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This study examined critical factors in a mentoring system within a federally-funded Pathways to the Education Sciences Research Training Program to prepare undergraduates at a Hispanic-serving institution (HSI) for graduate studies in educational research. Our conceptual framework integrates an inclusive model of family engagement consistent with the literature recommendations for diverse families of college students. We considered the following question: what is the role of family and friends within an orchestrated network of mentors who provide support to undergraduate fellows from minoritized groups in their pathways toward graduate studies in educational sciences? We analyzed quantitative and qualitative responses from an end-of-program survey administered to one cohort of this program. Within their mentoring network, fellows reported that family and friends provided important support in socio-emotional, cognitive, and identity development, but not as strong as that provided by distributed faculty and academic mentors. This study furthers our understanding of the role of family and friends within an orchestrated network of mentors within our Pathways Training Program. However, we still need to extend our knowledge of how research training programs at HSIs can be more intentional in emphasizing the important contributions family and friends provide to promote the success of diverse students in their pathways toward graduate studies. [ABSTRACT FROM AUTHOR]

This study examined critical factors in a mentoring system within a federally-funded Pathways to the Education Sciences Research Training Program to prepare undergraduates at a Hispanic-serving institution (HSI) for graduate studies in educational research. Our conceptual framework integrates an inclusive model of family engagement consistent with the literature recommendations for diverse families of college students. We considered the following question: what is the role of family and friends within an orchestrated network of mentors who provide support to undergraduate fellows from minoritized groups in their pathways toward graduate studies in educational sciences? We analyzed quantitative and qualitative responses from an end-of-program survey administered to one cohort of this program. Within their mentoring network, fellows reported that family and friends provided important support in socio-emotional, cognitive, and identity development, but not as strong as that provided by distributed faculty and academic mentors. This study furthers our understanding of the role of family and friends within an orchestrated network of mentors within our Pathways Training Program. However, we still need to extend our knowledge of how research training programs at HSIs can be more intentional in emphasizing the important contributions family and friends provide to promote the success of diverse students in their pathways toward graduate studies.

Publications of research conducted during short-term research education training programs serve as an outcome measure for students' successes and a program's value. We compared the impact of cancer publications from research conducted during a short-term cancer research education training program, to publications by program participants in the years following completion of the training program and earning an academic or professional degree. Bibliometrics and altmetrics from NIH, ResearchGate, Google Scholar and Scopus® that measure publication impact were collected on cancer publications by student interns in the CaRES (Cancer Research Experiences for Students) R25 program from 1999 to 2017; and on cancer publications in subsequent years by program alumni (students who completed CaRES). Publication characteristics and impact measures were described and compared. Of 558 publications, 206 (37%) were related to CaRES internship projects and 352 (63%) related to any cancer research in which program alumni engaged following their internships. CaRES project publications were cited more frequently and held a higher research interest score than later cancer publications by CaRES alumni but appeared in journals having lower impact factors (p < 0.05). A higher proportion of alumni were first authors of their publications as compared to first authorship by interns (p = 0.02). Research conducted during short-term cancer research programs can be scientifically meaningful and of comparable quality to publications by program alumni who engage in cancer research careers. [ABSTRACT FROM AUTHOR]

Purpose -- The purpose of this paper was to examine the perceptions of students of health sciences on research training programs offered at Saudi universities. Design/methodology/approach -- A cross-sectional survey design was adopted to capture the perceptions of health science students about research training programs offered at selected Saudi universities. A criterion-based sampling technique was adopted, and accordingly, 630 students were selected to participate in the study. A pre-tested questionnaire tool titled, "Students Attitude towards Research (SAR) questionnaire ", was used to capture student responses on a five-point Likert scale with respect to three dimensions, namely, extent of research activities offered in their college, involvement of faculty in research and the infrastructural facilities offered by the college for research. The students' attitudes with respect to various components of research training programs were analyzed using mean and cumulative percentage of students satisfied with the training. Multivariate analysis of variance (MANOVA) was used to study whether there is any significant difference in attitudes among the students belonging to four health science programs of the seven selected universities. Findings -- The results of this study demonstrate that only less than 50 per cent of the students from the selected health science colleges are satisfied with the existing research training programs. There are significant differences in the students' attitude toward research training programs offered in seven selected Saudi universities. Originality/value -- This is the first Saudi Arabia-based study that provides an alarming signal to educational-policy planners on students' perceptions and attitudes toward research training programs offered in Saudi higher education institutions. [ABSTRACT FROM AUTHOR]

The popularity and effectiveness of intensive summer research programs to increase student self-efficacy is known. The Summer Research Institute (SRI) training experience, as part of undergraduate student training in Morgan State University's NIH BUILD program, uses an entrepreneurial approach to prepare students for careers in health-related research. Bandura's self-efficacy theory's (1977) four antecedents are represented in the SRI curriculum, which provides multiple opportunities for mastery experiences and for moments of roused feelings. These occurrences are accompanied by extensive multilayered mentoring, where the mentors provide verbal encouragement, and facilitate various modes of academic, psychosocial and institutional support. To our knowledge, student affect over time has not been tested to assess impact or program effectiveness in a summer research training program. This study is based on the qualitative assessment of bi-weekly journals of 28 students in the SRI. The practice of students consistently writing journals is aligned with the scaffolded knowledge integration framework proposed by Linn (1995). The journals were reviewed for their cumulative affective content and change over time. The students responded as expected with positive and negative affect throughout the program and ended with overwhelmingly positive affect with their concluding presentations. Using Linguistic Inquiry Word Count (LIWC), a text analysis program, we matched the fluctuations in affect to activities during the program and interpreted the changes for program assessment. This type of analysis opens a window into student affective responses to training components that, to our knowledge, have not been widely used for research training programs of this kind.