No abstract

The goal of the National Academies Summer Institute is to change teaching practices in introductory, undergraduate biology courses.

Using social cognitive career theory and science identity theory, the authors validate new measures assessing persistence-related factors with students from historically underrepresented racial/ethnic groups in science.

To offer a research experience to all students taking introductory biology, the authors modified the traditional two-semester Science Education Alliance Phage Hunters Advancing Genomics and Evolutionary Science (SEA-PHAGES) course by streamlining the first semester Phage Discovery lab and integrating research from the second SEA-PHAGES semester into other courses in the biology curriculum.

Students who attended Annual Biomedical Research Conference for Minority Students (ABRCMS) reported many benefits, including greater research self-efficacy, research confidence, sense of belonging in science, and intentions to pursue a research degree in graduate school. Increase in research confidence predicts graduate school plans and intentions for a research career in science.