For Aging Research and Equity: Lessons Learned in Undergraduate Research Education

Area of Science:

• Gerontology and aging research
• Undergraduate education in gerosciences
• Diversity and inclusion in scientific research

Background:

• The COVID-19 pandemic presented unique challenges and opportunities for mentoring underrepresented students in aging research.
• The Advancing Diversity in Aging Research (ADAR) program at a minority-serving institution focused on supporting undergraduate scholars.
• Effective mentorship is crucial for retaining and training students for graduate-level research.

Purpose of the Study:

• To share lessons learned from the ADAR program for mentoring underrepresented students in aging research.
• To highlight effective strategies for preparing undergraduate students for graduate school in gerosciences.
• To promote best practices for supporting underrepresented minority (URM) students in aging research.

Main Methods:

• Described program elements and assessment results of the ADAR program.
• Focused on scholars' education in aging, community-building, mentorship, and geroscience research experiences.
• Identified five key strategies for retaining and training undergraduate students.

Main Results:

• Successful retention and training of undergraduate students as graduate school-ready researchers.
• Demonstrated the importance of community, inclusivity, and mentorship in aging research training.
• Identified five critical lessons learned for effective student support.

Conclusions:

• Drawing students into a social justice community is vital.
• Showcasing geroscience as inclusive and integrative enhances student engagement.
• Modeling professionalism with flexibility, maintaining open communication, and building a mentor team are essential for success.
• These strategies can effectively support underrepresented students in aging research.
• Sharing these insights can guide future mentoring programs in geroscience.