BUILDing SCHOLARS: A program exemplar at a Hispanic serving institution to develop biomedical researchers
The student development initiatives of the BUILDing SCHOLARS Center at The University of Texas at El Paso comprise a program intended to prepare undergraduate students to enter and succeed in advanced graduate and professional biomedical degree programs, ultimately contributing to the diversity of t...
Gespeichert in:
| Veröffentlicht in: | PloS one 2024-12, Vol.19 (12), p.e0315298 |
|---|---|
| Hauptverfasser: | , , , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | |
|---|---|
| container_issue | 12 |
| container_start_page | e0315298 |
| container_title | PloS one |
| container_volume | 19 |
| creator | Aguilera, Rafael Corral, Guadalupe Monarrez, Angelica Wagler, Amy E Echegoyen, Lourdes E |
| description | The student development initiatives of the BUILDing SCHOLARS Center at The University of Texas at El Paso comprise a program intended to prepare undergraduate students to enter and succeed in advanced graduate and professional biomedical degree programs, ultimately contributing to the diversity of the biomedical research workforce. The program adopted the Johnson/Bozemann Asset Bundles model, which recommends addressing five areas necessary to support minority students as they prepare for and continue towards scientific careers: a) educational endowments, b) science socialization, c) network development, d) family expectations and e) material resources. Through a variety of activities, which included a minimum of two years of research training, all five asset bundles were integrated into the program. Validated scales on science identity and research self-efficacy were completed by program fellows, and academic metrics such as retention, grade point average (GPA), and time to degree were collected for both program fellows and a comparison group. Thorough records of all students who participated in the program, including their presentations and co-authored publications, have been maintained, and students are being tracked post-graduation to determine their entry and completion of advanced degrees. Academic-based results for the first three cohorts of program participants show large, significant, and positive differences in retention, 4-year graduation rates and entry into advanced degrees between program participants and the comparison group. Comparison of academic and non-academic metrics indicate that the asset bundles approach is effective in retaining and preparing students for advanced degrees and careers in STEM disciplines. Using our results in combination with research by others on retention of students in STEM, we suggest factors contributing to the push-out of very talented majority Hispanic students in the comparison group from completing STEM degrees or not pursuing advanced studies in STEM areas. |
| doi_str_mv | 10.1371/journal.pone.0315298 |
| format | Article |
| fullrecord | <record><control><sourceid>gale_plos_</sourceid><recordid>TN_cdi_plos_journals_3150325503</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><galeid>A821837618</galeid><doaj_id>oai_doaj_org_article_242193d7e8d94901859503409589811f</doaj_id><sourcerecordid>A821837618</sourcerecordid><originalsourceid>FETCH-LOGICAL-c4418-a0ac7966f9a8185d7723e810860972979822346b7766ee5ba2c6899dd043cb73</originalsourceid><addsrcrecordid>eNqNk12L00AUhoMo7rr6D0QDguhF63wk8-GN1PrRQqGwXb0dppNJOiXJZGeSsv57J212aWQvJJCEyfO-Z86bOVH0GoIpxBR-2tvO1bKcNrbWU4Bhijh7El1CjtGEIICfnr1fRC-83wOQYkbI8-gCc0pTlPLLyHz9tVx9M3URb-aL9Wp2vfkcz-LG2cLJKtZ3umpK6WLZxjJeGN_I2qjYa3foJab2rWm71tg6bm2c6YMubRNvja10ZpQsY6e9lk7ttPMvo2e5LL1-NTyvopsf32_mi8lq_XM5n60mKkkgm0ggFeWE5FwyyNKMUoQ1g4ARwCnilDOEcEK2lBKidbqVSBHGeZaBBKstxVfR25NtU1ovhpC8CPkAjNJwC8TyRGRW7kXjTCXdH2GlEccF6wohXWtUqQVKUMgwo5plPOEg7IcHhwTwlHEGYR68vgzVum3oWem6dbIcmY6_1GYnCnsQEBKWpJwFhw-Dg7O3nfatqIxXuixlrW133DhmNNTtW3v3D_p4ewNVyNCBqXMbCqveVMwYggxTAvuy00eocGW6MiocqdyE9ZHg40gQmFbftYXsvBfLzfX_s-vfY_b9GbvTsmx33pbHQ-XHYHIClbPeO50_pAyB6CfiPg3RT4QYJiLI3pz_oQfR_Qjgv4JqApE</addsrcrecordid><sourcetype>Open Website</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>3150325503</pqid></control><display><type>article</type><title>BUILDing SCHOLARS: A program exemplar at a Hispanic serving institution to develop biomedical researchers</title><source>MEDLINE</source><source>DOAJ Directory of Open Access Journals</source><source>Elektronische Zeitschriftenbibliothek - Frei zugängliche E-Journals</source><source>Public Library of Science (PLoS)</source><source>PubMed Central</source><source>Free Full-Text Journals in Chemistry</source><creator>Aguilera, Rafael ; Corral, Guadalupe ; Monarrez, Angelica ; Wagler, Amy E ; Echegoyen, Lourdes E</creator><contributor>Prunuske, Amy</contributor><creatorcontrib>Aguilera, Rafael ; Corral, Guadalupe ; Monarrez, Angelica ; Wagler, Amy E ; Echegoyen, Lourdes E ; Prunuske, Amy</creatorcontrib><description>The student development initiatives of the BUILDing SCHOLARS Center at The University of Texas at El Paso comprise a program intended to prepare undergraduate students to enter and succeed in advanced graduate and professional biomedical degree programs, ultimately contributing to the diversity of the biomedical research workforce. The program adopted the Johnson/Bozemann Asset Bundles model, which recommends addressing five areas necessary to support minority students as they prepare for and continue towards scientific careers: a) educational endowments, b) science socialization, c) network development, d) family expectations and e) material resources. Through a variety of activities, which included a minimum of two years of research training, all five asset bundles were integrated into the program. Validated scales on science identity and research self-efficacy were completed by program fellows, and academic metrics such as retention, grade point average (GPA), and time to degree were collected for both program fellows and a comparison group. Thorough records of all students who participated in the program, including their presentations and co-authored publications, have been maintained, and students are being tracked post-graduation to determine their entry and completion of advanced degrees. Academic-based results for the first three cohorts of program participants show large, significant, and positive differences in retention, 4-year graduation rates and entry into advanced degrees between program participants and the comparison group. Comparison of academic and non-academic metrics indicate that the asset bundles approach is effective in retaining and preparing students for advanced degrees and careers in STEM disciplines. Using our results in combination with research by others on retention of students in STEM, we suggest factors contributing to the push-out of very talented majority Hispanic students in the comparison group from completing STEM degrees or not pursuing advanced studies in STEM areas.</description><identifier>ISSN: 1932-6203</identifier><identifier>EISSN: 1932-6203</identifier><identifier>DOI: 10.1371/journal.pone.0315298</identifier><identifier>PMID: 39775259</identifier><language>eng</language><publisher>United States: Public Library of Science</publisher><subject>Behavioral sciences ; Biology and Life Sciences ; Biomedical research ; Biomedical Research - education ; Careers ; Colleges & universities ; Consortia ; Ecology and Environmental Sciences ; Education grants ; Effectiveness ; Endowment ; Endowments ; Female ; Hispanic Americans ; Hispanic or Latino ; Hispanic serving institutions ; Humans ; Male ; Medical research ; Medical students ; Medicine, Experimental ; Multiculturalism & pluralism ; Occupations ; Participation ; People and Places ; Professional development ; R&D ; Research & development ; Research and Analysis Methods ; Research Personnel ; Retention ; Role models ; Science Policy ; Social Sciences ; STEM education ; Students ; Success ; Texas ; Training ; Undergraduate study ; Universities ; White ; Workforce ; Workplace diversity ; Workshops</subject><ispartof>PloS one, 2024-12, Vol.19 (12), p.e0315298</ispartof><rights>Copyright: © 2024 Aguilera et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.</rights><rights>COPYRIGHT 2024 Public Library of Science</rights><rights>2024 Aguilera et al. This is an open access article distributed under the terms of the Creative Commons Attribution License: http://creativecommons.org/licenses/by/4.0/ (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.</rights><rights>2024 Aguilera et al 2024 Aguilera et al</rights><rights>2024 Aguilera et al. This is an open access article distributed under the terms of the Creative Commons Attribution License: http://creativecommons.org/licenses/by/4.0/ (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><cites>FETCH-LOGICAL-c4418-a0ac7966f9a8185d7723e810860972979822346b7766ee5ba2c6899dd043cb73</cites><orcidid>0000-0002-8053-6408</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC11684598/pdf/$$EPDF$$P50$$Gpubmedcentral$$Hfree_for_read</linktopdf><linktohtml>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC11684598/$$EHTML$$P50$$Gpubmedcentral$$Hfree_for_read</linktohtml><link.rule.ids>230,314,725,778,782,862,883,2098,2917,23853,27911,27912,53778,53780,79355,79356</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/39775259$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><contributor>Prunuske, Amy</contributor><creatorcontrib>Aguilera, Rafael</creatorcontrib><creatorcontrib>Corral, Guadalupe</creatorcontrib><creatorcontrib>Monarrez, Angelica</creatorcontrib><creatorcontrib>Wagler, Amy E</creatorcontrib><creatorcontrib>Echegoyen, Lourdes E</creatorcontrib><title>BUILDing SCHOLARS: A program exemplar at a Hispanic serving institution to develop biomedical researchers</title><title>PloS one</title><addtitle>PLoS One</addtitle><description>The student development initiatives of the BUILDing SCHOLARS Center at The University of Texas at El Paso comprise a program intended to prepare undergraduate students to enter and succeed in advanced graduate and professional biomedical degree programs, ultimately contributing to the diversity of the biomedical research workforce. The program adopted the Johnson/Bozemann Asset Bundles model, which recommends addressing five areas necessary to support minority students as they prepare for and continue towards scientific careers: a) educational endowments, b) science socialization, c) network development, d) family expectations and e) material resources. Through a variety of activities, which included a minimum of two years of research training, all five asset bundles were integrated into the program. Validated scales on science identity and research self-efficacy were completed by program fellows, and academic metrics such as retention, grade point average (GPA), and time to degree were collected for both program fellows and a comparison group. Thorough records of all students who participated in the program, including their presentations and co-authored publications, have been maintained, and students are being tracked post-graduation to determine their entry and completion of advanced degrees. Academic-based results for the first three cohorts of program participants show large, significant, and positive differences in retention, 4-year graduation rates and entry into advanced degrees between program participants and the comparison group. Comparison of academic and non-academic metrics indicate that the asset bundles approach is effective in retaining and preparing students for advanced degrees and careers in STEM disciplines. Using our results in combination with research by others on retention of students in STEM, we suggest factors contributing to the push-out of very talented majority Hispanic students in the comparison group from completing STEM degrees or not pursuing advanced studies in STEM areas.</description><subject>Behavioral sciences</subject><subject>Biology and Life Sciences</subject><subject>Biomedical research</subject><subject>Biomedical Research - education</subject><subject>Careers</subject><subject>Colleges & universities</subject><subject>Consortia</subject><subject>Ecology and Environmental Sciences</subject><subject>Education grants</subject><subject>Effectiveness</subject><subject>Endowment</subject><subject>Endowments</subject><subject>Female</subject><subject>Hispanic Americans</subject><subject>Hispanic or Latino</subject><subject>Hispanic serving institutions</subject><subject>Humans</subject><subject>Male</subject><subject>Medical research</subject><subject>Medical students</subject><subject>Medicine, Experimental</subject><subject>Multiculturalism & pluralism</subject><subject>Occupations</subject><subject>Participation</subject><subject>People and Places</subject><subject>Professional development</subject><subject>R&D</subject><subject>Research & development</subject><subject>Research and Analysis Methods</subject><subject>Research Personnel</subject><subject>Retention</subject><subject>Role models</subject><subject>Science Policy</subject><subject>Social Sciences</subject><subject>STEM education</subject><subject>Students</subject><subject>Success</subject><subject>Texas</subject><subject>Training</subject><subject>Undergraduate study</subject><subject>Universities</subject><subject>White</subject><subject>Workforce</subject><subject>Workplace diversity</subject><subject>Workshops</subject><issn>1932-6203</issn><issn>1932-6203</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2024</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><sourceid>DOA</sourceid><recordid>eNqNk12L00AUhoMo7rr6D0QDguhF63wk8-GN1PrRQqGwXb0dppNJOiXJZGeSsv57J212aWQvJJCEyfO-Z86bOVH0GoIpxBR-2tvO1bKcNrbWU4Bhijh7El1CjtGEIICfnr1fRC-83wOQYkbI8-gCc0pTlPLLyHz9tVx9M3URb-aL9Wp2vfkcz-LG2cLJKtZ3umpK6WLZxjJeGN_I2qjYa3foJab2rWm71tg6bm2c6YMubRNvja10ZpQsY6e9lk7ttPMvo2e5LL1-NTyvopsf32_mi8lq_XM5n60mKkkgm0ggFeWE5FwyyNKMUoQ1g4ARwCnilDOEcEK2lBKidbqVSBHGeZaBBKstxVfR25NtU1ovhpC8CPkAjNJwC8TyRGRW7kXjTCXdH2GlEccF6wohXWtUqQVKUMgwo5plPOEg7IcHhwTwlHEGYR68vgzVum3oWem6dbIcmY6_1GYnCnsQEBKWpJwFhw-Dg7O3nfatqIxXuixlrW133DhmNNTtW3v3D_p4ewNVyNCBqXMbCqveVMwYggxTAvuy00eocGW6MiocqdyE9ZHg40gQmFbftYXsvBfLzfX_s-vfY_b9GbvTsmx33pbHQ-XHYHIClbPeO50_pAyB6CfiPg3RT4QYJiLI3pz_oQfR_Qjgv4JqApE</recordid><startdate>20241230</startdate><enddate>20241230</enddate><creator>Aguilera, Rafael</creator><creator>Corral, Guadalupe</creator><creator>Monarrez, Angelica</creator><creator>Wagler, Amy E</creator><creator>Echegoyen, Lourdes E</creator><general>Public Library of Science</general><general>Public Library of Science (PLoS)</general><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>IOV</scope><scope>ISR</scope><scope>3V.</scope><scope>7QG</scope><scope>7QL</scope><scope>7QO</scope><scope>7RV</scope><scope>7SN</scope><scope>7SS</scope><scope>7T5</scope><scope>7TG</scope><scope>7TM</scope><scope>7U9</scope><scope>7X2</scope><scope>7X7</scope><scope>7XB</scope><scope>88E</scope><scope>8AO</scope><scope>8C1</scope><scope>8FD</scope><scope>8FE</scope><scope>8FG</scope><scope>8FH</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>ABJCF</scope><scope>ABUWG</scope><scope>AEUYN</scope><scope>AFKRA</scope><scope>ARAPS</scope><scope>ATCPS</scope><scope>AZQEC</scope><scope>BBNVY</scope><scope>BENPR</scope><scope>BGLVJ</scope><scope>BHPHI</scope><scope>C1K</scope><scope>CCPQU</scope><scope>D1I</scope><scope>DWQXO</scope><scope>FR3</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>H94</scope><scope>HCIFZ</scope><scope>K9.</scope><scope>KB.</scope><scope>KB0</scope><scope>KL.</scope><scope>L6V</scope><scope>LK8</scope><scope>M0K</scope><scope>M0S</scope><scope>M1P</scope><scope>M7N</scope><scope>M7P</scope><scope>M7S</scope><scope>NAPCQ</scope><scope>P5Z</scope><scope>P62</scope><scope>P64</scope><scope>PATMY</scope><scope>PDBOC</scope><scope>PIMPY</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>PTHSS</scope><scope>PYCSY</scope><scope>RC3</scope><scope>7X8</scope><scope>5PM</scope><scope>DOA</scope><orcidid>https://orcid.org/0000-0002-8053-6408</orcidid></search><sort><creationdate>20241230</creationdate><title>BUILDing SCHOLARS: A program exemplar at a Hispanic serving institution to develop biomedical researchers</title><author>Aguilera, Rafael ; Corral, Guadalupe ; Monarrez, Angelica ; Wagler, Amy E ; Echegoyen, Lourdes E</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c4418-a0ac7966f9a8185d7723e810860972979822346b7766ee5ba2c6899dd043cb73</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2024</creationdate><topic>Behavioral sciences</topic><topic>Biology and Life Sciences</topic><topic>Biomedical research</topic><topic>Biomedical Research - education</topic><topic>Careers</topic><topic>Colleges & universities</topic><topic>Consortia</topic><topic>Ecology and Environmental Sciences</topic><topic>Education grants</topic><topic>Effectiveness</topic><topic>Endowment</topic><topic>Endowments</topic><topic>Female</topic><topic>Hispanic Americans</topic><topic>Hispanic or Latino</topic><topic>Hispanic serving institutions</topic><topic>Humans</topic><topic>Male</topic><topic>Medical research</topic><topic>Medical students</topic><topic>Medicine, Experimental</topic><topic>Multiculturalism & pluralism</topic><topic>Occupations</topic><topic>Participation</topic><topic>People and Places</topic><topic>Professional development</topic><topic>R&D</topic><topic>Research & development</topic><topic>Research and Analysis Methods</topic><topic>Research Personnel</topic><topic>Retention</topic><topic>Role models</topic><topic>Science Policy</topic><topic>Social Sciences</topic><topic>STEM education</topic><topic>Students</topic><topic>Success</topic><topic>Texas</topic><topic>Training</topic><topic>Undergraduate study</topic><topic>Universities</topic><topic>White</topic><topic>Workforce</topic><topic>Workplace diversity</topic><topic>Workshops</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Aguilera, Rafael</creatorcontrib><creatorcontrib>Corral, Guadalupe</creatorcontrib><creatorcontrib>Monarrez, Angelica</creatorcontrib><creatorcontrib>Wagler, Amy E</creatorcontrib><creatorcontrib>Echegoyen, Lourdes E</creatorcontrib><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Gale In Context: Opposing Viewpoints</collection><collection>Gale In Context: Science</collection><collection>ProQuest Central (Corporate)</collection><collection>Animal Behavior Abstracts</collection><collection>Bacteriology Abstracts (Microbiology B)</collection><collection>Biotechnology Research Abstracts</collection><collection>Nursing & Allied Health Database</collection><collection>Ecology Abstracts</collection><collection>Entomology Abstracts (Full archive)</collection><collection>Immunology Abstracts</collection><collection>Meteorological & Geoastrophysical Abstracts</collection><collection>Nucleic Acids Abstracts</collection><collection>Virology and AIDS Abstracts</collection><collection>Agricultural Science Collection</collection><collection>Health & Medical Collection</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Medical Database (Alumni Edition)</collection><collection>ProQuest Pharma Collection</collection><collection>Public Health Database</collection><collection>Technology Research Database</collection><collection>ProQuest SciTech Collection</collection><collection>ProQuest Technology Collection</collection><collection>ProQuest Natural Science Collection</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>Materials Science & Engineering Collection</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest One Sustainability</collection><collection>ProQuest Central UK/Ireland</collection><collection>Advanced Technologies & Aerospace Collection</collection><collection>Agricultural & Environmental Science Collection</collection><collection>ProQuest Central Essentials</collection><collection>Biological Science Collection</collection><collection>ProQuest Central</collection><collection>Technology Collection</collection><collection>Natural Science Collection</collection><collection>Environmental Sciences and Pollution Management</collection><collection>ProQuest One Community College</collection><collection>ProQuest Materials Science Collection</collection><collection>ProQuest Central Korea</collection><collection>Engineering Research Database</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Central Student</collection><collection>AIDS and Cancer Research Abstracts</collection><collection>SciTech Premium Collection</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Materials Science Database</collection><collection>Nursing & Allied Health Database (Alumni Edition)</collection><collection>Meteorological & Geoastrophysical Abstracts - Academic</collection><collection>ProQuest Engineering Collection</collection><collection>ProQuest Biological Science Collection</collection><collection>Agricultural Science Database</collection><collection>Health & Medical Collection (Alumni Edition)</collection><collection>Medical Database</collection><collection>Algology Mycology and Protozoology Abstracts (Microbiology C)</collection><collection>Biological Science Database</collection><collection>Engineering Database</collection><collection>Nursing & Allied Health Premium</collection><collection>Advanced Technologies & Aerospace Database</collection><collection>ProQuest Advanced Technologies & Aerospace Collection</collection><collection>Biotechnology and BioEngineering Abstracts</collection><collection>Environmental Science Database</collection><collection>Materials Science Collection</collection><collection>Publicly Available Content Database</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>Engineering Collection</collection><collection>Environmental Science Collection</collection><collection>Genetics Abstracts</collection><collection>MEDLINE - Academic</collection><collection>PubMed Central (Full Participant titles)</collection><collection>DOAJ Directory of Open Access Journals</collection><jtitle>PloS one</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Aguilera, Rafael</au><au>Corral, Guadalupe</au><au>Monarrez, Angelica</au><au>Wagler, Amy E</au><au>Echegoyen, Lourdes E</au><au>Prunuske, Amy</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>BUILDing SCHOLARS: A program exemplar at a Hispanic serving institution to develop biomedical researchers</atitle><jtitle>PloS one</jtitle><addtitle>PLoS One</addtitle><date>2024-12-30</date><risdate>2024</risdate><volume>19</volume><issue>12</issue><spage>e0315298</spage><pages>e0315298-</pages><issn>1932-6203</issn><eissn>1932-6203</eissn><abstract>The student development initiatives of the BUILDing SCHOLARS Center at The University of Texas at El Paso comprise a program intended to prepare undergraduate students to enter and succeed in advanced graduate and professional biomedical degree programs, ultimately contributing to the diversity of the biomedical research workforce. The program adopted the Johnson/Bozemann Asset Bundles model, which recommends addressing five areas necessary to support minority students as they prepare for and continue towards scientific careers: a) educational endowments, b) science socialization, c) network development, d) family expectations and e) material resources. Through a variety of activities, which included a minimum of two years of research training, all five asset bundles were integrated into the program. Validated scales on science identity and research self-efficacy were completed by program fellows, and academic metrics such as retention, grade point average (GPA), and time to degree were collected for both program fellows and a comparison group. Thorough records of all students who participated in the program, including their presentations and co-authored publications, have been maintained, and students are being tracked post-graduation to determine their entry and completion of advanced degrees. Academic-based results for the first three cohorts of program participants show large, significant, and positive differences in retention, 4-year graduation rates and entry into advanced degrees between program participants and the comparison group. Comparison of academic and non-academic metrics indicate that the asset bundles approach is effective in retaining and preparing students for advanced degrees and careers in STEM disciplines. Using our results in combination with research by others on retention of students in STEM, we suggest factors contributing to the push-out of very talented majority Hispanic students in the comparison group from completing STEM degrees or not pursuing advanced studies in STEM areas.</abstract><cop>United States</cop><pub>Public Library of Science</pub><pmid>39775259</pmid><doi>10.1371/journal.pone.0315298</doi><tpages>e0315298</tpages><orcidid>https://orcid.org/0000-0002-8053-6408</orcidid><oa>free_for_read</oa></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 1932-6203 |
| ispartof | PloS one, 2024-12, Vol.19 (12), p.e0315298 |
| issn | 1932-6203 1932-6203 |
| language | eng |
| recordid | cdi_plos_journals_3150325503 |
| source | MEDLINE; DOAJ Directory of Open Access Journals; Elektronische Zeitschriftenbibliothek - Frei zugängliche E-Journals; Public Library of Science (PLoS); PubMed Central; Free Full-Text Journals in Chemistry |
| subjects | Behavioral sciences Biology and Life Sciences Biomedical research Biomedical Research - education Careers Colleges & universities Consortia Ecology and Environmental Sciences Education grants Effectiveness Endowment Endowments Female Hispanic Americans Hispanic or Latino Hispanic serving institutions Humans Male Medical research Medical students Medicine, Experimental Multiculturalism & pluralism Occupations Participation People and Places Professional development R&D Research & development Research and Analysis Methods Research Personnel Retention Role models Science Policy Social Sciences STEM education Students Success Texas Training Undergraduate study Universities White Workforce Workplace diversity Workshops |
| title | BUILDing SCHOLARS: A program exemplar at a Hispanic serving institution to develop biomedical researchers |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-15T18%3A04%3A38IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-gale_plos_&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=BUILDing%20SCHOLARS:%20A%20program%20exemplar%20at%20a%20Hispanic%20serving%20institution%20to%20develop%20biomedical%20researchers&rft.jtitle=PloS%20one&rft.au=Aguilera,%20Rafael&rft.date=2024-12-30&rft.volume=19&rft.issue=12&rft.spage=e0315298&rft.pages=e0315298-&rft.issn=1932-6203&rft.eissn=1932-6203&rft_id=info:doi/10.1371/journal.pone.0315298&rft_dat=%3Cgale_plos_%3EA821837618%3C/gale_plos_%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=3150325503&rft_id=info:pmid/39775259&rft_galeid=A821837618&rft_doaj_id=oai_doaj_org_article_242193d7e8d94901859503409589811f&rfr_iscdi=true |