Comparing undergraduate research experiences before, during, and after the COVID-19 quarantine: The successful adaptation of the BUILD PODER Summer JumpStart program.

In March 2020, the COVID-19 pandemic forced many in person undergraduate research experiences (UREs) to pivot to remote online training. To investigate how the COVID-19 quarantine disrupted student URE outcomes over time, the current study examines Building Infrastructure Leading to Diversity (BUILD) Promoting Opportunities for Diversity in Education and Research (PODER) URE outcomes across different platforms (in-person, remote, and hybrid models) by comparing student survey data from 2019 to 2021. Participants consisted of three cohorts: 2019 (n = 26 students), 2020 (n = 33), 2021 (n = 34).

Science Identity among Latinx Students in the Biomedical Sciences: The Role of a Critical Race Theory-Informed Undergraduate Research Experience.

Underrepresented racial minority (URM) students in science, technology, engineering, and mathematics majors encounter educational, social, and structural challenges on the path toward their degrees and careers. An undergraduate research program grounded in critical race theory was developed and implemented to address this disparity. NIH BUILD PODER focuses on developing science identities in URM students through a culturally relevant and responsive research training environment, ultimately increasing their pursuit of biomedical-related research careers.

Sleep, stress, or social support?: Exploring the mechanisms that explain the relationship between student recreation center use and well-being.

The current study explores the role of health-related mechanisms (i.e. sleep, social support, and stress) in accounting for the impact of student recreation center (SRC) use on college-student well-being.

Critical race theory as a bridge in science training: the California State University, Northridge BUILD PODER program.

Background And Purpose: Unconscious bias and explicit forms of discrimination continue to pervade academic institutions. Multicultural and diversity training activities have not been sufficient in making structural and social changes leading to equity, therefore, a new form of critical consciousness is needed to train diverse scientists with new research questions, methods, and perspectives. The purpose of this paper is to describe Building Infrastructure Leading to Diversity (BUILD); Promoting Opportunities for Diversity in Education and Research (PODER), which is an undergraduate biomedical research training program based on transformative framework rooted in Critical Race Theory (CRT).