Project Summary
We are submitting a Diversity Program Consortium (DPC) Dissemination and Translation Awards proposal to
deploy and test evidence-based interventions to increase diversity in biomedical careers. Our proposal is to
deploy the Hampton University Chemistry Education and Mentorship (HU-ChEM) intervention program to
increase the persistence of underrepresented minority students in biomedical careers at Hampton University, a
Historically Black Colleges and University (HBCU). Using a matched baseline control study design, we will test
the efficacy of innovative, evidence-based interventions to improve student competency in gatekeeper
chemistry courses at Hampton University, transform the departmental culture and improve the persistence of
Hampton University students into biomedical careers. Our justification is that freshman chemistry is a
gatekeeper course that leads to attrition and leaks in the biomedical training pipeline. HU-ChEM will include 3
interventions: 1) HU-ChEM SCALE-UP in which the entry level freshman chemistry course for STEM majors is
taught using the Student-Centered Active Learning Environment with Upside-down Pedagogies (SCALE-UP);
2) HU-ChEM CUREs in which a pre-college Course-based Undergraduate Research Experiences (CUREs)
academy is deployed; and 3) HU-ChEM faculty development, that offers enhanced training of chemistry
faculty. We will conduct our interventions over the 3-year duration of this study and use DPC survey tools to
measure and monitor the DPC hallmarks of student, faculty, and institutional success. We will collect both
quantitative, and qualitative data and use robust statistical analysis to measure the effects of HU-ChEM
interventions on participants compared to matched controls in the short-, medium- and long- terms. All cohort
participants will be consented, and we will collect outcomes data for the 3-year duration of the project. We will
also follow-up on participants and matched controls for 15 years in order to ascertain medium- and long- term
outcomes and measures of success. Analysis of data from generated from HU-ChEM will reveal cost-effective
ways of deploying intervention programs to plug the leaky biomedical training pipeline. HU-ChEM is a
collaboration of educators, administrators, subject matter experts, students, alumni, and faculty to close the
leaky training pipeline and increase diversity in biomedical careers. We are collaborating with the University of
Texas, El Paso: BUILDing SCHOLARS program, to gain from their expertise in faculty training, deploying
interventions, and to compare outcomes data.
