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Academic Initiative

Annual Biomedical Research Conference for Minoritized Scientists (ABRCMS)

Program Overview

  • The Annual Biomedical Research Conference for Minority Students (ABRCMS), recipient of the 2019 AIMBE Excellence in STEM Education Award, is one of the largest communities of underrepresented minorities in science, technology, engineering and mathematics. Students attend this conference to present their research, enhance professional development skills, explore graduate schools, and network. Research faculty and program directors play an essential role in mentoring students and learning strategies for facilitating student success. During the four-day conference, over 2,500 students from over 350 colleges and universities participate in poster and oral presentations in twelve STEM disciplines. All undergraduate and postbaccalaureate student presentations are judged and those receiving the highest scores in each scientific discipline are given an award during the closing banquet.

Benefits

  • The Annual Biomedical Research Conference for Minority Students (ABCRMS) is a conference that provides professional development opportunities for students from community colleges and four-year colleges and universities, as well as postbaccalaureate students, graduate students, and their faculty mentors. The conference is one of the largest professional conferences for minority students who look to pursue advanced training in the biomedical and behavioral sciences, including all STEM disciplines.

Program Contact

  • Ronica Rodela
  • abrcms@asmusa.org

Location

  • Nationwide
  • 1752 N St NW, Washington, DC 20036, USA
1752 N St NW, Washington, DC 20036, USA

Type Of Program

Audience

  • Collegiate

  • Faculty

  • Graduate

Discipline(s)

  • Social/Behavioral Science

  • STEM

History

Established

2001

Individuals Served

  • > 10,000

Notable Alumni

Victor Ocasio Ramirez, PhD (postdoctoral fellow, Duke University) and Shelsa Marcel (Gilliam Fellowship winner, bioinformatics and computational biology graduate student, University of North Carolina)

Research, Roles & Responsibilities

Research Components

  • Funding to attend professional development sessions/coursework

  • Mentored research experience(s)

  • Program sponsored (in-house) professional development sessions/ coursework/workshops

Involvement

  • research self-confidence and science self-efficacy, and better intentions to pursue graduate study

Involvement Practices/Activities

  • Creation Of A Safe Space/ Climate/Environment

  • Development Of Academic Sense Of Belongingness (E.G. Meetings With Doctoral Scholars, Peer Researchers, Exchanges At Academic Conferences)

  • Orientation (E.G. Reviewing Norms, Expectations, Structures, Goals, And/Or Protocols)

  • 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)

Voice

Mentoring Components

  • Mentees Are Allowed To Attend Events With Mentors (I.E. Dinners, Social Events, Conferences, Retreats)

  • Mentees Are Shown Academic Customs, Pitfalls, Departmental Politics And Taboos

  • Mentor Recognizes The Value Of Mentee

    (I.E. Co-Authorship, Graduate School/Employment References)

  • Mentors Provide Regular Scheduled Meetings With Mentees

  • Mentors Provide Support With Goal Setting And Or Career Planning

Empowering Activities

  • Academic Recognition (I.E. Research Credibility, Prestige)

  • Coaching

  • Institutional Alliances

  • Knowledge Transfer To The Community (E.G., Parents, Peers, Stakeholders)

  • Mentoring Opportunities

Past Participant Decision Making

  • Coach Current Participants

  • Mentor Current Participants

Expectation

Evaluation Methods

  • Annual Performance Report

  • External Review/Evaluation

  • Program Survey(s)

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  This material is based upon work partially supported by the National Science Foundation under Grant Nos. and 1818458 and 2010676. Any opinions, findings, conclusions, and recommendations expressed on this site are those of the author(s) and do not necessarily reflect the views of the National Science Foundation

Copyright © 2021 Academic Pipeline Project

 

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