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

1. Grant Developers Billy Thomas, M.D., Director and PI Kristen Sterba, Ph.D., Co-director Robert McGehee, Ph.D., Co-director Beatrice Boateng, Ph.D., Instructional Development Specialist Dana Gonzales, Ph.D., Evaluator Lawrence Cornett, Ph.D., PI Arkansas INBRE Helen Beneš, Ph.D., INBRE Program Coordinator The University of Arkansas for Medical Sciences Initiative for Maximizing Student Diversity

2. Initiative for Maximizing Student Diversity (IMSD) • NIGMS Program — PAR-09-104 • Goal: 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

3. The University of Arkansas for 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%

4. Proposal Development/Role of INBRE 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)

5. Arkansas IDeA Network of Biomedical Research Excellence (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.

6. Initiative to Maximize Student 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

7. Specific Aim 1 - Recruitment • Increase 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.

8. Specific Aim 1 - Recruitment • 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.

9. Specific Aim 2 - Development • 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 “

10. Evaluation of the IMSD Summer 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”.

11. Student Evaluation of the IMSD Summer Transition Course

12. Specific Aim 3 - Retention • 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

13. Specific Aim 3 - Retention • Mentoring: • 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.

14. Specific Aim 3 - Retention • Lecture 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.

15. Specific Aim 3 - Retention • Academic 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)

16. Integration of IMSD students into INBRE Program Activities • INBRE 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.

17. IMSD Program: Current/Future Activities: • Recruiting: • Six (6) position for 2010. Three (3) position have been filled. • Six (6) position have been offered.

18. 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

19. 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.

20. Harvard Catalyst: Program for Faculty Development and Diversity • College 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).

21. Harvard Catalyst: Program for Faculty Development and Diversity • Medical 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

22. Harvard Catalyst: Program for Faculty Development and Diversity • Faculty 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