Student Pluripotency: Realizing Untapped Undergraduate Potential in Regenerative Medicine

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Grant Award Details

Grant Type:

COMPASS Training Grant

Grant Number:

EDUC5-13653

Investigator(s):

Name:

Daniel Nickerson

Institution:

Cal State Univ, San Bernadino

Type:

Award Value:

$2,901,853

Status:

Active

Progress Reports

Reporting Period:

Year 1

Reporting Period:

Year 2

We have appointed eight (8) trainees in each of two COMPASS cohorts (16 trainees total), all of whom are in early or middle stages of their undergraduate studies and all aspire to careers in regenerative medicine, disease research, and/or biotechnology. Both COMPASS cohorts are enriched in first generation, under-represented minority, and socioeconomically disadvantaged students. All trainees completed an interview and matching process with laboratory research mentors and have been placed in research laboratories to begin their first round of project research training on the CSUSB campus that will last for two academic years. Trainee laboratory research projects emphasize foundational laboratory and research skills in cell biology, molecular biology, genomics, microbiology, developmental biology, and biotechnology, all of which complement coursework and workshop training emphasizing cell and tissue culture. COMPASS trainees have completed a project-based, summer laboratory class to introduce them to laboratory practices and research conventions, a multi-session ‘laboratory bootcamp’ workshop to build foundational skills in laboratory chemistry, safety, and navigating scientific procedures, a multi-session workshop on Scientific Diversity, week long workshops in both Bioprocessing and stem cell culture, and multi-session workshops to develop human disease awareness and patient community engagement. COMPASS trainees have met project research milestones scaffolded to their stage of experience and progress, starting with written, Powerpoint, and chalk talk presentations for research project proposals, and poster presentations of their research project results in an intramural format. Trainees will next present research project results in an oral, seminar-style format, as well as present their work at an extramural meeting. In the following project period, the first cohort of COMPASS trainees will match with their off-campus research mentors and conduct their capstone research internships. The COMPASS program has engaged in inquiry-based curriculum development, both in our introductory laboratories for majors to improve early engagement and recruitment of future COMPASS cohorts, and in upper-division Biology laboratories in anticipation of additional project-based training exercises for COMPASS trainees. New curricula in regenerative medicine, genomics, and biotechnology-themed projects have also extended impact of the COMPASS program to include many more students beyond those formally trained as COMPASS scholars.

Reporting Period:

Year 3

We have appointed eight (8) trainees in each of three COMPASS cohorts (24 trainees total), all of whom were in early or middle stages of their undergraduate studies and all aspire to careers in regenerative medicine, disease research, and/or biotechnology. All COMPASS cohorts are enriched in first generation, under-represented, and socioeconomically disadvantaged students. All trainees completed an interview and matching process with laboratory research mentors and have been placed in research laboratories to conduct two academic years of project research training on the CSUSB campus. Trainee laboratory research projects emphasize foundational laboratory and research skills in cell biology, molecular biology, genomics, microbiology, developmental biology, and biotechnology, all of which complement coursework and workshop training emphasizing cell and tissue culture. COMPASS trainees completed a project-based, summer laboratory class to introduce them to laboratory practices and research conventions, a multi-session ‘laboratory bootcamp’ workshop to build foundational skills in laboratory chemistry, safety, and navigating scientific procedures, a multi-session workshop on Scientific Diversity, week long workshops in both Bioprocessing and stem cell culture, and multi-session workshops to develop human disease awareness and patient community engagement. Our first cohort recently completed their immersive, capstone research internships in disease- or stem cell-focused labs at an off-campus institutional partner. COMPASS trainees have met project research milestones scaffolded to their stage of experience and progress, starting with written, Powerpoint, and chalk talk presentations for research project proposals, and poster or oral presentations of their research project results in intramural, colloquium formats. Trainees have also presented their CSUSB project research at extramural meetings and their off-campus capstone research projects at the CIRM Trainee Networking Conference. The COMPASS program has engaged in inquiry-based curriculum development, both in our introductory laboratories for majors to improve early engagement and recruitment of future COMPASS cohorts, and in upper-division Biology laboratories in anticipation of additional project-based training exercises for COMPASS trainees. New curricula in regenerative medicine, genomics, and biotechnology-themed projects have also extended impact of the COMPASS program to include many more students beyond those formally trained as COMPASS scholars. Our first graduating cohort has already begun research graduate studies, PhD program applications, and applications to medical schools and clinical training programs.

Grant Application Details

Application Title:

Student Pluripotency: Realizing Untapped Undergraduate Potential in Regenerative Medicine

Public Abstract:

The COMPASS training program (Student Pluripotency: Realizing Untapped Undergraduate Potential in Regenerative Medicine) will identify, engage, and recruit early-stage undergraduates who aspire to science careers in regenerative medicine and related fields, including students of backgrounds and circumstances who are often denied access to research training and mentorship. Trainees will complete a two-year internship program that will guide them in learning needs and challenges in healthcare and diverse communities, and exploring how their scientific and professional interests can make impactful contributions. Through a curriculum of lecture and laboratory coursework and a series of structured research internships, students will build project experience, technical foundations in lab skills essential to biotechnology and regenerative medicine, and networks of mentors and professional connections. Students will finish the program prepared to launch careers in medicine, research, biotechnology, industry, and science and healthcare policy. The five-year program will train 32 students.

Specific program activities include:
1. Coursework tailored to prepare students for research internships, including foundational lectures and labs in cell biology, stem cells, tissue culture, and developmental biology. Trainees will also engage in structured research project classes to prepare them for greater independence in laboratory and project settings.
2. Courses, workshops and activities to develop student awareness and appreciation of issues of equity and diversity in scientific and medical communities, and how they can contribute to building more inclusive communities.
3. Volunteer and outreach activities to engage patient and community groups, including symposia and seminar series, workshops for high school students hosted on our campus, and guest appearances in local schools. These opportunities serve the dual purpose of raising awareness of regenerative medicine and its potential in the greater public while also raising awareness in our students of the needs of patient groups and healthcare challenges faced in different communities.
4. Laboratory research internships conducted both at our campus and at our partner institutions, emphasizing sustained project experience, mastery of technical and scientific skills, and understanding of cultural aspects of research and academia.
5. Career development mentoring and workshops to build awareness of the many available career paths in the scope of regenerative medicine, help students discover their interest, and build readiness to make strong first career moves upon graduation. Trainees will benefit from extensive professional networking through program activities and internships.

Statement of Benefit to California:

This program aims to identify, engage, recruit, educate, mentor, and comprehensively train a diverse group of 32 undergraduate students with the goal to develop scientific research affinity and readiness join career tracks in biotechnology, gene therapy, and regenerative medicine. Concurrently with the above planned activities, the training program will provide students with a variety of community outreach and volunteer opportunities, including patient engagement. Because of our strong and diverse base of underrepresented students in STEM, our COMPASS program will provide appropriately trained and highly qualified graduates that also contribute to the ongoing goal of diversifying California’s regenerative medicine workforce. Our program will have the following components: 1. Early identification of potential awardees by an innovative use of CURES for recruitment. 2. Laboratory research internships, starting with projects mentored by our faculty to build foundational skillsets and project experience, followed by off-campus internships in regenerative medicine-focused labs at partner institutions. 3. An effective pipeline of courses and sustained mentorship that will enrich the education of the pool of students, along with scientific skills development, career advising and professional networking. 4. Courses that will be completed by the awardees will allow them to earn a certificate in biotechnology (an already existing program). Highlighted courses include stem cell biology, developmental biology, animal tissue culture, genomics and bioethics. A number of workshops offered will include health disparities, bioprocessing, entrepreneurship. 5. Patient and healthcare engagement by volunteering in support groups, non-profits, providing community education and become aware of the challenges that are particularly pervasive in their local community. 6. Educational outreach components that will include local campus seminars, regional Stem Cell Symposia, delivering lectures at local middle and high schools, attending regional conferences that are patient centric, and events organized through the Student Society for Stem Cell Research. COMPASS trainees will also host and contribute to ‘stem cell bootcamp’ workshops for local high school students. 7. Over the five-year period of the grant, we will train 32 undergraduate students. Our distinct goal is to prepare these students to be able to enter the workforce and contribute their perspective, expertise, and training in a variety of health research and healthcare delivery settings, from carrying out disease and therapeutic research in a lab, having careers in regulatory affairs or clinical studies, to being a stem cell or gene therapy physician. We see ourselves and our students as part of the mission of improving the health and quality of life for the millions of people for whom no therapies are currently available for their chronic diseases or injuries.

Publications

J Biol Chem (2025): Structural and functional analysis of cancer-associated missense variants in the retinoblastoma protein pocket domain. (PubMed: 39938803)

Student Pluripotency: Realizing Untapped Undergraduate Potential in Regenerative Medicine

Grant Award Details

Progress Reports

Grant Application Details

Student Pluripotency: Realizing Untapped Undergraduate Potential in Regenerative Medicine

Publications

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