Research Projects

Hernandez, P. R. (PI), Alge, D. (CoPI), Patterson, M. (CoPI). Biomedical Engineering Social Networks, funded by the College of Education and Human Development at Texas A&M University (R3+) for $87,156 (2025-2026).

Building on social network and mentoring co-regulation theories, we propose to develop a generalizable model of how peer and mentor social networks can be leveraged to promote diverse students’ access to social capital and support for self-regulated learning skills, which in turn facilitate biomedical research career success. We propose to use a longitudinal experimental design to compare short-term “Hallmarks of Success” (e.g., well-being, persistence intentions) of undergraduates in their first year majoring in biomedical engineering. Participating students will be assigned to one-of-three peer-network intervention groups and one-of-two mentor- network intervention groups, and the differential intervention effects for students from historically over- and underrepresented racial/ethnic groups will be assessed.

Hernandez, P. R. (PI). Collaborative Research: PROmoting Geoscience Research Education and SuccesS (PROGRESS) (#2013333), funded by the National Science Foundation for $2,997,041 (2020-2026).

This project aims to serve the national interest by improving undergraduate geosciences education. It will do so by scaling up a successful mentoring program in the geosciences. Many of the most urgent challenges facing society are rooted in the geosciences, including issues related to energy, air quality, climate, water availability, food security, and natural disasters. Women, particularly those from minority racial and ethnic groups, continue to be largely underrepresented in the geosciences. As a result, the talent pool available to solve these challenges is limited. Female role models and mentors can play an important role in the lives of female students, especially when choosing and committing to a career path. This project aims to increase diversity in the geoscience workforce by scaling-up a mentoring program called PROGRESS (PROmoting Geoscience Research Education and SuccesS). PROGRESS provides professional development workshops, access to female mentors and role models, peer networks, and online discussions and resources.

Hernandez, P. R. (DPI), Alge, D. (MPI), Patterson, M. (MPI), & Tise, J. (Co-I). Biomedical Engineering Social Networks (1R01GM151509-01A1), funded by the National Institutes of Health for $1,860,883 (2024-2029)

Building on social network and mentoring co-regulation theories, we propose to develop a generalizable model of how peer and mentor social networks can be leveraged to promote diverse students’ access to social capital and support for self-regulated learning skills, which in turn facilitate biomedical research career success. We propose to use a longitudinal experimental design to compare short-, medium-, and long-term “Hallmarks of Success” (e.g., well-being, degree conferral) of diverse first-year biomedical engineering students. Participating students will be assigned to one-of-three peer-network intervention groups and one-of-two mentor-network intervention groups, and the differential intervention effects for students from historically over- and underrepresented racial/ethnic groups will be assessed.

Luo, W. (PI), Kwok, O. (Co-PI), & Hernandez, P.R. (Co-PI). The Needs for Longitudinal Research Methods Training in STEM Education Research, funded by Texas A&M School of Education and Human Development “R3” program for $30,000 (2024-2025)

The major goals of this project are to (1) illustrate the dearth of high-quality longitudinal research in STEM education, thereby establishing a need for filling this critical gap with a longitudinal training institute; (2) address the methodological challenges that STEM education researchers face in undertaking longitudinal research, thus underscore the institute’s potential to empower researchers with the required skills and knowledge; and (3) present preliminary evidence of the training program’s impact, offering a blueprint for its full implementation.

Woodcock, A. (DPI), Schultz, P. W. (MPI), & Hernandez, P. R. (MPI). Research Experiences and Mentorship as Critical Interventions to Advance Diversity in Biomedical Science (1R01GM151513-01), funded by the National Institutes of Health for $1,815,747 (2023-2028)

The major goals of this project are to build on our established longitudinal panel of Black and Hispanic science majors to test the long-term effectiveness of two widely utilized interventions: undergraduate research experience and faculty mentorship. Results will inform best practices for these large scale interventions in training the next generation of diverse biomedical researchers.

Estrada, M. (PI), DeerInWater, K. (Co-I), & Hernandez, P.R. (Co-I). Scaling Up Culturally Affirming Pathways to Biomedical Faculty Careers for Native Scholars (R01GM138700), funded by the National Institutes of Health for $1,935,347 (2020-2025)

Building on research regarding the Tripartite Integration Model of Social Influence (TIMSI), Native American culture, and integrative identity, we propose to conduct a longitudinal quasi-experimental study to assess intervention impacts on Native biomedical scholar research career development. This proposed study will advance research in this area by assessing how and when Native scholars integrate into their professional communities and what interventions contribute towards that integration.

Schultz, P. W. (PI), Woodcock, A. (Co-PI), & Hernandez, P.R. (Senior Personnel). Becoming a Scientist: A Study of Identity Balance and the Persistence of Hispanic Undergraduate Students in Engineering and Biological Sciences (#1920786, #2334638), funded by the National Science Foundation for $1,151,808 (2019-2025)

The major goal of this project is to test the extent to which establishing balanced identities supports academic persistence and success among underrepresented racial/ethnic minorities on their pathway to a career in STEM.

Broderick, N. (MPI), Estrada, M. (DPI), Handelsman, J. E. (MPI), & Hernandez, P. R. (MPI). Studying Inclusive Mentor Networks to Diversify the Biomedical Workforce (1 U01 GM132174-01), funded by the National Institutes of Health for $3,423,913 (2019-2025)

The major goals of this project are to test the effect of a social inclusion intervention on the quality of mentorship and growth of supportive mentor networks among faculty in biomedical careers and students pursuing biomedical degrees.

Hernandez, P. R. (PI). Southeastern Conference (SEC) Faculty Travel Program, funded by the Southeastern Conference and Texas A&M University for $1,500 (2023-2024)

The major goal of this project is to build new collaboration and scholarship with scholars in the Discipline-Based Education Research community at the University of Georgia, particularly with Dr. Erin Dolan (UGA host).

Woodcock, A. (PI), Haddad, K. (Co-PI), Hernandez, P. R. (Co-I), Mayer, P. (Co-I), & Schultz, P. W. (Co-I). Families for STEM Success (1U01GM138437-01 & 3U01GM138437-03S1), funded by the National Institutes of Health for $1,130,385 (2020-2023). Total funding includes a $235,105 supplement

This project will provide a theory-driven rigorous empirical understanding of how parental education and support can help LatinX biomedical science students achieve academically and balance a strong LatinX identity with an emerging science identity. This parent intervention program could significantly increase the pool of qualified LatinX doctoral program applicants in less than a decade and increase the diversity of the biomedical science workforce by 2040.

Schultz, P. W. (PI), Woodcock, A. (Co-PI), & Hernandez, P. R. (Co-PI). Developing a Measure of STEM Identity and Balance (#1745929), funded by the National Science Foundation for $300,000. (2017-2021)

This project will add to the tools available to researchers to measure STEM-identity, other identities, and identity balance by developing, piloting and testing a new measurement instrument and analytic approach. Approximately 300 STEM majors, from underrepresented groups and from groups traditionally well represented in STEM, will be recruited into the project from three California State University campuses (San Marcos, Long Beach, Northridge). The new measurement tool will allow researchers to better understand STEM identity development and is expected to lead to more effective interventions to increase and broaden participation in STEM.

Fisher, E. (PI #1431795), Barnes, R. (PI #1460229), Clinton, S. (P #1431823I), & Hernandez, P. R. (Co-PI #1431795). Collaborative Research: Improving the recruitment and persistence of women in the Geosciences: Exploring deliberate mentoring approaches aimed at undergraduate students, funded by the National Science Foundation for $1,864,673 (2014-2020). Total funding includes a $147,601 supplement.

Female role models and mentors can play an important role in the lives of female students, especially when choosing and committing to a career path. We aim to develop and test the efficacy the PROGRESS (PROmoting Geoscience Research Education and SuccesS) program: a program that supports women through career role modeling as well as informal and peer mentoring.

Park, C. L (DPI), Williams, M. K. (MPI), Agocha, B. V. (Co-I), Hernandez, P. R. (Co-I). Self-Regulation Skills as Predictors of URM Student Success in Biomedical Research (R01-GM107707-01A1), funded by the National Institute of General Medical Sciences for $1,549,013 (2014-2019)

This project aims to examine self-regulation, an important, under-recognized and under-researched determinant of URM success. Results will inform more targeted interventions for students across their college careers. In particular, we aim to inform efforts to diversify the biomedical, behavioral, clinical and social sciences workforce, which can will lead to the recruitment of the most talented researchers from all groups; to improve the quality of the educational and training environment; to balance and broaden the perspective in setting research priorities; to improve the ability to recruit subjects from diverse backgrounds into clinical research protocols; and to improve the Nation’s capacity to address and eliminate health disparities.

Chen, T. (PI), Ben-Hur, A. (Co-PI), Wilusz, C. (Co-PI). NRT-DESE: Generating, Analyzing, and Understanding Sensory and Sequencing Information–A Trans-Disciplinary Graduate Training Program in Biosensing and Computational Biology, (#1450032) funded by the National Science Foundation for 2,966,134 (2015-2020)

Sub-award to Hernandez P. R. (External Evaluator) includes design, implementation, and analysis of the project evaluation ($50,000).

De Miranda, M. A. (PI) & Hernandez, P. R. (Co-PI). STEM Capacity Building and Teacher Professional Development Workshop: STEM Integration Level I submitted to the Cherry Creek School District for $14,602 (2013)