Ill conditioning of covariance and weight matrices used in structural equation modeling (SEM) is a possible source of inadequate performance of SEM statistics in nonasymptotic samples. A maximum a posteriori (MAP) covariance matrix is proposed for weight matrix regularization in normal theory generalized least squares (GLS) estimation. Maximum likelihood (ML), GLS, and regularized GLS test statistics (RGLS and rGLS) are studied by simulation in a 15-variable, 3-factor model with 15 levels of sample size varying from 60 to 100,000. A key result showed that in terms of nominal rejection rates, RGLS outperformed ML at all sample sizes below 500, and GLS at most sample sizes below 500. In larger samples, their performance was equivalent. The second regularization methodology (rGLS) performed well asymptotically, but poorly in small samples. Regularization in SEM deserves further study.

The BUilding Infrastructure Leading to Diversity (BUILD) undergraduate research training program is funded by the National Institutes of Health (NIH) to strengthen the pipeline for underrepresented students through graduate school and into health-related research careers in the biomedical and behavioral sciences. This study evaluates the impact of BUILD participation at a Minority-Serving Institution in Southern California on graduate school outcomes up to 6 years post-graduation including doctoral program enrollment and degree attainment using a quasi-experimental design. BUILD students were compared to a propensity score matched non-BUILD group using logistic regression. Results showed BUILD students enrolled in Ph.D. programs and attained Ph.Ds. at a higher rate compared to matched peers. Findings indicate BUILD met a pivotal program objective to increase doctoral degree attainment imperative for health-related research careers in biomedical and behavioral sciences. Furthermore, results support the added value of undergraduate research programs for students from underrepresented backgrounds.

Formal undergraduate research training programs are typically two years in length to support student development over time. However, some evidence suggests that many benefits of research participation can be achieved in a shorter duration, raising the question of whether shorter models can be as effective. This prospective study compared outcomes for two concurrent cohort-based research training models: a two-year Scholars Program and an accelerated one-year Fellows Program. The Fellows Program was designed for advanced students who joined the training program later than their peers for a variety of reasons. Both programs provided students with financial support, faculty-mentored research, a Learning Community, and other resources for professional development. The longer duration allowed Scholars to report significantly higher levels of research skills and produce more publications and professional presentations than Fellows by the end of their respective training programs. In contrast, the programs did not differ on graduation GPA, number of awards, or graduate school enrollment. Fellows also did not significantly differ from Scholars on psychosocial measures, including science/researcher identity, belongingness, cultural compatibility, family support, or time management. Findings suggest that a high-intensity, one-year model can deliver many broad academic and social benefits associated with the two-year model, while a longer two-year model provides students with more time and additional research opportunities to be more productive. We conclude that both types of programs should be available to best meet students’ needs and to make the most effective use of program resources.

Undergraduate research programs (URPs) play an important role in preparing the next cohort of professionals in the health research workforce. URPs also provide continuity and structure during times of stress and uncertainty, like the COVID-19 pandemic and racial reckoning of 2020. This mixed-methods study describes the relationships between student stressors and educational experiences while examining program factors that might have mitigated negative consequences. Participants of an NIH-funded URP, BUILD (Building Infrastructure Leading to Diversity), aimed to increase the number of students from underrepresented backgrounds in biomedical and behavioral sciences Ph.D. programs and research careers ( N = 45), were surveyed in September 2020 and again in May 2021 to understand their personal, programmatic, and educational-related concerns during the twin pandemic of COVID-19 and racial injustice. Concurrent and longitudinal correlational relationships as well as qualitative data were examined to describe trainee experiences and inform best practices in supporting academic pursuits and well-being. In fall 2020, students reported high levels of mental health and academic concerns. Additionally, there was a wide spectrum of personal needs concerns, and of emotional impacts of anti-Black racism on students. High levels of these concerns and impacts of racial injustice were related to poorer personal resource management and programmatic working relationships, as well as educational and graduation impacts after students completed a virtual academic year. Students continued to feel emotionally and academically impacted by both anti-Asian and anti-Black racism, and a majority also indicated heightened awareness and engagement with racial injustice topics. Finally, results showed that negative early experiences were related to poorer end-of-the-year educational experiences, and in some cases, these relationships were significant only for students with a weaker sense of belonging, resource management skills, or working relationships. Results supported the URPs’ importance of developing belongingness, strong working relationships, and personal management skills, which improved students’ research and academic success, particularly for those with personal, mental health, and/or academic needs or concerns. Building a network of support and these skill sets as undergraduates may have long-reaching effects to help trainees endure and flourish when faced with future challenges.