A Student-Centered, Entrepreneurship Development (ASCEND) Undergraduate Summer Research Program: Foundational Training for Health Research

• Published in: CBE - Life Sciences Education Vol. 22; no. 1; p. ar13
• Main Authors: Jackson, Avis, Henry, Sherita, Jackman, Kevon M, Jones, Laundette, Kamangar, Farin, Koissi, Niangoran, Mehravaran, Shiva, Oni, Akinyele, Perrino, Carroll, Sheikhattari, Payam, Whitney, Erika, Hohmann, Christine F
• Format: Journal Article
• Language: English
• Published: United States American Society for Cell Biology 01-03-2023
• Subjects: Biomedical Research - education; Disproportionate Representation; Entrepreneurship; General s and; Health Sciences; Humans; Minority Group Students; Minority Groups - education; Outcomes of Education; Science Education; Scientific Research; Self Concept; Self Efficacy; Skill Development; Student Attitudes; Student Centered Learning; Student Research; Students; Summer Programs; Undergraduate Students
• ISSN: 1931-7913; 1931-7913
• DOI: 10.1187/cbe.21-11-0314

Increasing the participation of students of African descent and other minoritized populations in the scientific workforce is imperative in generating a more equitable biomedical research infrastructure and increasing national research creativity and productivity. Undergraduate research training programs have shown to be essential tools in retaining underrepresented minority (URM) students in the sciences and attracting them into STEM and biomedical careers. This paper describes an innovative approach to harness students' entrepreneurial desire for autonomy and creativity in a Summer Research Institute (SRI) that has served as an entry point into a multiyear, National Institutes of Health Building Infrastructure Leading to Diversity (NIH BUILD)-funded research training program. The SRI was designed as an 8-week, student-centered and course-based research model in which students select their own research topics. We test here the effects of SRI training on students' science self-efficacy and science identity, along with several other constructs often associated with academic outcomes in the sciences. The data shown here comprise analysis of four different training cohorts throughout four subsequent summers. We show significant gains in students' science self-efficacy and science identity at the conclusion of SRI training, as well as academic adjustment and sense of belonging. SRI participants also displayed substantially improved retention in their science majors and graduation rates.