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.

Comparison of acute glucose responses following combined arm and leg cycling in non and pre-diabetic males

Prolonged and chronic sedentary behavior contributes to negative metabolic health conditions. Recent research has shown that a single bout of combined arm and leg cycling (CALC) can improve acute glucose metabolism in non-diabetic college aged adults. If a short bout of CALC can improve glucose metabolism in individuals that are non-diabetic then one could hypothesize that a short bout of CALC may improve glucose metabolism in individuals that are pre-diabetic. We hypothesized that short bouts of CALC would result in a greater decrease in the 60-min total (tAUC) area under the curve in pre-diabetic compared to non-diabetic males. PURPOSE: To compare acute glucose responses following a short bout of CALC in non and pre-diabetic males. METHODS: College age males were recruited for this trial. Diabetes status was based upon a fasting blood glucose measurement taken after an overnight 12 hour fast. Participants completed three randomized experimental trials. Two of the experimental trials consisted of a 1-min (1M) or 5-min (5M) bout of CALC at a self-selected pace. The third trial was a non-exercise control (CON) trial. Immediately following both exercise trials and during the CON trial, participants completed a 60-min oral glucose tolerance test. A 2-way (diabetes status vs trial) repeated measures ANOVA was done to determine if there were any significant differences between the two groups and the three trials for the tAUC during the 60-min OGTT. RESULTS: A total of 18 college age males completed this study. Fasting blood glucose was 94.0 ± 3.7 and 108.1 ± 4.6 mg/dl for the non (n=8, 21.4 ± 2.4 yrs) and pre-diabetics (n = 10, 22.6 ± 3.9 yrs) participants respectively. There was a significant interaction between trials and diabetes status (p = 0.04) for tAUC. Follow-up analysis showed that within the pre-diabetic group, tAUC was significantly lower in the 5-min trial compared to the CON trial (113.7 ± 22.5 mg/dl, p > 0.001). Within the pre-diabetic group, the tAUC for the 1M trial was not significantly different from the CON or 5M trials. Within the non-diabetic group, there were no significant differences in tAUC between the three trials. CONCLUSIONS: The results of this study indicate that a 5M bout of CALC done at a self-selected pace may have the ability to acutely improve glucose metabolism in college age pre-diabetic males when compared to non-diabetic males. Supported by a SIUE Graduate School Research Grant for Graduate Students, the School of Education, Health, and Human Behavior Dean's Grant, and the Undergraduate Research and Creative Activities Program. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Our undergraduate program for physiology research, UPRIME (Undergraduate Physiology In Medicine and Education) will continue and further encourage and foster our majors in Human Physiology to enter careers in the health professions and physiology research

We previously announced and reported on our undergraduate summer research program, UPRIME, funded by an American Heart Association Grant with departmental support, has been successful in the fostering of junior and senior undergraduates (UPRIME Scholars) for the health professions and research. UPRIME is a 13-week summer program that provides opportunities for biomedical research, educational support and career advising. Our hope is that this holistic approach builds a space for inclusive excellence in which UPRIME scholars can acquire the tools needed for success. During the past three years, we have selected UPRIME Scholars based on the strength of their applications. We have matched the research interests of the students with our departmental strengths and met with the scholars weekly to foster a peer-based community and augment their research efforts with scientific seminars and discussions. Additionally, our UPRIME Scholars were supported to present their work at local and national level meetings. Our companion program, INPUT (INtegrative Biology & Physiology Undergraduate Training) which is designed for freshmen and sophomores with strong interest in physiology, is also part of our department’s commitment to inclusive excellence. Here, we are updating the statuses of previous and current UPRIME Scholars. Previous UPRIME Scholars have graduated and entered either professional schools (including medical and dental) or continue to work in our research labs. In addition, our most recent 2023 UPRIME Scholars that will graduate between 2023 and 2024 are currently still working in their mentors’ labs. Our department will continue to support UPRIME. In addition, we are committed to expanding our program to the regional and national levels. We seek highly motivated applicants from around the nation to apply to UPRIME for the opportunity to gain meaningful experiences in physiology research. American Heart Association. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Students’ research experience, self-perceptions, and scientific productivity in undergraduate research programs: a case study of a Brazilian Midwest Institute

ABSTRACT Scientific and technological initiation programs are developed to introduce students to scientific research and technological development. We use the term undergraduate research (UR) to refer to both initiation modalities. Our study aimed to evaluate undergraduate students’ research experience, self-perceptions, and scientific production during one academic period. Quantitative analysis of curricula vitae and an electronic survey were conducted on students enrolled in a Brazilian Midwest Institute. The results showed that students who had participated in research activities more than once perceived the benefits of UR more positively (p = 0.047) and demonstrated a higher volume of academic production than those were participating for the first time (p < 0.001). Undergraduate students who participate in UR programs contribute positively to academic production and training by providing personal and professional benefits and the opportunity to produce academic work that can help initiate academic careers.

Peer Mentoring Develops Undergraduate Career Goals in a Community of Research Teams

An undergraduate research program structured as a community of faculty-mentored, student-led teams can overcome the barrier of limited faculty mentoring time and dramatically increase the number of research opportunities available to students. The present work aimed to examine how different types of mentoring interactions within a community of tiered teams might affect undergraduate decisions to pursue a research career. Survey data were collected from a diverse population of undergraduates participating in a large team-based research community program (n = 200). Logistic models showed that the time spent with mentors relative to the time spent with a research team predicted undergraduate career goal change. This study also demonstrates how the relative levels of student mentoring that occur in a team community setting can be optimized to minimize faculty mentoring time and increase the probability of undergraduate career goal change.

Librarians, Undergraduate Research, and Diversity Support Programs: Partnerships Towards Social Justice

Science librarianship has barely scratched the surface when grappling with the injustice in our profession and the disciplines we support. Here we provide one example of how STEM librarians can work within the academy to resist systemic barriers and support students from marginalized communities. This paper will explore how librarians and libraries can partner with various diversity support programs and undergraduate research programs targeted toward undergraduate students with marginalized identities. We will then share the perspective of two women of color who have developed this partnership. This article provides the separate and shared perspectives of a science librarian and undergraduate research director in working together to remove barriers students may face in their higher education journeys by creating relationships and meaningful connections.

Creating an Undergraduate Research Program in Otolaryngology-Head and Neck Surgery (Oto-HNS) for Students Underrepresented in Medicine.

To report implementation and outcomes associated with a novel paid Summer Undergraduate Research Education Program (SREP) over the first 2years in an academic otolaryngology program recruiting students underrepresented in medicine (URiM). A 10-week program including a research bootcamp, curriculum, mentoring, and clinical shadowing was created. Grant funding to provide salary and support for transportation, conference attendance, and graduate school preparation or applications was procured. Primary objectives included (1) development of successful mentorship relationships; (2) increasing student-reported outcomes using pre- and post-program surveys to assess confidence, career planning, and overall satisfaction; (3) increasing exposure to medicine; (4) completion of an oral presentation; and (5) submission of a manuscript. Secondary objectives included abstract submission and completion of a graduate exam course or graduate school applications. Tertiary objectives included conference attendance and graduate school matriculation. One hundred thirty-five total applications were reviewed (89 from year 1 and 46 from year 2). Twelve students were interviewed for 3 spots in year 1, while 11 students were interviewed for 6 spots in year 2 (median application score, 9.25 (range, 1-14); median interview score, 8.7 (range, 5.4-10); acceptance rate, 6.7% (9/135)). Students met all primary objectives. Mean program survey scores increased from 3.8 to 4.77 (p < 0.0001). Eight of nine students submitted an abstract to a national conference, with five of eight students accepted for a presentation. Two students were accepted into graduate school, while five others are on track for graduate school application. Identifying mentors, curriculum, and opportunities to meaningfully strengthen graduate school applications for URiM students through a clinically rigorous, financially supported, and research-focused summer program in an academic otolaryngology program is feasible and may be an effective means of increasing diversity in medicine and otolaryngology. The online version contains supplementary material available at 10.1007/s40670-024-02021-z.

Abstract 2234 Strategies for Running a Successful Undergraduate Research Program in Chemistry and Biochemistry

Abstract 2234 Strategies for Running a Successful Undergraduate Research Program in Chemistry and Biochemistry

Oral History in Evaluation: A New Partnership to Expand and Enhance Both Fields

ABSTRACT Evaluators utilize a variety of qualitative and quantitative methods to assess outcomes and make recommendations; however, we were unable to find any reference in the literature regarding the incorporation of oral histories for evaluation purposes. Based on our use of oral histories to evaluate a Critical Race Theory (CRT)-based undergraduate research and mentoring program, we learned how oral histories can be used effectively—and meaningfully—for evaluations seeking a deeper understanding of the program participants’ lived experiences. By sharing our (and our narrators’) experiences as we delved into this new methodology, as well as lessons learned about the benefits, limitations, and considerations when incorporating oral histories into evaluations, we show how both can be adapted to honor oral history while also meeting our evaluation needs.

“Publish or Perish”: barriers to research publication in an undergraduate medical research program

ObjectivesPublication is one of the crucial parameters in research, and the inability to publish has been noted in many medical students’ projects due to different reasons. This cross-sectional study aimed to determine the obstacles that prevented medical students in a health science university from publishing their research from 2018 to 2021. First, an online survey was distributed to assess the obstacles to publication perceived by the medical students. Second, a total of 81 research projects were evaluated by scientific reviewers and their final decision about the publication was recorded.ResultsIn total, 162 students filled out the survey. The barriers faced by the students were various. They included an unsupportive research supervisor, a lack of time, an insufficient sample size, and many others. In the reviewer’s evaluation, out of 81 projects, 70 projects (86.4%) were recommended to be published after minor or major modifications, while 11 projects (13.6%) were rejected due to poor writing style, poor results interpretation, and incorrect methodology.ConclusionArticulating the barriers to undergraduate medical research publication is important in boosting publication rates and research experience of graduating medical students. Medical research educators and research supervisors should strongly consider creating a framework that tackles existing obstacles and any future matters.

Undergraduate research implementation in physiotherapy: a hands-on and real experience of a randomised controlled trial

BackgroundEvidence-based practice (EBP) is the gold standard approach in physiotherapy, and it is essential that students are aware that it is the appropriate way to provide the patient with the best possible treatment. Undergraduate research (UR) can positively influence learning outcomes and research competencies related to EBP compared to traditional methods of higher education. The aim of this study was to evaluate the effect of implementing a research-based activity (i.e., active participation in a randomised controlled trial [RCT]) in the UR programme on the learning and acquisition of research methodology-related competencies by first-year physiotherapy students.MethodsStudents in the first academic year of the Bachelor´s Degree in Physiotherapy of University of Deusto (Donostia-San Sebastian, Spain) who were enrolled in the subject ‘Introduction to Research Methodology’ were invited to take part in a real RCT which consisted of three groups: intervention, placebo, and control group. While the RCT was carried out, researchers and/or participants roles were combined among students during the semester. At the end, a questionnaire that included open and closed questions was used to evaluate the effectiveness of the UR strategies used in students´ acquisition of theoretical knowledge, research competencies, self-efficacy of RCT skills and procedures. Lecturers also completed the questionnaire to evaluate their experience.ResultsFrom the 114 students enrolled in the subject, 102 participated in the RCT and 110 answered the final questionnaire. Regarding the development of research competencies, UR had a positive or very positive impact on critical thinking (67% and 18%, respectively) and in the assessment of methodological quality (66% and 23%, respectively). Furthermore, most students reported that the implementation of the RCT facilitated their knowledge of placebo, detection of bias, development of critical thinking and a better understanding of methodological issues in research. Lecturers reported an additional burden that was difficult to reconcile with daily duties.ConclusionThe novel UR program provided students with a new opportunity to improve their knowledge of RCT procedures, thus making the learning process more meaningful. Therefore, ways of teaching and learning focused on improving research and inquiry attitudes should be considered and integrated into the health care curriculum, especially in physiotherapy programs, to ensure the transfer of EBP for the provision of the best care.Trial registrationAustralian New Zealand Clinical Registry: ACTRN12622000263796p (14/02/2022).

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.

The impact of integrating a compulsory community-oriented research program within undergraduate medical curriculum on graduates' scientific publications: perspectives from Arabian Gulf University

PurposeMedical schools aspire to graduate doctors who are competent in interpreting, conducting and publishing scientific research. Hence, the purpose of the paper is explore the impact of a structured compulsory community-oriented, project-based research program in the undergraduate medical curriculum on medical graduates’ future careers, publications and motivation for scientific research.Design/methodology/approachAn online questionnaire was sent through the Alumni Association of the Arabian Gulf University (AGU) to medical graduates who have valid email addresses, seeking information on their scientific productivity along with demographic and current employment data. Responses were collated and analyzed using a standard statistical software package. The chi-square test and p-value were calculated. P-value &lt;0.05 was considered statistically significant.FindingsCompleted forms were received from 91 medical graduates. In this sample, almost a quarter of the respondents have published a research paper out of their undergraduate research project, and about 50% have published at least one paper (as main or co-author) after graduation. Both demographic and medical specialty was not related to the doctor's perception of the benefits they have attained from the compulsory undergraduate research program. However, medical graduates who are at senior levels in their medical careers and those who are employed in secondary healthcare are significantly more likely to publish research papers.Originality/valueThe compulsory community-oriented, project-based research program in AGU has positively contributed to the research productivity of graduates, and it would be worthwhile to include such programs as an integral part of the undergraduate medical curriculum.

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.

A summer agricultural research program enlarges community college students’ perceptions of agricultural careers

This study examined the REACH program, a Research and Extension Experiences for Undergraduates (REEU) program, aimed at improving agricultural literacy and career development among community college students. This study employed a one-group pretest-posttest design using the Perceptions of Agriculture and Agricultural Careers questionnaire (quantitative) and participants’ written responses to an open-ended question about agricultural career and academic plans (qualitative). Data were collected on the first and last day of the program to compare benchmarks to student achievement. The scaled responses were analyzed using the Wilcoxon signed-rank test, a nonparametric test. The open-ended responses were analyzed using content analysis. REACH Scholars developed more specific career plans and more favorable perceptions of personal job opportunities and their own capabilities in agriculture during the program. Regarding occupational requirements, the scholars’ perception that many agricultural leaders had a college education significantly improved over the course of the REACH program. Despite these improvements, their views about agricultural occupations in general, including food processing, food inspection, forestry, and natural resources management, were not significantly different from pretest to posttest. This study demonstrated an effective evaluation strategy for evaluating undergraduate research programs in agriculture and the allied sciences. Recommendations include strategies for greater outcome evaluation of REEU programs.

“It Seems Like I’m Doing Something More Important”—An Interpretative Phenomenological Analysis of the Transformative Impact of Research Experiences for STEM Students with ADHD

Recent studies have suggested a link between attention deficit hyperactivity disorder (ADHD) and increased creativity and ingenuity. Clinical work suggests that individuals with ADHD generally gravitate toward exploratory rather than exploitative thinking. Yet, these theories have not been tested in the field. This paper is a case study of a transformative undergraduate summer research program that allows engineering students with ADHD to spend 10 weeks in engineering labs at a research-intensive (R1) university. The program intends to show that students with ADHD can excel in engineering and STEM fields when placed in research environments that align with their natural cognitive processes and preferences. Using an interpretative phenomenological analysis (IPA) on post-program participant interviews, this paper suggests that engineering students with ADHD perceive that they learn more effectively when given the opportunity to explore academic material via hands-on research. The traditional structure of STEM education, with its focus on lectures and rigid curricula, causes significant harm to these students, leading to struggles, anxiety, and even thoughts of dropping out. In contrast, the research environment appears to foster creativity and motivation in students with ADHD, as it allows for exploration, provides real-world problem-solving opportunities, and offers tangible, hands-on experiences. This paper highlights the need for a paradigm shift in engineering pedagogy to better engage with and retain this neurodiverse student population and fully harness their creative potential.

81 Examination of Undergraduate and Graduate Student Experiences in an Undergraduate Research Course

Abstract Mentored undergraduate research experiences have been identified as beneficial to students for persistence in STEM disciplines and increased grade point averages. Participation in research is impactful for both STEM and non-STEM students. Additionally, undergraduate research experiences have a positive effect on subsequent student performance in graduate and professional school as evidenced by students with previous research experience having superior communication skills at the start of their first year and after. Undergraduate research courses tend to be heavily hands-on experiences and structured classroom teaching may not be large portions of the course content. Online material has become increasingly common in the post COVID-19 learning environment. Courses that can have difficulty with online instruction or the inclusion of online content tend to be courses with a heavy focus of hands-on learning or hands-on skill development. The use of a flipped classroom can facilitate student learning in a digital way in addition to in person class meeting. The incorporation of online lecture content to broaden undergraduate student understanding of the application of the scientific method was used to enhance the research experience. Student experiences were evaluated with the Undergraduate Research Student Self-Assessment survey. Significant positive correlation was found between student feelings of “project responsibility” and “Workshops on science writing and presentation” during the semester that online lectures were incorporated. Additionally, graduate student training is a variable and highly individualized experience for each trainee. Most programs focus strongly on cognitive skill training, advanced knowledge of the discipline, conducting research, and preparing manuscripts for publication. Professional development is a component of graduate training that can be easily overlooked or undervalued. The development of soft skills such as time management, personnel management, and leadership and mentoring qualities are vital for trainee success post-graduation. Some current thinking is that devoting time to professional development will result in a slower progression by the trainee, however this is shown to be untrue and students who participate in career growth maintained the same level of productivity measured by time to degree completion and manuscript output. Graduate student experiences with mentoring undergraduates were shown to develop soft skills while also being noted as “an influential experience” when making future career decisions. Development of an undergraduate research program that incorporates more than simply hands on skill development that also significantly incorporates graduate students benefits both student groups and leads to improved outcomes for both student groups post-graduation.

Beta-hydroxybutyrate regulation of metabolic stress responses to Staphylococcus aureusinfection in macrophages

Abstract Macrophages orchestrate the initiation, intensity, and duration of the inflammatory response induced during Staphylococcus aureusinfection. The pleiotropic role of macrophages is dictated by the capacity to adapt to different metabolic cues. During acute inflammation, macrophages are highly glycolytic; during resolution, these cells shift to oxidative metabolism. While glycolysis drives the expression of pro-inflammatory genes, oxidative phosphorylation leads to fatty acid oxidation and synthesis of ketone bodies, such as beta-hydroxybutyrate (BHB). Therefore, identifying the events that drive the shift from glycolytic to oxidative phosphorylation could provide clues for inflammation and homeostasis. If exogenous BHB influences macrophage responses to S. aureusinfection is not well understood. We hypothesize that BHB is a bridge between glycolysis and oxidative phosphorylation during S. aureusinfection. BHB increases mitochondrial respiration in S. aureus-infected immortalized bone-marrow-derived macrophages (iBMDM). During infection, treatment with BHB increased PDHA1(Pyruvate Dehydrogenase E1 Subunit Alpha 1) but decreased HK1 (Hexokinase 1) expression in iBMDMs. Furthermore, BHB decreased macrophage phagocytic capacity in S. aureusinfected peritoneal macrophages, indicating a decrease in glycolytic activity. Cumulatively, these findings suggest that BHB may cause a shift toward aerobic respiration and increase the anti-inflammatory capacity of macrophages. Therefore, exogenous BHB or ketogenic diets could be detrimental during S. aureusinfection by decreasing both antimicrobial effector functions and inflammatory responses. NIH R01 HL124159-09 The SyBBURE Searle Undergraduate Research Program

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.