Boosting motivation and success in biomedical studies for community college students and instructors
Official title: Boosting Science Motivation and Biomedical Research Career Pursuits: A Study of Targeted Interventions for Students and Instructors
Funded at University of Virginia · NIH-11218912 · Data updated 2026-11-12
A grant to test simple, classroom-friendly strategies that help two-year college students, especially those from underrepresented groups, stay motivated and move toward biomedical careers.
Quick facts
| Grant type | R01 grant |
|---|---|
| Study type | NIH-funded research |
| Funding institution | University of Virginia NIH-funded |
| Lab location | 1 site (Charlottesville, United States) |
| Project start | July 21, 2026 |
| Project end | March 31, 2031 |
| Funding year | 2026 |
| Award (this year) | $768,087 |
| NIH project number | 1R01GM160991-01 |
| Project ID | NIH-11218912 on NIH RePORTER |
Who could benefit from this research
✓Could help
Ideal participants are community college students enrolled in biology and chemistry who are from groups underrepresented in STEM and who are pursuing or considering biomedical pathways.
✕Less likely to help
Students not enrolled in STEM or those not experiencing motivational barriers may see little direct benefit.
What this research studies
This project will test utility-value interventions in community college settings to show students why core biology and chemistry coursework matter for biomedical careers. It will involve both students and instructors, using reflective activities to connect coursework to real-world biomedical goals. The study will be implemented at two levels within the community college system to see if changes in teaching and student mindset improve persistence and credential attainment. Results will guide scalable approaches to support underrepresented students in pursuing STEM majors and credentials.
Why it matters
Potential benefit: If successful, students may persist longer in STEM and earn credentials that lead to biomedical careers.
How similar studies have gone: Prior research suggests that utility-value interventions can boost motivation and achievement for underrepresented students in STEM, with promising but context-specific results.
Where this research is happening
-
University of Virginia
Charlottesville, United States Active
Researchers
- Principal investigator: Hulleman, Christopher S — University of Virginia
- Study coordinator: Hulleman, Christopher S
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About this research
- This is an active NIH-funded research project — typically early-stage science, not a clinical trial accepting patient enrollment.
- Some NIH-funded labs run parallel clinical studies or seek volunteers for related work. To check, contact the principal investigator or institution listed above.
- For full project details, budget, and progress reports, visit the official NIH RePORTER page.