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      Hampton University Chemistry Education and Mentorship (HU-ChEM): Transformative Impacts on an HBCU

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            Abstract

            The Hampton University Chemistry Education and Mentorship (HU-ChEM) intervention program was deployed in Fall 2020 to increase the persistence of underrepresented minority students in biomedical careers at Hampton University, a Historically Black Colleges and University (HBCU). Using a matched-baseline control study design, the efficacy of innovative, evidence-based interventions to improve student competency in gatekeeper chemistry courses at Hampton University, transform the departmental culture, and improve the persistence of Hampton University students in biomedical careers were tested. The project justification was that freshman chemistry is a gatekeeper course that leads to attrition and leaks in the biomedical training pipeline. HU-ChEM included three interventions:1) HU-ChEM SCALE-UP in which the entry-level first-year chemistry course for STEM majors is taught using the Student-Centered Active Learning Environment with Upside-down Pedagogies (SCALE-UP);2) HU-ChEM CUREs in which Course-based Undergraduate Research Experiences (CUREs) were deployed; and 3) HU-ChEM faculty development, offered enhanced training of chemistry faculty. The interventions were conducted over three years, impacting over 300 students and ~25 faculty. Modified DPC survey tools were used to measure and monitor the DPC hallmarks of student, faculty, and institutional success. The biggest challenges were the delay in implementing activities due to the COVID-19 shutdown, the switch to virtual learning, and the lowered enrollment. Despite these challenges, outcomes include updated curricular and teaching infrastructure in the department. Improved participation of faculty and students in authentic research experiences was documented. The transformative impact of the interventions on the department and institution will be discussed. Furthermore, the feasibility of scalability to other institutions and long-term sustainability will be addressed by analyzing the robust data collected.

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            Author and article information

            Journal
            ScienceOpen Posters
            ScienceOpen
            15 December 2023
            Affiliations
            [1 ] Hampton University Department of Mathematics ( https://ror.org/05fde5z47)
            [2 ] Strategic Evaluation Inc North Carolina;
            [3 ] Dartmouth College;
            [4 ] Hampton University Deparment of Chemistry and Biochemistry ( https://ror.org/05fde5z47)
            Author notes
            Author information
            https://orcid.org/0000-0002-4043-2700
            Article
            10.14293/P2199-8442.1.SOP-.POJSVV.v1
            f3e3a560-5915-4c1b-b9f5-4881bb1c8540

            This work has been published open access under Creative Commons Attribution License CC BY 4.0 , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Conditions, terms of use and publishing policy can be found at www.scienceopen.com .

            History
            : 15 December 2023
            Funding
            Funded by: funder-id http://dx.doi.org/10.13039/100000057, National Institute of General Medical Sciences;
            Award ID: U01GM138433
            Categories

            The datasets generated during and/or analysed during the current study are available from the corresponding author on reasonable request.
            Education,Chemistry,Life sciences
            HBCU,NIGMS,Training grant,Chemistry,CUREs,Interventions,Persistence

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