Enhancing Graduate Research Capacity in an IDeA State: 5-Yr Outcomes of the USD G-RISE Program
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| Title: | Enhancing Graduate Research Capacity in an IDeA State: 5-Yr Outcomes of the USD G-RISE Program |
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| Language: | English |
| Authors: | Lisa M. McFadden (ORCID |
| Source: | Advances in Physiology Education. 2026 50(1):306-313. |
| Availability: | American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: https://www.physiology.org/journal/advances |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2026 |
| Sponsoring Agency: | National Institute of General Medical Sciences (NIGMS) (DHHS/NIH) |
| Contract Number: | T32GM136503 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Biomedicine, Research Training, Doctoral Students, Rural Areas, Doctoral Programs, Research Universities, School Holding Power, Time to Degree, Productivity, Graduation, Professional Development, Experiential Learning, Recognition (Achievement), Outcomes of Education, Program Effectiveness |
| Geographic Terms: | South Dakota |
| DOI: | 10.1152/advan.00227.2025 |
| ISSN: | 1043-4046 1522-1229 |
| Abstract: | Graduate education in biomedical science faces persistent challenges in rural and underresourced regions, including limited access to research training infrastructure and experiential learning opportunities. The University of South Dakota's Graduate Research Initiative for Scientific Enhancement (G-RISE) program addressed these barriers by embedding structured training within a Carnegie-classified high research activity institution (R2) in a state designated by the NIH Institutional Development Award (IDeA) program as historically underfunded. From 2020 to 2025, G-RISE supported 11 PhD students, most of whom were first-generation college graduates or from rural backgrounds, through a curriculum emphasizing rigorous research, mentor development, microcredential coursework, science communication, and career exploration. Trainees achieved 100% PhD retention and graduated 1 yr faster than their peers (4.08 vs. 5.07 yr), with comparable publication rates (1.04 vs. 1.16 publications per year). Department-wide outcomes also improved during the funding period: the median time to degree decreased to 5.0 yr, attrition dropped, and graduates averaged 5.7 peer-reviewed publications, more than twice the pre-G-RISE average. Additionally, there were increases in graduates earning nationally competitive fellowships. Key training innovations, including interdisciplinary microcredential electives and formal mentor training, were adopted across the broader graduate program, strengthening institutional capacity. These findings illustrate that targeted, scalable interventions can improve educational outcomes and research productivity in institutions with limited NIH training infrastructure. The USD G-RISE model offers a replicable framework for programs, especially in rural or less resourced settings, seeking to enhance biomedical training. Further, it underscores the importance of aligning training strategies with local strengths and workforce needs. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1497641 |
| Database: | ERIC |
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| Abstract: | Graduate education in biomedical science faces persistent challenges in rural and underresourced regions, including limited access to research training infrastructure and experiential learning opportunities. The University of South Dakota's Graduate Research Initiative for Scientific Enhancement (G-RISE) program addressed these barriers by embedding structured training within a Carnegie-classified high research activity institution (R2) in a state designated by the NIH Institutional Development Award (IDeA) program as historically underfunded. From 2020 to 2025, G-RISE supported 11 PhD students, most of whom were first-generation college graduates or from rural backgrounds, through a curriculum emphasizing rigorous research, mentor development, microcredential coursework, science communication, and career exploration. Trainees achieved 100% PhD retention and graduated 1 yr faster than their peers (4.08 vs. 5.07 yr), with comparable publication rates (1.04 vs. 1.16 publications per year). Department-wide outcomes also improved during the funding period: the median time to degree decreased to 5.0 yr, attrition dropped, and graduates averaged 5.7 peer-reviewed publications, more than twice the pre-G-RISE average. Additionally, there were increases in graduates earning nationally competitive fellowships. Key training innovations, including interdisciplinary microcredential electives and formal mentor training, were adopted across the broader graduate program, strengthening institutional capacity. These findings illustrate that targeted, scalable interventions can improve educational outcomes and research productivity in institutions with limited NIH training infrastructure. The USD G-RISE model offers a replicable framework for programs, especially in rural or less resourced settings, seeking to enhance biomedical training. Further, it underscores the importance of aligning training strategies with local strengths and workforce needs. |
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| ISSN: | 1043-4046 1522-1229 |
| DOI: | 10.1152/advan.00227.2025 |
