Participation of underrepresented groups in biomedical and behavioral science research fields is vital to ensuring a high-quality supply of these scientists in the United States. Unfortunately, many underrepresented students do not see research careers as a viable option and may choose not to pursue graduate education in biomedical research (Byars-Winston, Guiterrez, Topp, & Carnes, 2011). In this symposium we provide an overview of an innovative student-led entrepreneurial undergraduate research training program, the ASCEND Scholars Program, designed to diversify the biomedical research workforce.  The program is a component of A Student-Centered Entrepreneurship Development (ASCEND) model (Kamangar, et al, 2019) funded through the NIH “Building Infrastructure Leading to Diversity” (BUILD) initiative from 2014 – 2019 (Valentine and Collins, 2015).  We provide an overview of the model, student selection criteria and scholar characteristics, and core components of student training designed to enhance student interest, knowledge, and skills in biomedical and behavioral science research careers. We then provide a pre—post analysis of Individual Development Plans (IDP) assessed at the beginning and conclusion of program participation.  Examined are changes in student perceptions of their short-term, intermediate, and long-term goals and skills needed to achieve them.  Next, a presentation led by ASCEND Scholar alumni will focus on the importance of experiential learning and opportunities for community engagement in strengthening student interest in biomedical and behavioral science research. Finally, we highlight key program outcomes such as scholar increase in science identity, peer support, research, academic, and social self-concept.

ASCEND: Cultivating Biomedical and Behavioral Science Researchers through Entrepreneurial Research Training

The ASCEND Research Training Program (Kamangar et al., 2019) was designed to address the need for a more inclusive research environment by focusing on student-centered hallmarks of success.(Hallmarks of Success, 2019) These included: 1) Strengthening Science Identity by fostering a supportive learning environment where students felt valued as scientists which helped them develop a strong sense of belonging in the research community; 2) Building Research Self-Efficacy by equipping students with a strong sense of confidence in their ability to conduct independent research including providing opportunities to design, execute, and present research projects; 3) Enhancing Academic, Scientific, Personal, and Social Self-Concept by actively recruiting and training mentors who could provide effective guidance and support tailored to each student's needs and exposing students to diverse research areas and opportunities to interact with successful scientists. By focusing on these hallmarks, this research training program aimed to cultivate not only research skills but also the confidence and drive necessary for students from underrepresented backgrounds to become future leaders in a diverse and thriving research landscape. In this presentation, we assess the effectiveness of the ASCEND entrepreneurial research training program in terms of the hallmarks of success. Other key academic outcomes are also examined. An annual ASCEND survey was administered to 270 students at Morgan State University. A retrospective pre/-post design was employed to examine perception of change in key constructs over a one-year period. ASCEND Scholars were compared to a matched control sample. 
Compared to their comparison group (n = 59), ASCEND Scholars (n = 40) had significantly greater gains in Science Identity (pre/post: 70.0 and 77.2% vs. 58.9% and 89.7%, p <0.001), Research Self-Efficacy (pre/post: 65.1% and 74.8% vs. 48.1% and 84.7%, p=0.003) Academic Self-Concept (pre/post: 75.4% and 80.4% vs. 73.9% and 89.0%, p <0.001), Social Self-Concept (pre/post: 75.4% and 84.5% vs. 65.8% and 86.5%, p=0.008), and Peer Support (pre/post: 43.3% and 49.6% vs. 33.9% and 72.0%, p <0.001). Entrepreneurial research training promotes a greater sense of research confidence and efficacy in students underrepresented in biomedical and behavioral science research. This may aid in diversifying the biomedical and behavioral science research workforce via greater student identification and confidence in pursuing these fields.

Fostering the Development of Research Entrepreneurs through ASCEND

Science Self-Efficacy, Academic Self-Concept, and Their Associated Factors in Freshmen at a Historically Black University

Shiva Mehravaran, MD, MIH, MSc;1† Hamideh Taraji, DrPH;2 Farin Kamangar, MD, PhD1; Payam Sheikhattari, MD, MPH;2 Christine Hohmann, PhD1

1 Department of Biology, School of Computer, Mathematical, and Natural Sciences, Morgan State University, Maryland, 21251, USA
2 Department of Public Health, School of Community Health and Policy, Morgan State University, Maryland, 21251, USA

†Corresponding author: shiva.mehravaran@morgan.edu

Keywords: science self-efficacy, academic self-concept, undergraduate, academic outcome, historically Black university
Abstract
Introduction. Self-efficacy and self-concept are two important constructs that influence an individual’s behavior. Self-eﬃcacy is deﬁned as a person’s confidence in their capability to successfully perform a particular task (Bandura, 1997). Such beliefs inﬂuence people’s decisions, efforts in given endeavors, flexibility in the face of adversity, and level of accomplishment. Self-concept is defined as a person’s perception of themselves, and it can be useful in explaining and predicting how one acts (Bong & Skaalvik, 2003). In academic settings, self-eﬃcacy and self-concept often pertain to students’ conﬁdence in their capacity to perform academic tasks such as preparing for exams and conducting their own research. Students’ perceptions of their capabilities and their confidence in performing necessary tasks to achieve goals in academic settings is an important and essential asset that contributes to the enrichment of students’ knowledge and skills (Bandura, 1997). Educational institutions are increasingly recognizing the role of science self-efficacy (SSE) and academic self-concept (ASC) in academic motivation and learning (Artino, 2012) and their importance for college student success (Meral, Colak, & Zereyak, 2012). This study was conducted to examine SSE and ASC and identify their associated factors among freshmen at a historically Black university.

Methods. The 2018 Freshman Survey developed by the Cooperative Institutional Research Program (CIRP) was administered to incoming first-year students at the beginning of the Fall semester at Morgan State University, Maryland, USA. Additional information was retrieved from the institutional database at the end of Fall 2020 semester. We examined associations of SSE and ASC scores with background information (gender, race/ethnicity, first generation status, financial concern, degree aspiration, academic major), scores on other main CIRP constructs (Pluralistic Orientation, Habits of Mind, Social Self-Concept, Science Identity, Social Agency, and Likelihood of College Involvement), and academic outcome metrics (persistence, cumulative GPA, and cumulative course completion rate) up to Fall 2020.

Results. Of the 472 students included in the study, 327 (69.3%) were female and 417 (88.3%) were African American. Mean SSE and ASC percentage scores were 68.6% and 73.5%, respectively. Multiple regressions analyses with background variables showed that a higher SSE score was associated with male gender, having no financial concern, and certain majors (Nursing and Biology). A higher ASC score was associated with having no financial concern and aspiring to obtain a graduate degree, and it was significantly lower in Psychology compared to all other majors. Across majors, the inter-gender difference was greatest in Computer Science where females had lower and males had higher SSE and ASC scores. SSE and ASC significantly correlated with each other and all the other CIRP constructs examined in this study. SSE showed the strongest correlation with Habits of Mind (r=0.476) and the weakest correlation with Likelihood of College Involvement (r=0.123). ASC showed the strongest and weakest correlations with Social Self-Concept (r=0.591) and Science Identity (r=0.096), respectively. Students with higher SSE and ASC scores had higher GPA at the end of their first semester (Fall 2018); the association was statistically significant for ASC. In the long-term, students with higher SSE and ASC scores were more likely to persist to their 2nd and 3rd years, although the associations were statistically significant for SSE only. Both SSE and ASC showed inverse associations with 3rd year academic outcomes, and higher scores were associated with lower cumulative GPA and course completion rates and vice versa; only the association between SSE and Fall 2020 cumulate GPA was statistically significant.

Conclusion. In this detailed analysis of data from freshman in a historically Black university, differences in the levels of students’ SSE and ASC were found to be strongly related to their gender, financial status, choice of major, as well as their scores in other CIRP constructs examined in this study. Students who persisted to their 2nd and 3rd years of study had significantly higher baseline SSE and ASC scores, but their GPA and course completion rates seemed to have an inverse relationship. Further longitudinal studies can help understand how SSE, ASC, and other CIRP constructs can be used as predictors of academic success and in case-control studies. Overall, results identified certain areas that should be of interest to other researchers who aim to inform educational policies and interventions to overcome barriers towards academic and career success. 

Acknowledgements. Research reported in this publication was supported by ASCEND Center for Biomedical Research at Morgan State University and the National Institute of General Medical Sciences of the National Institutes of Health under award number UL1GM118973. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health.

References
Artino, A. R. (2012). Academic self-efficacy: From educational theory to instructional practice. Perspectives on Medical Education, 1(2), 76–85.
Bandura, A. (1997). Self-Efficacy: The Exercise of Control. Macmillan.
Bong, M., & Skaalvik, E. (2003). Academic Self-Concept and Self-Efficacy: How Different Are They Really? Educational Psychology Review, 15, 1–40.
Meral, M., Colak, E., & Zereyak, E. (2012). The Relationship between Self-Efficacy and Academic Performance. Procedia - Social and Behavioral Sciences, 46, 1143–1146.

Science Self-Efficacy and Academic Self-Concept Among Freshmen at a Historically Black University

Background: The ASCEND (A Student-Centered ENtrepreneurship Development) Training Model is an NIH-funded initiative at Morgan State University (MSU) to increase diversity in the biomedical research workforce. Unlike the traditional apprenticeship-style research training model, the ASCEND Entrepreneurial Research Training Model (ERTM) involves undergraduate students in active leadership roles in their research projects. ASCEND's ERTM-based interventions are designed to enhance students' sense of science identity, research competency, and peer support, which are predictors of academic success and persistence. 

One of ASCEND's interventions, the Student Research Center (SRC), is an undergraduate student organization that is partially run by student members and has the following main aims: (1) Recruitment and Community Service, (2) Leadership Development, (3) Research Productivity and (4) Graduate School/Academic Preparation. We report on the Health Research Concepts Competition (HRCC), an ASCEND SRC initiative developed to achieve the SRC's aim of research productivity. 

Methods: The HRCC is designed to expose MSU undergraduate students to the real-world research grant application process by simulating it and providing the students with an opportunity to conduct research on a topic of their own choosing about which they are passionate.

The HRCC runs twice a year (one round in the fall semester and another round in the spring) and is open only to members of the SRC. A research associate coordinates the HRCC process and provides technical support to applicants throughout the application process.
Students seeking funding for their research are required to submit an abstract according to the HRCC guidelines established by the SRC. The abstract is submitted along with a literature review/list of references and a project budget. A general information session and a technical assistance workshop are offered to students before the abstract submission deadline. Applicants are also offered the opportunity to get one-on-one support/technical assistance from the research associate as they prepare their abstracts for submission. Each submitted abstract undergoes internal review by two MSU faculty members, after which feedback is provided to the students so they can develop full proposals. At least two external reviews per proposal are then conducted by faculty members from other institutions who are leading researchers in the related field. Based on the HRCC guidelines, each applicant must be mentored by an MSU faculty member and receive step-by-step support to develop their concepts into strong proposals that will lead to a successful application. Grant awards of up to $5,000 are provided per health-related research project and projects are funded for a duration of one year.

Results: Five rounds of HRCC have been conducted since spring semester of 2017, with 45 concepts submitted for internal review. Of these, 18 concepts have been developed into full proposals and reviewed by external reviewers. Sixteen of the externally reviewed proposals have been funded. In terms of dissemination, there have been seven abstracts presented at national/international scientific conferences and one peer-reviewed journal publication. Of the 35 students who participated in the HRCC who have graduated, thirteen have entered into graduate STEM or health-related research programs. 

Conclusion: The HRCC initiative of the ASCEND model exposed students to the real-life grant application process and empowered them to take ownership of their research, thereby making them leaders in their research projects. Participating in the HRCC was instrumental in students' transition into graduate research programs


Speaker bio:Dr. Jummai Apata completed her Bachelor of Medicine, Bachelor of Surgery (MBBS) degree from the University of Jos, Nigeria. She completed a Master of Public Health (MPH) from École des Hautes Études en Santé Publique (EHESP), Paris, France and then a Doctor of Public Health (DrPH) from Morgan State University, Baltimore, Maryland, USA. Her research interests include Public Health, Epidemiology, Biostatistics, Community Based Participatory Research, Underserved and Vulnerable populations

Cultivating an Entrepreneurial Mindset Among Undergraduate Student Researchers: The ASCEND Health Research Concepts Competition

Symposia F

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### Welcome to the 2025 Understanding Interventions Annual Conference

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2025 Understanding Interventions Annual Conference

Don’t miss out on this invaluable opportunity to be part of a movement towards a more inclusive and equitable future in science. This year’s event promises to be an enlightening experience, filled with opportunities for sharing, networking, engagement, and inspiration.
Mark your calendars, spread the word, and join us for the 2025 Understanding Interventions Annual Conference on February 7-8th.

**Speaker:** W. Marcus Lambert
 Factors that affect postdoctoral trainee persistence in academia
 
 **Speaker:** Shiva Mehravaran
 Science Self-Efficacy, Academic Self-Concept, and Their Associated Factors in Freshmen at a Historically Black University

Symposia 8: Methodologies for Studying STEM Participation and Persistance

The annual UI conference has grown from a meeting to a community of more than 6,000 researchers, program officers, evaluators, program directors, training faculty, and others within STEM, and now operates with a mission to mutually inform scholarship and practice, develop and enhance the community interested in educational interventions, and provide professional development for all STEM persons. UI held its first Virtual conference in December of 2020 in response to Covid-19 restrictions that forced the cancellation of the original March 2020 in person meeting. Born out of necessity, the virtual conference introduced a format that provided pre conference availability of symposia, Deeper Dives and Poster presentations. The 13th Annual Understanding Interventions Conference will continue with that design and we foresee future conferences adopting aspects of that format in reaching a virtual audience as well as those who attend the conferences in-person.

Attendees will experience plenaries, workshops, symposia, and poster presentations on hypothesis-based research on interventions and initiatives that broaden participation in STEM careers. The conference will continue to facilitate the dialogue among education, behavioral, and social science researchers, evaluators, and faculty in STEM fields who participate in intervention programs. Graduate students in these fields are strongly encouraged to attend. Workshops, sessions, and posters will communicate effective strategies from successful STEM intervention programs, present results from empirical research studies, and synthesize the translation of research findings into practice on STEM learning, undergraduate research, graduate education, and student retention.

The cost to attend the conference is $150. There are special rates for post-doctoral fellows and graduate students, as well as conference grants that can be provided for those with need. Registration for the conference is open, with additional information to come.

13th Conference on Understanding Interventions 2021

The annual UI conference has grown from a meeting to a community of more than 6,000 researchers, program officers, evaluators, program directors, training faculty, and others within STEM, and now operates with a mission to mutually inform scholarship and practice, develop and enhance the community interested in educational interventions, and provide professional development for all STEM persons. 

Instilling Entrepreneurial Thinking in Undergraduates

technical paper

UI is excited to announce the rescheduled 12th Annual Conference on Understanding Interventions December 10 & 12, 2020! As you may recall, the original conference scheduled back in March 2020 had to be cancelled due the worsening global conditions, and further declaration of the COVID-19 pandemic. Stay tuned for details regarding the virtual conference.

On December 10, 2020 from 12:00-5:00pm (EST), and December 12, 2020 from 11:00am-5:00pm (EST), UI will host the Virtual 12th Annual Understanding Interventions Conference powered by Underline. Attendees will experience plenaries, workshops, symposia, and poster presentations on hypothesis-based research on interventions and initiatives that broaden participation in STEM careers. The conference will continue to facilitate the dialogue among education, behavioral, and social science researchers, evaluators, and faculty in STEM fields who participate in intervention programs. Graduate students in these fields are strongly encouraged to attend. Workshops, sessions, and posters will communicate effective strategies from successful STEM intervention programs, present results from empirical research studies, and synthesize the translation of research findings into practice on STEM learning, undergraduate research, graduate education, and student retention.

12th Conference on Understanding Interventions 2020

12th Annual Understanding Interventions Conference continues to facilitate the dialogue among education, behavioral, and social science researchers, evaluators, and faculty in STEM fields who participate in intervention programs. Workshops, sessions, and posters communicate effective strategies from successful STEM intervention programs, present results from empirical research studies, and synthesize the translation of research findings into practice on STEM learning, undergraduate research, graduate education, and student retention.

Shiva Mehravaran

4

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Presentations

ASCEND: Cultivating Biomedical and Behavioral Science Researchers through Entrepreneurial Research Training

Fostering the Development of Research Entrepreneurs through ASCEND

Science Self-Efficacy and Academic Self-Concept Among Freshmen at a Historically Black University

Cultivating an Entrepreneurial Mindset Among Undergraduate Student Researchers: The ASCEND Health Research Concepts Competition

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