Use our Diversity Database Update Form to submit changes to your program.

Initiative for Maximizing Student Development

College of Arts and Sciences

Academic Initiative

Groups Served
Collegiate

Program Website
Visit the Program Website

Contact Information
Frantz, Kyle or Cox, Daniel - these faculty are Principal Investigators on this NIH grant
kfrantz@gsu.edu
404-413-5338

Address
55 Park Place
Atlanta, GA 30303

Campus
Atlanta

Funding

National Institutes of Health (NIH)

Overview

The Initiative for Maximizing Student Development (IMSD) at Georgia State University is an undergraduate research education and training program grounded in Biology, Chemistry, Neuroscience and Psychology. Funded by the National Institutes of Health, the goal of the IMSD program is to encourage students from underrepresented groups to pursue careers in biomedical research, starting with undergraduate research and moving directly into Master’s and Ph.D. programs in related fields.

Benefits

The Initiative for Maximizing Student Development (IMSD) program includes paid research assistantships, required research presentations and professional development workshops.

Supplemental Materials

Not Applicable

Discipline Focus
Life Sciences, Neuroscience, Physical Sciences

Diversity Group ( Social Identity)
Ability/Disability, First Generation, Race/Ethnicity, Socioeconomic Status

Race/Ethnic Group
American Indian, Black, Hispanic/ Latinx groups, Multi-racial, Pacific Islander, Alaska Native, Native Hawaiians

Program, Initiative, Policy or Sponsored Award Category

Priority 1: Academic Initiative

Established
04/01/2016

Number Served
0-50

Research Components and Activities

Mentored research experience(s), Program sponsored (in-house) professional development sessions/ coursework (e.g., workshops, test preparation, mini-courses, specialized course, conference presentations, resume/cv building, tutoring, professional development etiquette), Student or faculty stipend/compensation

Additional Research Components, Roles and Responsibilities

In addition to individual research assistantships with faculty mentors in Neuroscience, Biology, Chemistry or Psychology, IMSD Fellows participate in a vast array of professional development workshops that hone both hard and soft skills and help to build professional networks. A current list of workshops can be found at https://casa.gsu.edu/going-the-distance/. Workshop topics vary year to year to strengthen training preparation for entry to graduate programs in the biomedical sciences.

Self-efficacy Emphasis

The IMSD program addresses self-efficacy using structured, constructive criticism on research and soft professional development skills; through networking events with mentors including oral and poster presentations both internal and external; and through a diverse series of workshops.

Acknowledgement/Affirmation of Identity, Strengths, Needs
Not Applicable

Examples of Inclusionary Practices and Activities

Specialized Curricula/Workshops (e.g. training for participants, directors and/or faculty on imposter syndrome, implicit bias, microaggressions), Structured Dialogues and Interactions (e.g. lab discussions, one-on-one sessions, virtual dialogues), Orientation (e.g. reviewing norms, expectations, structures, goals and/or protocols),Development of Academic Sense of Belongingness (e.g. Meetings with doctoral scholars, peer researchers, exchanges at academic conferences), Creation of a Safe space/ climate/environment

Participant Empowerment

Academic recognition (i.e. research credibility, prestige), Coaching, Feeder pathways (e.g. existing partnerships with programs at similar or next level of the academic pipeline), Institutional alliances, Knowledge transfer to the community (e.g., parents, peers, stakeholders), Publication opportunities, Mentoring opportunities

Mentoring Components

Mentors are peers of program participants (near-peer, tiered peer, etc.), Mentors provide regular scheduled meetings with mentees, Mentees are given information about academic customs, pitfalls, departmental politics and taboos, Mentors provide support with goal setting and or career planning, Mentees are allowed to attend events with mentors (i.e., dinners, social events, conferences, retreats), Mentors provide support with academic or discipline specific knowledge through direct teaching

Opportunities to Privilege Voice

Evaluation Methods

external review/evaluation, annual performance report, program survey(s)

Anticipated Participant Outcomes

attendance, conducting research (e.g., course-based, laboratory-based, apprentice-based, discovery-based),presenting at a conference/symposium, increasing academic skill area (s),persisting through current degree program, earning acceptance to graduate school, completing a capstone or thesis project, earning a degree, moving to the next level of the pipeline (e.g. high school to college; college to grad school; grad school to post doc; graduate to faculty),persistence in research (e.g., applying to other research programs, completing other mentored research experiences)

Outcome Milestones

“…”

Program, Initiative, Policy or Sponsored Award Category

Priority 1: Academic Initiative

Established
04/01/2016

Number Served
0-50

Research Components and Activities

Mentored research experience(s), Program sponsored (in-house) professional development sessions/ coursework (e.g., workshops, test preparation, mini-courses, specialized course, conference presentations, resume/cv building, tutoring, professional development etiquette), Student or faculty stipend/compensation

Additional Research Components, Roles and Responsibilities

In addition to individual research assistantships with faculty mentors in Neuroscience, Biology, Chemistry or Psychology, IMSD Fellows participate in a vast array of professional development workshops that hone both hard and soft skills and help to build professional networks. A current list of workshops can be found at https://casa.gsu.edu/going-the-distance/. Workshop topics vary year to year to strengthen training preparation for entry to graduate programs in the biomedical sciences.

Please describe how your program addresses self-efficacy (one's beliefs in their own ability to execute behaviors necessary to perform) in its participants?

The IMSD program addresses self-efficacy using structured, constructive criticism on research and soft professional development skills; through networking events with mentors including oral and poster presentations both internal and external; and through a diverse series of workshops.

How does your program acknowledge or affirm individuals’ different identities, strengths, or needs?
Not Applicable

Inclusionary practices/activities utilized in your program:

Specialized Curricula/Workshops (e.g. training for participants, directors and/or faculty on imposter syndrome, implicit bias, microaggressions), Structured Dialogues and Interactions (e.g. lab discussions, one-on-one sessions, virtual dialogues), Orientation (e.g. reviewing norms, expectations, structures, goals and/or protocols),Development of Academic Sense of Belongingness (e.g. Meetings with doctoral scholars, peer researchers, exchanges at academic conferences), Creation of a Safe space/ climate/environment

Participant Empowerment

Academic recognition (i.e. research credibility, prestige), Coaching, Feeder pathways (e.g. existing partnerships with programs at similar or next level of the academic pipeline), Institutional alliances, Knowledge transfer to the community (e.g., parents, peers, stakeholders), Publication opportunities, Mentoring opportunities

Mentoring Components

Mentors are peers of program participants (near-peer, tiered peer, etc.), Mentors provide regular scheduled meetings with mentees, Mentees are given information about academic customs, pitfalls, departmental politics and taboos, Mentors provide support with goal setting and or career planning, Mentees are allowed to attend events with mentors (i.e., dinners, social events, conferences, retreats), Mentors provide support with academic or discipline specific knowledge through direct teaching

Opportunities to Privilege Voice

Evaluation methods are used to substantiate the program’s outcomes:

external review/evaluation, annual performance report, program survey(s)

Anticipated participant outcomes for your program:

attendance, conducting research (e.g., course-based, laboratory-based, apprentice-based, discovery-based),presenting at a conference/symposium, increasing academic skill area (s),persisting through current degree program, earning acceptance to graduate school, completing a capstone or thesis project, earning a degree, moving to the next level of the pipeline (e.g. high school to college; college to grad school; grad school to post doc; graduate to faculty),persistence in research (e.g., applying to other research programs, completing other mentored research experiences)