educational programs for pre-medical and pre-biomedical students is of value for enhancing self-confidence, oral communication skills and ability to think creatively.

Lessons Learned from a Virtual Summer Undergraduate Research Program

In summer 2020, North Carolina A&amp;T State University and Elon University were poised to debut their Research Experiences for Undergraduates program in mathematical biology funded by the National Science Foundation (NSF). The directors decided to hold the program virtually so that students would have the opportunity. Although the directors did not have experience running a virtual program, they learned from the experience and have recommendations for program directors in similar situations.

Abstract A064: The Meharry Cancer Summer Undergraduate Research Program: Increasing undergraduate exposure to cancer health disparities via summer research experiences

Abstract Few under-represented minorities (URM) pursue careers as physicians and biomedical researchers. This lack of diversity within the scientific and clinical workforce greatly influences our ability to address the public health burden and disparities associated with cancer. To enhance the diversity of the cancer workforce and fully address the problem of cancer health disparities, we must increase the number of URM students who obtain the MD and/or PhD degrees and train in the areas of cancer biology and oncology. To address this issue, we established the Meharry Cancer Summer Undergraduate Research Program (SURP). The Meharry Cancer SURP is a 10-week intensive, cancer-focused research experience that exposes undergraduate students to the area of cancer health disparities. It is designed to provide participants with a better understanding of how biomedical, behavioral, and clinical research influences cancer outcomes and to inspire participants to pursue careers in cancer research. In the first year of the program, a nationwide search was conducted to identify and select ten undergraduate students who were interested in pursuing careers in medicine and biomedical science. Each student performed a research project with an experienced cancer investigator from either Meharry Medical College or Vanderbilt University Medical Center. The research projects, which included preclinical studies, translational research, and epidemiologic/community-based studies, focused on cancers that disproportionately affect African-Americans and other racial and ethnic minorities. To ensure students understood fundamental concepts common to all cancers and cancer health disparities research, all program participants attended a weeklong cancer biology minicourse. They also attended cancer biology/cancer health disparities research seminars that allowed them to interact with oncologists and cancer researchers from groups traditionally under-represented in biomedical science and to be exposed to career opportunities within the areas of cancer research, oncology, and cancer health disparities. Furthermore, students participated in career development workshops that allowed them to explore cancer-related career options, create individual development plans, and obtain information needed to apply and successfully gain entrance into MD and PhD training programs. Together, these program activities increased student awareness of the fields of cancer biology and cancer health disparities and provided knowledge and tools necessary to successfully pursue cancer-focused careers. Citation Format: Evangeline Motley-Johnson, Katelyn Atkinson, Aliecia Bouligny, Del-vecie Brown, Samuel Delk, Jordan Finch, Kennedi Fitts, Dorian Hill, Faith Mungai, Dalancee Trabue, Kierra Whitelow, LaMonica Stewart. The Meharry Cancer Summer Undergraduate Research Program: Increasing undergraduate exposure to cancer health disparities via summer research experiences [abstract]. In: Proceedings of the Eleventh AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2018 Nov 2-5; New Orleans, LA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2020;29(6 Suppl):Abstract nr A064.

Development of RFLP and qPCR Assays to Detect the Human C/T‐13910 SNP, which Is Associated with Lactase Persistence

Human infants, like those of other mammals, express the lactase enzyme to digest the lactose sugar in mother’s milk. After weaning, the lactase‐phlorizin hydrolase gene (LCT) ceases to produce lactase, resulting in the lactase non‐persistence (LNP) phenotype. However, in 35% of the world’s population of humans, expression of the lactase enzyme continues into adulthood, known as lactase persistence (LP). The LP phenotype occurs when an individual has one of more than 20 single nucleotide polymorphisms (SNPs) located near the lactase gene. The most commonly studied SNP is the “European” SNP, C/T‐13910, which occurs in an enhancer region upstream of the LCT gene in intron 13 of the neighboring MCM6 gene. The T allele correlates with LP, as it results in a higher expression of lactase due to increased binding of the Oct‐1 regulatory transcription factor and/or prevention of gene silencing. Several studies have been conducted in non‐European, isolated populations to determine the frequency of LP within the ethnic group. However, fewer studies have been conducted in ethnically diverse locations such as the US. To lay the groundwork for such a study, we have successfully implemented a restriction fragment length polymorphism (RFLP) assay reported in Morales et al. (2011, doi:10.1136/bmjopen‐2011‐000125) to detect the C/T‐13910 SNP in human cheek cell lysate, confirming the results by direct sequencing of the DNA. We used the TOPO cloning technique to generate control plasmids containing inserts with either the “C” or “T” genotype to use as positive controls in future assays. We confirmed that the sequence of the control plasmid inserts match the original target sequence. We are using the control plasmids to optimize a SYBR green quantitative polymerase chain reaction (qPCR) genotyping assay based on Weinlander et al. (2010, doi:10.1002/bmb.20357) as an alternate method of genotyping. Finally, we have curated a list of SNPs from the literature and public databases that are known to affect the LP phenotype in different world populations.Support or Funding InformationLoyola Marymount University Summer Undergraduate Research Program (S.M.C., A.N.W.), Loyola Marymount University Honors Summer Research Fellowship (S.M.C.)

Effects of Lycopene on Growth Factor Response in Prostate Cancer Cells

Dietary and nutritional factors are considered critical modulating factors in prostate cancer development. Epidemiological data have suggested to the idea that dietary consumption of lycopene, found in tomatoes, may prevent prostate cancer. This study examined the mechanism by which lycopene interacts with prostate cancer cells, with the goal of discovering less toxic treatment and prevention options. The hypothesis that was addressed was that lycopene interferes with growth factor‐mediated signal transduction in prostate cancer cells. The effects of lycopene on PC‐3, a human prostate cancer cell line, were analyzed using proliferation assays, immunoblot analysis, and confocal microscopy. The growth factors used were lysophosphatidic acid (LPA) and epidermal growth factor (EGF). Lycopene (10 μM) inhibited LPA and EGF‐induced proliferation of PC‐3 cells, confirming previous unpublished results. Lycopene also inhibited activation of Akt in response to LPA and EGF as assessed by immunoblotting. Confocal immunofluorescence microscopy showed that the decrease in activated Akt was most prominent in the cell nucleus. These results confirm the ability of lycopene to inhibit growth factor response in human prostate cancer cells, and suggest new directions for future studies.Support or Funding InformationSupported by the ASPET Summer Undergraduate Research Program, College of Pharmacy and Pharmaceutical Sciences, Sue Harriet Monroe Mullen Innovative Cancer Prevention Research Fund, and the ASPET David Lehr Award.

Engineering Temperature Sensitive Alleles in Saccharomyces cerevisiae to Study the Genetic Interactions Between Ran point mutants and its Accessory Proteins

Ran is an essential GTPase protein involved in bidirectional transportation between nucleus and cytoplasm. We engineered temperature sensitive (TS) mutant alleles of Ran accessory proteins in S. cerevisiae to study the genetic interactions. For essential proteins like Ran and its accessory proteins, TS mutants give insight into gene function without knocking out genes. By creating these TS mutant strains, we will be able to study the genetic interactions between Ran point mutants and TS mutant Ran accessory proteins to closely interrogate the biophysics and mechanism of the Ran GTPase cycle and it’s role nucleocytoplamsic transport.Support or Funding InformationThe 2019 NIH Summer Undergraduate Research Program at UMass Medical School. NIH Grant # R25 HL092610‐11

Fostering Faculty Diversity by Supporting Access to Graduate Study in Education

Fostering Faculty Diversity by Supporting Access to Graduate Study in Education Lora Henderson (bio), Blake R. Silver (bio), Leslie Booren (bio), Sara E. Rimm-Kaufman (bio), and James Wyckoff (bio) Student enrollment in higher education has become increasingly diverse (Cook & Córdova, 2007), but progress toward hiring sociodemographically diverse faculty remains slow (Snyder, de Brey, & Dillow, 2019; Turner, González, & Wood, 2008). Faculty diversity is crucial for a variety of important outcomes, including academic success and student development (Stanley, 2006; Stout, Archie, Cross, & Carman, 2018). Moreover, the presence of faculty from underrepresented groups can advance research and teaching in new directions as scholars draw on diverse perspectives (Umbach, 2006). Recent data indicates that 43% of college students in the US identify with racial and ethnic minority groups, compared with just 23% of full-time faculty (Musu-Gillette et al., 2017; Snyder et al., 2019). While data on faculty representation by socioeconomic background is unavailable, research demonstrates that careers in academia are frequently perceived to be unwelcoming for individuals from working-class, poor, and first-generation college-going families (Ardoin & martinez, 2019; Lee, 2017). A range of barriers undermine efforts to diversify postsecondary faculty. The pipeline from undergraduate to doctoral programs is one important factor (Turner et al., 2008). Research points to durable disparities in inclusion based on class and race within higher education (Arum, Roksa, Cruz, & Silver, 2018). While there are various explanations for disparate college experiences, theories of cultural capital offer insight. Drawing on the work of Bourdieu (1983/1986), scholars have demonstrated that disparities in cultural capital—in the form of knowledge, comfort, and familiarity with postsecondary institutions—undermine access to graduate education (e.g., Kiyama, 2010; Posselt, 2016). PROGRAM STRUCTURE AND ASSESSMENT Drawing on these insights, the Summer Undergraduate Research Program (SURP; see https://curry.virginia.edu/faculty-research/join-us/summer-undergraduate-research-program-surp) at the University of Virginia attempts to address inequalities in the pipeline to graduate education and faculty careers. SURP was designed to prepare students from underrepresented racial and socioeconomic groups—including Students of Color, low-income, and first-generation college students—for graduate study in education research by developing confidence with skills and academic practices to support their transition to graduate school. The SURP admissions process identifies interns with demonstrated interest in and commitment to graduate [End Page 663] education. For example, in the preprogram survey, one intern stated: "My main goal in life (academically and professionally) is to have a wide range of knowledge [on] conducting research and obtain an occupation in research. It is one of my main goals to obtain a PhD." SURP originated in 2008 as a part of the Virginia Education Science Training program, funded by a grant from the Institute of Education Sciences. Similar programs have been developed elsewhere (e.g., North Carolina Central University, New York University, Florida State University, and University of Texas–San Antonio). Despite the presence of such programs, there are few evaluations of the extent to which they generate cultural capital that can be leveraged in the pursuit of graduate education. This article offers insights from pretest and posttest surveys taken before and after completing SURP by interns who participated from 2010 to 2017. Specifically, we focus on one aspect of cultural capital by considering whether participation increased interns' perceived confidence in research skills. Pretest and posttest data were gathered from 60 of 62 SURP interns. Of the respondents, 35% identified as Black (n = 21), 15% as Asian (9), 23% as Hispanic or Latinx (14), 20% as White (12), and 7% as multiracial or other (4). Eighty-seven percent identified as female (n = 52) and 13% as male (8). Participants were socioeconomically diverse: 43% of students came from families with annual incomes of $55,000 or less (n = 26) and 27% from families making $100,000 or more (16). Almost half (48%, n = 29) were first-generation college students. Students were entering their final year of college and ranged in age 20–24 years. Institutional Review Board approval was obtained to analyze data retrospectively. With a commitment to increasing access to careers in research and education, SURP works to help students develop competence and comfort with a variety of skill...

Summer Undergraduate Research Program to Recycle Composite Material

Summer Undergraduate Research Program to Recycle Composite Material