How I Spent My Summer Vacation

Posts by Christa Reynolds

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One of NIGMS’ primary goals is to provide support to train the next generation of biomedical research scientists. In pursuit of this goal, NIGMS aims to enhance the diversity of the scientific workforce and develop research capacities throughout the country. NIGMS-administered training programs at the undergraduate level provide support for trainees underrepresented in the biomedical sciences to develop skills to successfully transition into doctoral programs. Three unique NIGMS-administered undergraduate-focused programs are highlighted below.

Building Infrastructure Leading to Diversity (BUILD) grant awards help undergraduate institutions implement and study ways to engage and retain students from diverse backgrounds in biomedical research. The program aims to help these students on the pathway to becoming scientists. Primary institutions eligible for BUILD awards have fewer than $7.5 million in total NIH research project grant funding and a student population with at least 25 percent Pell Grant recipients. BUILD is part of the Common Fund Diversity Program Consortium, a national collaborative dedicated to enhancing diversity in the biomedical research workforce.
Maximizing Access to Research Careers Undergraduate Student Training in Academic Research (MARC U-STAR) awards provide support for undergraduate trainees from underrepresented backgrounds to gain skills and improve their preparation for high-caliber graduate training at the doctoral level. Awards are made to colleges and universities that offer the baccalaureate degree.
The Research Initiative for Scientific Enhancement (RISE) program aims to help reduce the existing gap between underrepresented and well-represented students in completing doctoral degrees. RISE supports institutions that award the baccalaureate, master’s, or doctoral degree in biomedical science fields; programs include well-integrated developmental activities designed to strengthen students’ academic preparation, research training, and professional skills.

Although BUILD, MARC, and RISE offer a variety of activities at more than 100 supported institutions during the school year—including laboratory research opportunities, faculty mentoring, seminars, and workshops—the programs also provide training experiences throughout the summer. The slideshow below gives a quick peek into what several students participating in MARC, RISE, and BUILD activities did over the summer.

Click on an image below to launch slideshow.

September 14, 2017May 28, 2024

Having a BLaST in Alaska … and Beyond

by Christa Reynolds

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Lori Gildehaus and her lovable, mischievous dog, Charley. Credit: Lori Gildehaus.

Lori Gildehaus loves her job because she’s almost always doing something different. Some days, she leads professional development sessions for undergraduate students at the University of Alaska, Fairbanks (UAF). Other days, she’s weathered down in isolated communities along Alaska’s coast while leading community science and outreach events. These activities are just a few of her many responsibilities. Gildehaus is a laboratory research and teaching technician for UAF’s Biomedical Learning and Student Training (BLaST) program.

UAF’s BLaST program is one of 10 sites across the country in the Building Infrastructure Leading to Diversity (BUILD) initiative. As a component of the NIH Diversity Program Consortium, BUILD aims to find the best ways to engage and retain students from diverse backgrounds in biomedical research. Each BUILD site is as unique as the community it serves. UAF’s BLaST program embraces Alaska Native culture and the unique landscape that its students, faculty, and staff call home.

UAF attracts students from across Alaska, making for a diverse student body. BLaST serves not only UAF but also seven other campuses throughout Alaska, ranging from IỊisaġvik College in Utqiaġvik (formerly Barrow) at the northern tip of the state, to the University of Alaska Southeast in Sitka, more than 1,000 miles away. In any area that large, it would be difficult to organize community science outreach and foster connections between institutions. But in Alaska, there aren’t even roads connecting most rural campuses to Fairbanks.

Bridging gaps

Gildehaus and BLaST’s four other laboratory research and teaching technicians help bridge these gaps and bring science to local communities. They also serve as intermediaries between undergraduate students doing research and their professors. For undergraduates, talking to professors can be intimidating, and navigating the university landscape can be overwhelming. One of Gildehaus’ responsibilities is providing guidance to students.

“We want undergraduates to have a really good opportunity to explore their interests and have a good experience on their research projects,” Gildehaus says.

Gildehaus has a broad background, including biological sciences, human anatomy and physiology, science outreach, and mentoring. This experience helps her develop BLaST’s mentoring component. BLaST uses a tiered mentoring approach to provide opportunities for undergraduate and graduate students to share experiences and participate in mentoring.

Gildehaus has planned three mentoring workshops for fall 2017. One of these workshops, organized with assistance from the National Research Mentoring Network , will focus on culturally aware mentoring. Another will teach attendees how to navigate conversations, share stories, and increase awareness and understanding of Alaska Native and other cultures.

Bringing science outside the lab

BLaST’s diverse group of students includes many people who reside in rural areas and live a subsistence lifestyle. Traditional lab work schedules and science education can often seem disconnected from these communities. To better engage students, BLaST implements the One Health Approach, which emphasizes the interconnectedness between human, animal, and environmental health by promoting ways to expand interdisciplinary collaborations to attain optimal health for all. The program helps students recognize that there are opportunities to be involved in biomedical research in their communities, such as researching the natural vegetation of the Alaskan tundra, studying marine mammals, or finding cures for illnesses. Continue reading “Having a BLaST in Alaska … and Beyond”

March 28, 2017October 1, 2024

Bit by the Research Bug: Priscilla’s Growth as a Scientist

by Christa Reynolds

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This is the third post in a new series highlighting NIGMS’ efforts toward developing a robust, diverse and well-trained scientific workforce.

Credit: Christa Reynolds.

Priscilla Del Valle
Academic Institution: The University of Texas at El Paso
Major: Microbiology
Minors: Sociology and Biomedical Engineering
Mentor: Charles Spencer
Favorite Book: The Immortal Life of Henrietta Lacks, by Rebecca Skloot
Favorite Food: Tacos
Favorite music: Pop
Hobbies: Reading and drinking coffee

It’s not every day that you’ll hear someone say, “I learned more about parasites, and I thought, ‘This is so cool!’” But it’s also not every day that you’ll meet an undergraduate researcher like 21-year-old Priscilla Del Valle.

BUILD and the Diversity Program Consortium

The Diversity Program Consortium (DPC) aims to enhance diversity in the biomedical research workforce through improved recruitment, training and mentoring nationwide. It comprises three integrated programs—Building Infrastructure Leading to Diversity (BUILD), which implements activities at student, faculty and institutional levels; the National Research Mentoring Network (NRMN), which provides mentoring and career development opportunities for scientists at all levels; and the Coordination and Evaluation Center (CEC), which is responsible for evaluating and coordinating DPC activities.

Ten undergraduate institutions across the United States have received BUILD grants, and together, they serve a diverse population. Each BUILD site has developed a unique program intended to engage and prepare students for success in the biomedical sciences and maximize opportunities for research training and faculty development. BUILD programs include everything from curricular redesign, lab renovations, faculty training and research grants, to student career development, mentoring and research-intensive summer programs.

Del Valle’s interest in studying infectious diseases and parasites is motivating her to pursue an M.D./Ph.D. focusing on immunology and pathogenic microorganisms. Currently, Del Valle is a junior at The University of Texas at El Paso (UTEP)’s BUILDing SCHOLARS Center. BUILDing SCHOLARS, which stands for “Building Infrastructure Leading to Diversity Southwest Consortium of Health-Oriented Education Leaders and Research Scholars,” focuses on providing undergraduate students interested in the biomedical sciences with academic, financial and professional development opportunities. Del Valle is one of the first cohort of students selected to take part in this training opportunity.

BUILD scholars receive individual support through this training model, and Del Valle says she likes “the way that they [BUILDing SCHOLARS] take care of us and the workshops and opportunities that we have.”

Born in El Paso, Texas, Del Valle moved to Saltillo, Mexico, where she spent most of her childhood. Shortly after graduating from high school, she returned to El Paso to start undergraduate courses at El Paso Community College (EPCC), to pursue an M.D. Del Valle explains that in Mexico, unlike in the United States, careers in medical research are not really emphasized in the student community or in society, so she did not have firsthand experience with research.

Del Valle discovered her passion for research when she was assigned a project on malaria as part of an EPCC course. She was fascinated by the parasite that causes malaria. “It impressed me how something so little could infect a person so harshly,” she says. Continue reading “Bit by the Research Bug: Priscilla’s Growth as a Scientist”

February 8, 2017March 5, 2021

Not Discounting His Future: Austin Works Toward His Goals

by Christa Reynolds

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This is the second post in a new series highlighting NIGMS’ efforts toward developing a robust, diverse and well-trained scientific workforce.

Credit: Christa Reynolds.

Austin Phanouvong
Academic Institution: Portland State University
Major: Biology
Minor: Chemistry
Mentor: Suzanne Mitchell
Favorite Book: The Alchemist, by Paulo Coelho
Favorite Food: Sushi
Hobbies: Hiking, cooking and traveling

BUILD and the Diversity Program Consortium

Austin Phanouvong, 21, likes biology because it teaches him about life.

“Even the way we walk, the way we breathe – there’s all these little components to it that we don’t even think about but they’re very helpful, and one hiccup in that system can lead to many diseases and sicknesses,” Phanouvong says.

Born and raised in Portland, Oregon, Phanouvong is a senior at Portland State University (PSU), where he is in the Building Infrastructure Leading to Diversity (BUILD) EXITO program. As a student in BUILD EXITO (which stands for “Enhancing Cross-Disciplinary Infrastructure and Training at Oregon”), Phanouvong takes biomedical science courses, conducts research and participates in professional development workshops and seminars. He has learned about preparing a CV and writing personal statements. In spring 2017, Phanouvong will graduate with a major in biology and a minor in chemistry. He will continue to pursue research opportunities as he applies for medical school, and he hasn’t ruled out the possibility of pursuing a Ph.D. in the future.

Since high school, Phanouvong’s desire has been to help people through a healthcare career. Originally, he was interested in nursing, but he decided he could push his career plans and education farther by going to medical school. Because of his interest in hands-on research, last year Phanouvong’s honors thesis advisor recommended he apply for the BUILD program, and Phanouvong realized BUILD EXITO would be a great opportunity to engage in research as an undergraduate student. Continue reading “Not Discounting His Future: Austin Works Toward His Goals”

January 3, 2017March 5, 2021

Getting It Done: Chyann’s Path to Graduate School and Research

by Christa Reynolds

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This is the first post in a new series highlighting NIGMS’ efforts toward developing a robust, diverse and well-trained scientific workforce.

Credit: Christa Reynolds.

Chyann Richard
Academic Institution: California State University, Long Beach
Major: Psychology
Mentor: Michelle Barrack
Favorite Book: Outliers, by Malcolm Gladwell
Favorite sports team: Los Angeles Lakers
Favorite music: R&B

“A lot of people would never guess that I’m in research and I take pride in that. I want to be able to represent people that don’t even go this far,” Chyann Richard, 20, says.

BUILD and the Diversity Program Consortium

Currently a junior at California State University, Long Beach (CSULB), Richard is majoring in psychology. After she graduates with a bachelor’s degree in 2018, she plans to continue to a Ph.D. program and do research in behavioral neuroscience.

Richard is among a select group of undergraduate college students participating in the Building Infrastructure Leading to Diversity (BUILD) program. The BUILD programs focus on finding innovative approaches to increase student engagement in the biomedical sciences, through interventions at student, faculty and institutional levels. As a BUILD scholar, Richard is conducting laboratory research and preparing for graduate school through career development seminars, presentations and other activities.

Richard loves how research introduces her to new ideas and allows her to share these concepts with others, including her parents.

“Because they’ve been teaching me my whole life … now I’ve got a one-up because I know about research and they don’t. That’s really fun,” she says.

Richard’s interest in behavioral neuroscience is both personal and scientific. During Richard’s junior year of high school, her mother was diagnosed with generalized anxiety disorder. This sparked Richard to take an Advanced Placement (AP) psychology course, where she began learning about the prevalence of and treatments for such disorders.

“[The class] started bringing [my mom’s condition] into perspective – that it wasn’t just some random thing,” Richard says. Continue reading “Getting It Done: Chyann’s Path to Graduate School and Research”

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Author: Christa Reynolds

Posts by Christa Reynolds