1. Progress Report Promoting Diversity: Access and Engagement in Biomedical and Behavioral Research Careers Sylvia Hurtado, Professor Mitchell Chang, Associate Professor Higher Education Research Institute UCLA June 13 th, 2005

2. Targeted Institutions and Participants Minority serving institutions (MSIs) Institutions that produce large numbers of minority baccalaureates in the sciences (Top 50) MARC/MBRS/MORE/PREP program institutions—includes PWIs and MSIs Other types of selective institutions (liberal arts colleges, private universities) URMs, White and Asian students with intentions to major in about a dozen biomedical/behavioral science fields—small sample of URMs in other fields

3. Research Plan: Key Components CIRP Freshman Survey, administered at orientation at over 720 institutions (baseline sample), 644 with URMs with initial intentions for biological/behavioral science majors YFCY End of First Year Survey, about 223 institutions agreed to participate, 104 NIH targeted Classroom-based studies of introductory courses in MSIs and PWIs, and focus groups CSS 4 th Year of College Survey, approximately 10,000 students

4. \ Project Phase 1: CIRP Freshman Survey (SIF) 720 institutions with 424,000 freshmen respondents –51 MSIs (HBCUs & HSIs) –64+ institutions with NIH-sponsored programs Data collection completed Fall 2004 Merging of institutional characteristics data from IPEDS and possibly College Board academic data and registrar data by the end of summer

5. Dissemination for Phase I One paper has been submitted for publication to Research In Higher Education and presented at a national conference May30 th Analyses have begun on two additional papers to be presented at national conferences, one report to be released at the end of summer Institutional reports: Approx. 104 institutions will receive reports and/or data on students in NIH selected fields at the end of summer All reports and papers are available for download from the HERI/NIH website www.gseis.ucla.edu/heri/nih

6. Phase I Research Questions What are the pre-college experiences and characteristics (at college entry) of URM students who show aspirations for scientific research? Are there institutional implications for improving long-term retention and success in the health- related scientific research fields that build upon students' entering dispositions?

7. Pre-College Research Participation by Race (weighted)

8. Pre-College Aspirations by Race (weighted)

9. Results: Mean differences for “Making a Contribution to Scientific Research”

10. Results: Predictors of Intention to Make a Contribution to Scientific Research

12. Discussion of findings High aspirations of underrepresented minority students Importance of formal coursework and experiential learning in the sciences while in high school Self-efficacy and goal development supercedes effect of academic credentials and background characteristics Connection between concern about finances and intention to contribute to scientific research

13. Phase II: First-year follow-up (YFCY) Focus on college experiences, access to resources, survey instrument completed We contacted 129 institutions based on: –status as an MSI –presence of NIH-sponsored programs targeting URM students –Number of URMs that responded to the SIF –Number of URMs that indicated their college major was in the biomedical or behavioral science fields

14. Phase II: First-year follow-up (YFCY) 104 of targeted institutions agreed to participate, 119 additional institutions participated Spring 2005 survey packets were mailed directly to students –Paper/web survey option –Email reminders were sent –Phone calls to target groups Analyses will take place over 2005-06 with a report available in 2006, institutions receive their reports in Fall 2005

15. Resources Project website: http://www.gseis.ucla.edu/heri/nih http://www.gseis.ucla.edu/heri/nih Papers and reports available for download from website The American Freshman: National Norms for Fall 2004 (order forms on HERI website)