The University of Arkansas for Medical The University of Arkansas for Medical Sciences Sciences Initiative for Maximizing Student Initiative for Maximizing Student DiversityDiversity

Billy Thomas, M.D., Director and PIKristen Sterba, Ph.D., Co-directorRobert McGehee, Ph.D., Co-directorBeatrice Boateng, Ph.D., Instructional

Development SpecialistDana Gonzales, Ph.D., EvaluatorLawrence Cornett, Ph.D., PI Arkansas

INBRE Helen Beneš, Ph.D., INBRE Program

Coordinator

Grant Developers

Initiative for Maximizing Initiative for Maximizing Student Diversity (IMSD)Student Diversity (IMSD)

NIGMS Program — PAR-09-104Goal: increase number of

underrepresented minority students (URMs) in the biomedical & behavioral sciences that complete a Ph.D. degree

Uses the NIH Research Education (R25) mechanism

Currently, 40 IMSD programs nationally

The University of Arkansas for The University of Arkansas for Medical Sciences (UAMS)Medical Sciences (UAMS)

UAMS includes the Graduate School and 5 professional schools – Colleges of Medicine, Nursing, Pharmacy, Health Related Professions and Public Health

The UAMS Graduate School contains 7 biomedical programs that participate in the IMSD program

Since 2003, average graduate school enrollment (domestic & international students - MS /PhD) of minorities has been 6.1%. National average is 8.2%

Proposal Development/Role of Proposal Development/Role of INBREINBRE

Early role: Center for Diversity Affairs has partnered with Arkansas IDeA Network of Biomedical Research Excellence (INBRE) since 2003 to expand participation of URMs

Initially done through two approaches:◦The Faculty Diversity and Community Outreach

Program – Minority Faculty Development◦Development of a Standardized Test Prep

program that focuses on the Graduate Record Exam (GRE)

Offers mentoring and training opportunities for faculty and students at baccalaureate institutions, especially those institutions not identified as one of INBRE’s partner PUIs

Arkansas INBRE Mentored Summer Research Program encourages the participation of students from URM groups (e.g. since 2002 eighteen (14%) have been URMs)

Arkansas IDeA Network of Arkansas IDeA Network of Biomedical Research Biomedical Research ExcellenceExcellence (Arkansas INBRE) (Arkansas INBRE)

The Arkansas INBRE builds on the successful Arkansas Biomedical Research Infrastructure Network (BRIN) program that was established in 2001 under a grant from National Center for Research Resources (NCRR). The Arkansas BRIN established a statewide network that links Arkansas institutions of higher education to establish a statewide infrastructure in support of a growing effort to build a biomedical research capacity in Arkansas.

Initiative to Maximize Student Initiative to Maximize Student Diversity (IMSD)Diversity (IMSD)

Impediments:◦ Small application pool – in Arkansas, non-

Hispanic whites receive a 4-year degree 6.5 times more frequently than URMs

◦ Lack of URM exposure to high-level curricula

◦ Lack of URM faculty in higher education (14% of full-time faculty in higher education are URMs)

◦ Different learning styles – convergers, accommodators (Minorities may prefer personal involvement, small- group learning)

◦ Lack of adequate student support services

Specific Aim 1 - Specific Aim 1 - RecruitmentRecruitmentIncrease by 50% the number of URM

students who apply to doctoral programs in the biomedical sciences◦ Rayford Scholars supported by INBRE Summer

Mentored Research Program - Guaranteed a position in the INBRE Summer Research Program and admission into the IBS Graduate Program & the IMSD Program

Progress: All partner Institutions contacted. No students last summer. Now recruiting.

◦ Distance recruiting via INBRE Access Grid. Progress: First attempted telecast March 11,2010. ASU,

UALR and UCA. Introduction to IMSD Program and to UAMS Graduate School

Next telecast – April 22nd, 2010. UCA, UAF, UALR, and ASU.

Specific Aim 1 - Specific Aim 1 - RecruitmentRecruitment◦ Arkansas INBRE Mentored Summer Research

Program - Since 2002, 18 URM students have participated in the program Progress:

In 2009 7/17 (42%) of students in INBRE Summer Research Program were URM’s

All students received information on IMSD Program. All INBRE Summer Research Students and STEM students form

University of Arkansas at Pine Bluff and Philander are invited to IMSD Spring lecture series highlighting distinguished minority scientist

◦ IMSD brochures and IMSD website Progress:

Developed brochures - sent to MARC, U-STAR Program faculty and Arkansas undergraduate school INBRE partners.

Presented Program information at annual INBRE NCRR meeting

Invited to present at Mississippi Valley Sate.

Specific Aim 2 - Specific Aim 2 - DevelopmentDevelopment

Developed a transition program for matriculated UAMS IMSD doctoral students - IMSD Summer Graduate School Preparation Fellowship

◦Students are paired with a research mentor and spend 10 weeks on a summer research project

◦Participate in a 6-week transition course focusing on biochemistry (required), molecular biology, and study & time management skills, to improve academic preparedness.◦ Abstract submitted for poster presentation –

Minority Opportunities in Research (MORE) 2010 “How To’ Conference “

Evaluation of the IMSD Evaluation of the IMSD Summer Transition CourseSummer Transition Course• Do you have any other suggestions or ideas on how

to improve the summer transition course and promote a positive learning experience?

• Student Responses:

– “As soon as they are accepted, have the students start working on finding a lab rotation”.

– “Having a checklist of pre-enrollment tasks would be helpful to make sure that everything (paperwork,...) that needs to be done is finished”.

– “Since the IMSD program is focusing on minorities, I think it would have benefited the students to see more people of color in the positions they are trying to reach. They were introduced to very few during the whole process which makes their overall goal seem almost unattainable. I would, in the future, try to have the students interact with minority professionals more; even if the professionals had to be brought in”.

4.00 4.20 4.40 4.60 4.80

Time Management

Careers for Biological Scientists

Biochemistry course overview

Scientific Communications and Ethics course

Study Skills

Test Anxiety Reduction

Test Taking Techniques

Scientific Presentations

Applying for Fellowships

Rate how the following statement applies to the sessions listed below. The information provided was helpful and informative.

Student Evaluation of the IMSD Summer Transition Course

Specific Aim 3 - Specific Aim 3 - RetentionRetention

• Retain and graduate 90% of the students in the UAMS IMSD Program

– Use of the Peer, On-site, Distance (POD) mentoring model, a targeted multi-level mentoring model

– Lecture series – Distinguished Minority Scientist – Academic portfolio – Utilization of Student Wellness Services – Tutoring/small group sessions

Specific Aim 3 - Specific Aim 3 - RetentionRetentionMentoring:

◦Progress: Current IMSD students enrolled in three

graduate programs. Mentoring component in most programs is

“Advising by Committee”.

Integration of the POD model into the existing mentoring structure.

Emphasis placed on peer mentoring.

Specific Aim 3 - Specific Aim 3 - RetentionRetentionLecture series (Biochemistry):

◦ Progress: Supplemental Review Session in Biochemistry

(group sessions).

Seminar Series: ◦ Progress:

Two seminars scheduled in April. Dr. Kunie Odunsi, April 8 (technical problems), and Dr. Emmanuel Akporiaye, April 22,

Seminars will be telecast to IMSD partners. STEM students from UAPB and INBRE Summer Research Undergraduates will attend.

Specific Aim 3 - Specific Aim 3 - RetentionRetentionAcademic Portfolio

◦Progress: Each student attended workshops (4) and

submitted a career plan in January.

◦Inclusion of IMSD students in the Student National Medical Association (SNMA)

Integration of IMSD students Integration of IMSD students into INBRE Program Activitiesinto INBRE Program ActivitiesINBRE Workshops

◦Career Development◦Translation Research

IMSD Students – attend annual INBRE Summer Research Day at UAMS.

IMSD students – attend and present at annual INBRE Fall Research Symposium.

IMSD students participate in INBRE student presentations via Access Grid.

IMSD Program: Current/Future Activities:

Recruiting:◦ Six (6) position for 2010. Three (3)

position have been filled.◦ Six (6) position have been offered.

2009 IMSD Students

•Jaclyn Daniels Interdisciplinary Biomedical Sciences Henderson State University•Klressa Barnes Interdisciplinary Biomedical Sciences Henderson State University•Justin Graham Microbiology and Immunology Fayetteville State University•Gwendolyn Carter Neurobiology/Developmental Sciences Grinnell College

IMSD Program: Current/Future Activities:Exploring the possibility of

developing a Summer Research Program targeting College Students, Medical Students and Minority Faculty as part of National Center for Research Resources (NCRR).

Recently submitted supplemental request for an NIH Blueprint for Neuroscience Research Administrative Supplement.

Harvard Catalyst: Program for Harvard Catalyst: Program for Faculty Development and Faculty Development and DiversityDiversityCollege Students:

◦Summer Clinical and Translational Research Program (SCTRP).

◦Targeting Disadvantaged and Underrepresented Minority Students in sophomore – senior year of college.

◦Focus is clinical and/or translational Research.

◦Participate in weekly seminars (covering health disparities, career paths, etc).

Harvard Catalyst: Program Harvard Catalyst: Program for Faculty Development for Faculty Development and Diversityand DiversityMedical Students

◦Visiting Research Internship Program (VRIP)

◦Mentored summer research program◦Focuses on clinical/translational

research◦Participate in weekly seminars on

research methodology, career paths, health disparities

Harvard Catalyst: Program Harvard Catalyst: Program for Faculty Development for Faculty Development and Diversityand DiversityFaculty Fellowship For Junior

Faculty◦Two year non-degree Faculty

Fellowship Program◦Provides support to conduct

clinical/translational research◦Frees junior faculty from clinical and

teaching demands/time