Undergraduate Research Training Initiative for Student Enhancement RIT U-RISE
Undergraduate
Research Training
Initiative for
Scientific
Enhancement
The RIT Scientists-in-Training Program for Deaf and Hard-of-Hearing Undergraduates (RIT U-RISE)
Are you a Deaf or Hard-of-Hearing undergraduate student at RIT?
Do you want to become a PhD scientist?
RIT U-RISE is an NIH-funded training program to support Deaf and Hard-of-Hearing Bachelor’s-level students (U-RISE Trainees) who want a PhD in biomedical, biobehavioral, or clinical research fields. RIT U-RISE pays qualified RIT undergraduate D/HH students to participate in mentored intensive research experiences and professional activities for up to three years.
We Need More Deaf and Hard-of-Hearing Scientists
There are not enough Deaf and Hard-of-Hearing scientists in biomedical, biobehavioral, and clinical research fields. As a result, the scientific workforce cannot adequately include the ideas and perspectives of deaf and hard-of-hearing people. Diversity accelerates scientific progress and makes science more efficient in serving all populations. Therefore, the National Institutes of Health supports RIT U-RISE to increase the number of Deaf and Hard-of-Hearing scientists in the nation's research workforce.
The RIT U-RISE program can help you to become a successful scientist!
PhD programs are more likely to accept undergraduate students who participate in intensive undergraduate research experiences. As an RIT U-RISE trainee you will participate in intensive research experiences, present your research results at national and local conferences, and prepare to successfully apply to enter a PhD program after you graduate.
RIT U-RISE is a research training program for a small number of qualified students (RIT U-RISE trainees) who are enrolled in any of 16 eligible RIT degree programs.
RIT U-RISE Trainees:
- Conduct research with an RIT faculty mentor for two or three years.
- Spend a summer doing research on another campus.
- Receive student wages during the school year (12-15 hours per week) and two summers (full-time) to do research and to participate in U-RISE activities until graduation.
- Travel to two national research conferences – the Annual Biomedical Research Conference for Minority Students (ABRCMS) and a national conference in your discipline.
- Take courses and workshops to help you grow as a scientist and apply to PhD graduate school.
- Receive personalized advising to prepare for graduate school.
Undergraduate Research
Get Paid - Prepare for PhD Grad School
Join the RIT U-RISE Scientists-in-Training Program for Deaf and Hard of Hearing Undergraduates.
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Is this you:
RIT U-RISE prepares qualified Deaf and Hard-of-Hearing undergraduates to enter PhD programs in biomedical, biobehavioral, or clinical research fields. You will:
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Eligible bachelor’s degree programs *
*Students in programs not on this list should contact the U-RISE program. To learn more:
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- Conduct scientific research and pursue new knowledge
- Increase deaf/hard-of-hearing representation in the academic and research worlds
- Work in a university as faculty or in industry or the government
- Earn a good salary with a good quality of life
Program Description
The RIT U-RISE Scientists-In-Training Program has two overarching missions:
- Support Deaf and Hard-of-Hearing RIT U-RISE undergraduates who will successfully gain admission to doctoral (Ph.D.) programs
- Create cultural changes at RIT to make it easier for all interested deaf and hard-of-hearing students to access undergraduate research experiences
Open to RIT/NTID (University-Wide)
- Professional development workshops and presentations
- Specialized research and interpreting classes
- Specialized mentor training for faculty researchers
RIT U-RISE Trainees Only
- Individual Development Plan (IDP) to guide each student’s research training
- Personalized academic advising to pursue a research career
- Intensive research mentoring by RIT and external scientists
- Paid research experience at RIT during the academic year
- Paid full-time research experience outside of RIT for one summer
These programs are pre-approved, but eligible students in other programs may also be accepted. Contact us if you are interested in a program not listed.
Students with 1-3 years left until graduation can apply to become an RIT U-RISE trainee. Trainees must:
- be majoring in one of the participating degree programs, or have special permission from the U-RISE directors
- submit a letter of recommendation from at least one professor
- submit the application online with all required materials (transcript, personal statement, and CV) before the deadline
All U-RISE trainees:
- meet with the U-RISE support team including individually assigned mentor(s) to develop and review their individual development plan every semester
- receive individual counseling on career development and planning
- attend co-curricular events, presentations, and workshops to meet with other deaf, hard-of-hearing, and hearing scientists and learn about current topics in STEM science, research ethics, rigorous research practices, and more
- receive training in biomedical, biobehavioral, or clinical research
- engage in professional communication training
- meet regularly with other trainees to participate in peer mentoring
- engage in paid research in their mentor’s lab for 8-12 hours/week during the academic year
Trainees are not required to be in U-RISE for three years. The timeline below is a general outline of activities for trainees, but this is modified for trainees who enter U-RISE with less than three years left until graduation.
Sophomore trainees:
- are matched with a research mentor in your discipline
- take the Introduction to Biomedical, Biobehavioral, and Clinical Research (MEDS 101) course
- engage in paid full-time mentored summer research
- attend the Annual Biomedical Research Conference for Minoritized Scientists (ABRCMS) in November
- attend U-RISE workshops and presentations
Junior trainees:
- submit an abstract proposal to ABRCMS (around September) and present a poster or give a presentation at ABRCMS in November
- learn about applying to graduate school and preparing for the GRE
- take the Science Writing (ENGL 381) course
- take the online Responsible Conduct of Research certificate course (RCRcc) and the online Rigor and Reproducibility certificate course (R&Rcc) (both self-paced)
- conduct paid, full-time research at a major university with one of our external U-RISE mentors during the summer after junior year
Senior trainees:
- submit an abstract for at least one national conference in your discipline, and present at the conference if accepted
- present at ABRCMS
- identify and visit PhD programs of your choice
- complete and submit graduate school applications
Program Requirements
Required Courses
Course Description
This course is designed to introduce students to the biomedical sciences, taking students on a focused journey through several traditional areas of biomedical science in areas of clinical pathology, as well as introduce them to areas outside of the clinical pathology laboratory where biomedical medical scientists are employed. When possible, job descriptions and general information about salary will be used to inform the students further about careers in the biomedical sciences. Students will learn about and gain a deeper understanding of many of the career opportunities that exist and are possible within the biomedical sciences. The course will actively engage students through self-reflection and expression, critical thinking, writing and engagement with invited speakers.
Course Topics
- Introduction to biomedical sciences
- Laboratory safety and biosafety
- Biomedical science disciplines within the clinical pathology laboratory
- Institutional Review Board and ethics in science
- Proper treatment of animals
- Biochemistry and its sub-disciplines
- Biochemistry jobs and careers
- Genetics and epigenetics jobs and careers
- Infectious disease and epidemiology jobs and careers
- Immunology jobs and careers
- Neuroscience and endocrinology jobs and careers
- Behavior science and toxicology jobs and careers
- Critical methods of the biomedical sciences
- Epidemiology, data science, and biostatistics
- Bioinformatics and synthetic biology
- Areas of clinical pathology and biomedical science careers within the clinical laboratory
Course Description
Study of and practice in writing about science, environment, medicine and technology for audiences ranging from the general public to scientists and engineers. Starts with basic science writing for lay audiences, emphasizing writing strategies and techniques. Also explores problems of conveying highly complex technical information to multiple audiences, factors that influence science communication to the public, and interactions between scientists and journalists. The course examines new opportunities for covering science, important ethical and practical constraints that govern the reporting of scientific information, and the cultural place of science in our society. (Gen Ed Elective; Artistic Perspective; Ethical Perspective; Writing Intensive)
Course Topics
- Genre
- Narrative
- Ethos
- Professional Ethics
- Responsible Conduct of Research
- Collaboration
- Writing Processes
Course Description
The RCR certificate course is a series of self-paced modules required of U-RISE Trainees and offered to other STEM students. Participants earn badges which can be posted to LinkedIn, etc. and a final completion certificate.
Course Topics
- Introduction to the Responsible Conduct of Research
- Authorship
- Collaborative Research
- Conflict of Interest
- Data Management
- Mentoring
- Peer Review
- Plagiarism
- Reproducibility of Research Results
- Research Involving Human Subjects
- Using Animal Subjects in Research
- Research Misconduct
Course Description
The R&R certificate course is a series of self-paced modules required of U-RISE Trainees and offered to other STEM students. Participants earn badges which can be posted to LinedIn, etc. and a final completion certificate.
Course Topics
- Introduction to Rigor and Reproducibility
- Introduction to Data Collection
- Introduction to Design
- Lack of Transparency
- Blinding and Randomization
- Biological and Technical Replicates
- Sample Size, Outliers, and Exclusion Criteria
- Designing Clinical Trials, Analytical Approach, Power and Sample Size
- Qualitative vs Quantitative Alternative Design
Apply to RIT U-RISE
To apply to the RIT U-RISE program, or for more information about the program and application process, please email Dr. Paul Craig, RIT U-RISE Codirector, at paul.craig@rit.edu.
- Review your eligibility for the RIT U-RISE program
- Review and prepare for the application process and requirements below
- Contact Dr. Paul Craig, RIT U-RISE Codirector, to see how to apply
Application Requirements and Expectations
The following information is required to successfully complete the RIT U-RISE New Trainee application:
- Basic Information
Your basic identifying and contact information
- Coursework
Prior and current coursework and grades (if available); Includes names and titles of courses and your most current (or final, where applicable) grades
- Research
If you have completed research experience(s) in your first year(s) at RIT, you will be asked to share the title of your research, type of work you were involved in, a description of your accomplishments, a description of your challenges, and feedback for improving the overall research experience.
- Support Services
Your preferred/required communication support services for inclusion in courses and research work.
- Letter of Recommendation
At least one name of a professional reference from whom you have requested a letter of recommendation to support your application to the RIT U-RISE program. You should carefully choose the best professional individual to write a letter of recommendation and provide at least two weeks time for them to compose a letter to send to the RIT U-RISE Program Coordinator at ritrise@rit.edu.
- Personal Statement
Maximum of three pages describing your background, skills, experience, and ambitions. Your personal statement should include who you are as a young scientist and who you want to be, how you became interested in science and being a Ph.D. scientist, any previous research experiences, and/or people or experiences that have shaped your desire to become a scientist; why you think you are a good match for the RIT U-RISE program, and how you believe the RIT-RISE program might be able to help you achieve your goals.
The RIT U-RISE program strongly encourages you to have at least two people proof read your personal statement prior to submitting your application. Personal statements of more than 3 pages will be returned to the applicant for revisions.
Application Review
The RIT U-RISE Recruitment Team will review your completed application and supporting Letter of Recommendation to determine your eligibility for the program. Eligible candidates will be invited to interview with a committee of three to five faculty members on the RIT U-RISE Core Team. Candidates will be notified of the team's final decisions for new trainee appointments by the end of the spring semester.
If you have questions or would like to discuss the requirements and expectations of the RIT U-RISE application, please email the RIT U-RISE Program Coordinator at ritrise@rit.edu.
Presentations and Publications
BO ALLABY (2021-Present)
Allaby, B. & Houston, R.J. (2021). Effects of sleep quality and age on everyday memory. Presented at the annual Rochester Institute of Technology Honors Symposium, Rochester, NY.
DANIEL DIMARTINO (2020-Present)
DiMartino, D. & Gaborski, T. (2021, July 29-Aug 4). Analysis of Critical Blood-Brain Barrier Proteins [Presentation], RIT Undergraduate Research Symposium, virtual.
DiMartino, D. & Schmitthenner, H. (2020, July 29). A Modular Approach to High Relaxivity MRI Contrast Agents [Poster], RIT Undergraduate Research Symposium, Rochester, NY.
DiMartino, D., Widom, L., Gaborski, T., (2021, November 10). Temporal Dynamics of Collagen IV Destruction in Response to Matrix Metalloproteinase-9. Annual Biomedical Research Conference for Minority Students, virtual.
MIKAYLA FORS (2020-Present)
Fors, M. & Houston, R. (2021, July 29-Aug 4). Differential Associations Between Tinnitus and Mental Health Symptomatology [Presentation], RIT Undergraduate Research Symposium, virtual.
Fors, M., Kan, J., Alam, A., Liu, R., Cruz-Garza, J., Hendry, M.F., and Contreras-Vidal, J.L. (2020, August 29-30). The Neural Basis of Neuroaesthetics (Your Brain on Art) [Poster]. University of Houston REU Poster Session (Neurotechnologies to Help the Body Move, Heal, and Feel Again), Houston, TX.
Fors, M. & Houston, R. (2021, November 10). Internalizing Disorder Symptoms in Tinnitus and Their Association with Perceived Stress and Quality of Life. Annual Biomedical Research Conference for Minority Students, virtual.
ANNA KASPER (2020-Present)
Kasper, A., Gaborski, T., Wuertz, K., & Michel, L. (2021, July 29-Aug 4). Optimizing ADSC Medium-Sized EV Concentrations in Fibroblast Wound Healing [Presentation], RIT Undergraduate Research Symposium, virtual.
Kasper, A., Jackson, N., Jones, S., Gleghorn, M., Kaur, R., Michel, L.V. (2020, July 29). Antigenic competition in Protein D antibody suppression by OMP26. [Poster]. RIT Undergraduate Research Symposium, Rochester, NY.
Kasper, A., Jackdon, N., Jones, S., Gleghorn, M., Kaur, R., Michel, L.V., (2020, November 13). Antigenic Competition in Protein D Antibody Suppression by OMP26. Annual Biomedical Research Conference for Minority Students, virtual.
Kasper, A., Henretta, S., Miller, H., & Gaborski, T., (2021, November 10). Optimizing ADSC medium-sized EV concentrations in fibroblast wound healing. Annual Biomedical Research Conference for Minority Students, virtual.
Kasper A, Jackson N, Jones S, Farquharson K, Michel L, Kaur R, Gleghorn M (ASBMB 2021 Annual Meeting, Virtual, 2021) A Vaccine Case Study: Understanding Protein D antibody suppression by OMP26; poster.
HOLLY ELDER (2019-Present)
Elder, H. & Fedorovskaya, E. (2021, July 29-Aug 4). Familial Alzheimer's Disease and Cognitive Performance in Young Adults [Presentation], RIT Undergraduate Research Symposium, virtual.
Elder, H., Craig, P., (2020, November 13). Neurodegenerative Diseases and Hearing Loss. Annual Biomedical Research Conference for Minority Students, virtual.
Elder, H., Fedorovskaya, E., (2021, November 10). Familial Alzheimer’s Disease and Cognitive Performance in Young Adults. Annual Biomedical Research Conference for Minority Students, virtual.
STEPHEN DAHLSTROM (2019-2021)
Dahlstrom, S., and Drake, G. (2020, July 29). Intersections between Mental Health, Crime and the Criminal Justice System [Poster], RIT Undergraduate Research Symposium, Rochester, NY.
Dahlstrom, S., Houston, R., Altheimer, I., Craig, P. & Samar, V.J. (2020, June 1 - September 1). Mentored Undergraduate Research on Impulsivity Self-Control and Delinquency: Sponsored by the RIT-RISE Program for Deaf and Hard-of-Hearing Undergraduates [Poster Presentation]. Association for Psychological Science Virtual Poster Showcase.
Dahlstrom, S., Houston, R., Altheimer, I., Samar, V., (2020, November 13). Factor Analysis of Self-Control and Associations with At-Risk Behavior. Annual Biomedical Research Conference for Minority Students, virtual.
Dahlstrom, S., Houston, R., Altheimer, I., (2019, November 16). Differential Associations between Impulsivity and Self-Control and their Relationship with Delinquency: A Psychometric Study. Poster Presentation. Annual Biomedical Research Conference for Minority Students, Anaheim, CA.
ROWAN CHRISTIE (2018-2020)
Christie, R., Stack Whitney, K., Bahlai, C., and Perrone, J.(2020, April 3-6): Long term data required to establish trajectories of populations in Lyme disease transmitting deer ticks (Ixodes scapularis) [Poster]. Ecological Society of America, Salt Lake City, UT. https://doi.org/10.6084/m9.figshare.12653009.v2
Christie, R., Stack Whitney, K., & Bahlai, C. (2019, November 15). Comparing Stability Trends in Long Term Deer Tick Population Datasets. Poster Presentation. Annual Biomedical Research Conference for Minority Students, Anaheim, CA.
Christie, R., Stack Whitney, K., & Bahlai, C. (2019, November 7). Comparing Stability Trends in Long Term Deer Tick Population Datasets. Poster Presentation. Rochester Academy of Science Conference, Rochester, NY.
Stack Whitney, K., & Christie, R. (2019, August 10). Working Together: Establishing Productive Training Environments with Hearing Mentors and D/HH Trainees in Science. Poster Presentation. DEAF ROC, Rochester, NY.
Christie, R.; Stack Whitney, K. (2019, August 9). Ixodes scapularis (Lyme disease vector) Population Interannual Stability Trends in Long Term Datasets. Poster Presentation. DEAF ROC 2019, Rochester, NY.
Christie, R.; Stack Whitney, K. (2019, August 1) Ixodes scapularis (Lyme disease vector) Population Interannual Stability Trends in Long Term Datasets. Poster Presentation. RIT Undergraduate Research Symposium 2019, Rochester, NY.
Christie, R.; Stack Whitney, K. (2019, April 12). Modeling US freshwater macroinvertebrate communities and ecological health. Poster Presentation. NTID Research Fair 2019, Rochester, NY.
Christie, R.; Stack Whitney, K. (2019, March 21). Modeling macroinvertebrate communities and ecological health. PowerPoint Presentation. RIT Research Spotlights: Health and Life Sciences, Rochester, NY.
Christie, R.; Stack Whitney, K. (2018, November 14). Modeling US freshwater macroinvertebrate communities and ecological health. Poster Presentation. Entomology Society of America, Vancouver, BC.
Christie, R.; Stack Whitney, K. (2018, November 10). Modeling macroinvertebrate communities and ecological health. PowerPoint Presentation. 45th Annual Rochester Academy of Sciences Fall Scientific Paper Session, Rochester, NY.
Christie, R.; Stack Whitney, K. (2018, August 3). Modeling US freshwater macroinvertebrate communities and ecological health. Poster Presentation. RIT Undergraduate Research Symposium 2018, Rochester, NY.
All presentation materials are available on Rowan’s FigShare: https://figshare.com/authors/Sofie_Christie/6912605
XINBEI LIU (2017-2020)
Liu, X., Lewis, S. Ward, Z. and Michel, L.V. (2020, April). Characterizing the effects of Pal-Peptidoglycan interactions. Poster Presentation. American Society for Biochemistry and Molecular Biology (ASBMB), San Diego, CA (Abstract submitted).
Liu, X., Lewis, S.D., Ward, Z., LaClair, C., and Michel, L.V. (2019). Probing the effect of the Pal-Peptidoglycan interaction on Pal release from Escherichia coli.(abstract). FASEB journal, 33(1_supplement), Abstract 631.27.
Liu, X., Bell, H., and Dziejman, M. Functional comparison of Vibrio cholerae and Vibrio parahaemolyticus VopZ(Z) effector proteins. Poster Presentation. University of Rochester Medical Center Summer Research Symposium, Rochester, NY, August 2, 2019.
Liu, X., Lewis, S., LaClair, C., Ward, Z., and Michel, L.V. Probing the Effect of the Pal-Peptidoglycan Interaction on Pal Release from Escherichia coli. Poster Presentation. American Society for Biochemistry and Molecular Biology (ASBMB), Orlando, FL, April 8, 2019.
Liu, X., Lewis, S., Ward, Z., LaClair, C., and Michel, L.V. Probing the Effect of the Pal-Peptidoglycan Interaction on Pal Release from Escherichia coli. Poster Presentation. RIT-RISE Program Spring Symposium, Rochester, NY, April 1, 2019.
Liu, X., Lewis, S., Stanton, S., LaClair, C., Phadke, S., and Michel, L.V. Using Site-Directed Mutagenesis to Probe the Pal-Peptidoglycan Interaction. Poster Presentation. Annual Biomedical Research Conference for Minority Students (ABRCMS), Indianapolis, IN, November 16, 2018.
Liu, X., Stanton, S., LaClair, C., Phadke, S., and Michel, L.V. Modulating the binding affinity of Pal to Peptidoglycan. Poster Presentation. American Chemical Society (ACS) Regional Meeting, Boston, MA, August 19, 2018.
- Criag, P.A., Samar, V., Womack, K., & Listman, J. (2020). Best Practices for Inclusion of Deaf and Hard-of-Hearing Scientists at Conferences. The FASEB Journal, 34(S1), 1-1.
- Dahlstrom, S., Houston, R., Altheimer, I., Craig, P. & Samar, V.J. (2020, June 1 - September 1). Mentored Undergraduate Research on Impulsivity Self-Control and Delinquency: Sponsored by the RIT-RISE Program for Deaf and Hard-of-Hearing Undergraduates [Poster Presentation]. Associateion for Psychological Science Virtual Poster Showcase.
- Samar, V.J., et al. (2019, August). RIT-RISE Scientists-In-Training Program for Deaf and Hard-of-Hearing Undergraduates [Presentation]. NIGMS TWD PD Meeting, Bethesda, MD.
- Craig PA, et al. (2019 April). Increasing Research Opportunities for Deaf and Hard-of-Hearing Students. FASEB journal, 33(1_supplement):456-1;
Rochester Bridges to the Doctorate
The Rochester Bridges to the Doctorate program provides scientific mentoring for deaf and hard-of-hearing individuals, preparing them for doctoral degrees in biomedical or behavioral science disciplines.
Deaf and hard-of-hearing students who have been accepted into one of the biomedical or behavioral science master’s degree programs at RIT may apply for the Bridges program. Applicants must have an undergraduate GPA of 3.0 or better with a desire to become a biomedical or behavioral scientist.
NIH U-RISE T34GM145542 "RIT U-RISE Scientists-in-Training Program for Deaf and Hard-of-Hearing Undergraduates"