About Us

The goal of the Undergraduate Research Training Initiative for Student Enhancement (U-RISE) program is to promote broad participation in the biomedical research workforce by strengthening research training environments and expanding the pool of well-trained students who complete their baccalaureate degree, and transition into and complete biomedical, research-focused higher degree programs (such as Ph.D. or M.D./Ph.D.).

  • A broad understanding across biomedical disciplines and the skills to independently acquire the knowledge needed to advance their chosen fields;
  • The ability to think critically and independently, and to identify important biomedical research questions and approaches that push forward the boundaries of their areas of study;
  • A strong foundation in scientific reasoning, rigorous research design, experimental methods, quantitative and computational approaches, and data analysis and interpretation;
  • A commitment to approaching and conducting biomedical research responsibly, ethically, and with integrity;
  • Experience initiating, conducting, interpreting, and presenting rigorous and reproducible biomedical research with increasing self-direction;
  • The ability to work effectively in teams with colleagues from a variety of cultural and scientific backgrounds, and to promote inclusive and supportive scientific research environments;
  • The skills to teach and communicate scientific research methodologies and findings to a wide variety of audiences (e.g., discipline-specific, across disciplines, and the public); and
  • The knowledge, professional skills and experiences required to identify and transition into careers in the biomedical research workforce (i.e., the breadth of careers that sustain biomedical research in areas that are relevant to the NIH mission).

U-RISE institutions select the trainees to be supported. Trainees must be research-oriented students majoring in the biomedical sciences who have expressed interest in pursuing postgraduate education leading to the Ph.D., M.D.-Ph.D. or other combined professional degree-Ph.D. in these fields upon completing their baccalaureate degree. Quoted from the NIH U-RISE Website

 

Program Leadership     

                                                                               

Program Co-Director            Program Co-Director                     Program Manager
gunguez@nmsu.edu            mmarin@nmsu.edu                       laurodri@nmsu.edu

 

Who should cite our grant?

NMSU U-RISE supports work done through New Mexico State University. Any publication or product that relied upon U-RISE resources to some degree should cite the grants in their work or products. This includes any individual, group, trainee, or researcher that has completed work under any of the following circumstances:

  • Received funding from U-RISE to support the product or publication
  • Used U-RISE resources or services to complete the product or publication
  • Product or publication stems from any U-RISE-funded research or program activities

 

What is considered a publication or product?

Publications or products can include:

  • Conference presentations
  • Research or technical papers
  • Journals, journal articles, books
  • Theses 
  • Key project documents
  • Programs or activities

If you are unsure whether you should cite or acknowledge Undergraduate Research Training Initiative for Student Enhancement (U-RISE) Research in your work, contact U-RISE Program Co-Director Graciela Unguez at gunguez@nmsu.edu

 

How do I cite the U-RISE grant?

When appropriate, the grants should be cited as such:

This work partly/fully supported student and faculty research by the NIH Undergraduate Research Training Initiative for Student Enhancement (U-RISE) 1T34GM153567-01  

 


NIH recently changed their definition of underrepresented populations in Science (https://grants.nih.gov/grants/guide/notice-files/NOT-OD-20-031.html).

Please indicate whether you self-identify as belonging any of these 3 categories.

  1. IndividualsfromracialandethnicgroupsthathavebeenshownbytheNationalScience Foundation to be underrepresented in health-related sciences on a national basis (see data at http://www.nsf.gov/statistics/showpub.cfm?TopID=2&SubID=27) and the
    report     Women, Minorities, and Persons with Disabilities in Science and Engineering). The following racial and ethnic groups have been shown to be underrepresented in biomedical research: Blacks or African Americans, Hispanics or Latinos, American Indians or Alaska Natives, Native Hawaiians and other Pacific Islanders. In addition, it is recognized that underrepresentation can vary from setting to setting; individuals from racial or ethnic groups that can be demonstrated convincingly to be underrepresented by the grantee institution should be encouraged to participate in NIH programs to enhance diversity. For more information on racial and ethnic categories and definitions, see the OMB Revisions to the Standards for Classification of Federal Data on Race and Ethnicity (https://www.govinfo.gov/content/pkg/FR-1997-10-30/html/97-28653.htm).

  2. Individualswithdisabilities,whoaredefinedasthosewithaphysicalormental impairment that substantially limits one or more major life activities, as described in the Americans with Disabilities Act of 1990, as amended. See NSF data
    at,     https://www.nsf.gov/statistics/2017/nsf17310/static/data/tab7-5.pdf.

  3. Individualsfromdisadvantagedbackgrounds,definedasthosewhomeettwoormoreof the following criteria:

    1. Were or currently are homeless, as defined by the McKinney-Vento Homeless Assistance Act (Definition: https://nche.ed.gov/mckinney-vento/);

    2. Were or currently are in the foster care system, as defined by the Administration for Children and Families (Definition: https://www.acf.hhs.gov/cb/focus- areas/foster-care);

    3. Were eligible for the Federal Free and Reduced Lunch Program for two or more years (Definition: https://www.fns.usda.gov/school-meals/income-eligibility- guidelines);

    4. Have/had no parents or legal guardians who completed a bachelor’s degree (see https://nces.ed.gov/pubs2018/2018009.pdf);

    5. Were or currently are eligible for Federal Pell grants (Definition: https://www2.ed.gov/programs/fpg/eligibility.html);

    6. Received support from the Special Supplemental Nutrition Program for Women, Infants and Children (WIC) as a parent or child
      (Definition:       https://www.fns.usda.gov/wic/wic-eligibility-requirements).

    7. Grew up in one of the following areas: a) a U.S. rural area, as designated by the Health Resources and Services Administration (HRSA) Rural Health Grants Eligibility Analyzer (https://data.hrsa.gov/tools/rural-health), or b) a Centers for Medicare and Medicaid Services-designated Low-Income and Health Professional Shortage Areas (qualifying zipcodes are included in the file). Only one of the two possibilities in #7 can be used as a criterion for the disadvantaged background definition.

      Students from low socioeconomic (SES) status backgrounds have been shown to obtain bachelor’s and advanced degrees at significantly lower rates than students from middle and high SES groups (see https://nces.ed.gov/programs/coe/indicator_tva.asp), and are subsequently less likely to be represented in biomedical research. For background see Department of Education data at, https://nces.ed.gov/; https://nces.ed.gov/programs/coe/indicator_tva.asp; https ://www2.ed.gov/rschstat/research/pubs/advancing-diversity-inclusion.pdf.