IMSD at the University of Texas at San Antonio

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Program Summary/Abstract The purpose of the proposed IMSD Program at the University of Texas at San Antonio is to recruit and train a diverse group of doctoral students in the biomedical and behavioral (collectively termed biomedical) sciences from underrepresented groups (UR). The program will develop and implement evidence-based approaches upon foundations of the UTSA RISE program and enhance our trainees' recruitment, retention; depth of professional, operational, and technical Training; and career path trajectory. The program will promote UR students' recruitment and admission, retention, and mentoring support during their doctoral studies that guide them towards biomedical careers. It will support trainees in the Biomedical Engineering, Chemistry, Neuroscience, Cell, and Molecular Biology, Physics, and Psychology Ph.D. programs. Eight new Ph.D. students will be inducted annually and mentored for three years; 56 students are expected to receive Training over the five years of the program. The proposed interventions will enhance UR admission to 40%, promote 85% retention of its trainees and reduce time-to-degree from 4.8 to 4.6 years. Training focusing on Psychosocial Wellness, Mentoring, Career Development, and Instruction in Methods for Enhancing Reproducibility are integrated throughout the training cycle. The IMSD program has key features that make it innovative. IMSD Training is stage-dependent, with sessions each summer designed to focus trainees' attention on critical milestones of the following year; some training will be provided earlier to Psychology students who are in a 3-year program. It leverages institutional resources, with partnerships in place for trainees to receive Training from the UTSA Career Center, Leadership and Volunteer Services and Wellbeing Services, the UTSA Office of Research Integrity, and Graduate School. IMSD Training is progressive. Training begins with foundational topics designed to "level the playing field" and provide foundations for all subsequent Training. IMSD attempts to minimize trainee time commitment in the fall and spring semesters. All multi-session workshops will be taught in the summer, except first-semester foundational Training. Academic year training and presentations are associated with the multi-focus Weekly Group Sessions that incorporate Psychosocial Training, Alumni and Role Model Scientist Visits, introductory Training in Budgeting, Leadership, Clifton StrengthsFinder, and College-Level Teaching. Mentoring is a significant component of the IMSD, involving being mentored by other scientists at diverse career stages and fields. Trainees will have multiple opportunities to practice their scientific communication skills in progressively rigorous environments. These include poster, oral, and Three Minute Thesis presentations.