Educational Outcomes of the NIGMS Maximizing Access to Research Careers Undergraduate Student Training in Academic Research (MARC U-STAR) Program

UPDATE: The MARC U-Star report includes an addendum on the demographics of the program’s alumni.

We recently analyzed the educational outcomes of trainees who participated in the NIGMS MARC U-STAR program. The goal of the program is to enhance the pool of students from underrepresented groups earning baccalaureate and Ph.D. degrees in biomedical research fields. MARC U-STAR is part of a larger effort at NIGMS to support the development of a highly skilled, creative and diverse biomedical research workforce. This study was designed to identify the educational outcomes of over 9,000 MARC U-STAR alumni appointed at 114 institutions between 1986 and 2013.

MARC U-STAR grants are awarded to undergraduate institutions. Each grant supports a continuous 2-year program for the junior and senior (or final two) years of college that provides the trainees with academic enhancement, research training and professional skills development. In addition to these on-campus enhancements, MARC U-STAR institutions are expected to provide each trainee with a summer research experience at a research-intensive institution. The recently released Funding Opportunity Announcement describes the expectation that a majority of MARC U-STAR alumni nationwide will matriculate in a research doctorate program.

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Outcomes Analysis of the NIGMS Diversity Supplement Program

We recently analyzed outcomes of the NIGMS Research Supplements to Promote Diversity in Health-Related Research (referred to here as the Diversity Supplement Program or DSP), which provides investigators holding active NIGMS research grants with supplemental funds to support scholars from groups underrepresented in biomedical science. Using a public search approach, we could track a large proportion of participants—but not all—through doctoral training and into various careers. We assessed the educational and career outcomes for undergraduate, graduate student and postdoctoral participants supported by supplements between 1989 and 2006, and we encourage you to explore the report.

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Give Input on NIGMS Undergraduate Student Development Programs to Enhance Diversity in the Biomedical Research Workforce

As part of our longstanding commitment to fostering a highly trained and diverse biomedical research workforce, we have launched a review process to ensure that our programs contribute most effectively to this goal. An important part of this effort is to seek your input.

To this end, we just issued a request for information for feedback and novel ideas that might bolster the effectiveness of our undergraduate student development programs. Some of the things we’re particularly interested in are:

  • The advantages (or disadvantages) of supporting a single program per institution that begins after matriculation and provides student development experiences through graduation.
  • Approaches to leveraging successful institutional models for preparing baccalaureates for subsequent Ph.D. completion.
  • Strategies to build institutional capabilities and effective institutional networks that promote undergraduate student training programs that lead to successful Ph.D. completion.
  • If applicable, your specific experiences with any of our student development programs and their outcomes in preparing participants for biomedical research careers.

More broadly, we welcome your suggestions regarding the most important issues we can address in this arena.

I encourage you to share your views (no longer available) on these and associated topics by the response deadline of April 15, 2015.