Evaluating a National Biomedical Training Program Using QuantCrit: Revealing Disparities in Research Self-efficacy for Women of Color Undergraduates.

Program evaluation for interventions aimed at enhancing diversity can fall short when the evaluation unintentionally reifies the exclusion of multiple marginalized student experiences. The present study presents a Quantitative Critical Race Theory (QuantCrit) approach to program evaluation to understand outcomes for Women of Color undergraduates involved in a national biomedical training program called the Building Infrastructure Leading to Diversity (BUILD) initiative. Using longitudinal data, we examined the impact of participation in the BUILD Scholars programs and BUILD-developed novel biomedical curriculum on undergraduate's research self-efficacy.

Enacting inclusive science: Culturally responsive higher education practices in science, technology, engineering, mathematics, and medicine (STEMM).

Novel approaches in higher education are needed to reverse underrepresentation of racial/ethnic groups in science, technology, engineering, mathematics, and medicine (STEMM). Building on theoretical frameworks for practice in diverse learning environments, this study provides evidence for Inclusive Science as a conceptual model that reflects initiatives intended to diversify biomedical research training for undergraduates. Using multiple case study design and cross-case analysis, we analyzed data from 10 higher education sites that were awarded the Building Infrastructure Leading to Diversity (BUILD) grant funded by the National Institutes of Health (NIH).

Investigating the relationship between participation in the building infrastructure leading to diversity (BUILD) initiative and intent to pursue a science career: A cross-sectional analysis.

This paper presents an analysis of survey data to examine the association between supervised structured mentoring and students' intent to pursue a career in science. Data were collected from students in the 10 Building Infrastructure Leading to Diversity (BUILD) research training programs, developed through grants from the National Institutes of Health. Propensity score matching and multinomial logistic regression demonstrated that exposure to BUILD programs-meaning participation in undergraduate research, receipt of mentoring from a primary mentor, and/or participation as a funded scholar and/or associate of each BUILD site's training program-was associated with increased intent to pursue a science career.

A meta-analysis approach for evaluating the effectiveness of complex multisite programs.

The National Institutes of Health (NIH) created the Building Infrastructure Leading to Diversity (BUILD) initiative to incentivize undergraduate institutions to create innovative approaches to increasing diversity in biomedical research, with the ultimate goal of diversifying the NIH-funded research enterprise. Initiatives such as BUILD involve designing and implementing programs at multiple sites that share common objectives. Evaluation of initiatives like this often includes statistical analyses that combine data across sites to estimate the program's impact on particular outcomes.

Implementing case study design to evaluate diverse institutions and STEM education contexts: Lessons and key areas for systematic study.

This chapter highlights the important contributions of case study research to the evaluation of student-centered programs and broader STEM initiatives in higher education. We summarize the Diversity Program Consortium's case study evaluation of the Building Infrastructure Leading to Diversity (BUILD) initiative, funded by the National Institutes of Health (NIH), with aims to enhance diversity in the NIH-funded workforce. We describe lessons learned from the case study design used for the evaluation of BUILD that applies to administrators of STEM initiatives who are interested in case study methods and to evaluators who are familiar with case studies and tasked with program evaluation of a multisite STEM program.

A cross-case analysis of developing program sustainability and institutionalization in early stages of a multisite biomedical student diversity initiative.

Background: Grant funding often drives innovative programming in efforts to enhance diversity in biomedical fields, yet strategies for sustainability of grant-funded biomedical intervention are not well understood. Additionally, as funding agencies shift toward supporting institutional change to biomedical training, less is known about the extent to which sustainability strategies can support long-term institutionalization of the original goals of the grant-funded initiative. The purpose of this study is twofold: to identify strategies used by grant-funded programs for promoting sustainability, and to examine the interrelations between the concepts of sustainability and institutionalization during early stages of grant-funded biomedical career training efforts.