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Objectives/Goals: The aim is to discuss the impact of the Amplifying Lion Voices seminar. By the end of this presentation: * The participants will be able to explain at least two challenges faced by underrecognized researchers. * The participants will be able to summarize at least two successes by underrecognized researchers. Methods/Study Population: The participants were purposely selected among underrecognized faculty and scholars associated with Penn State CTSI working at Penn State Hershey or at the College of Health and Human Development at Penn State, University Park. Everyone ( n = 5) was asked to participate in an hour-long seminar in which they were asked to respond to open-ended questions about their research focus areas, professional experiences, challenges, success stories, and lessons learned as members of under-resourced communities. People from the audience could also ask questions to each presenter. Each seminar was presented via Zoom and lasted between 45 minutes to an hour, and approximately 40 people from different Penn State campuses attended the seminars. Results/Anticipated Results: Overall, participants discussed early career challenges in research, including obtaining large grants to conduct research and recruiting research participants. Successes shared included having partnerships with local community groups, a research institute, and mentor support. They learned to pursue research ideas that they are passionate about, develop partnerships with others, and mentor other young scholars. Cumulative evaluation showed that over 70% of participants who completed the survey strongly agreed that the “session was valuable,” nearly 70% strongly agreed that the session made them “consider how a range of perspectives can positively impact research,” and nearly 45% strongly agreed that “they plan to make changes to create a more welcoming work environment.” Discussion/Significance of Impact: The ALV provided underrecognized faculty and scholars with an opportunity to share their stories and to promote a dialogue about their challenges, successes, and lessons learned. It also provided an opportunity for collaboration with other researchers across the Penn State CTSI network.

Objectives/Goals: This survey engages the research professional (RP) workforce in assessing key employee engagement drivers. The survey (goal n = 500) evaluates seven indicators across four themes. These data will identify high-impact needs and retention gaps for RPs at various career stages. Methods/Study Population: This enterprise-wide survey is Phase II of a multiyear employee experience initiative for RPs who are widely defined as university staff who support research activities impacting human health. This second-phase builds on year-one HR data analysis and employee focus groups that identified key workforce needs and organizational effectiveness gaps. The mixed methods survey design leverages peer-reviewed employee engagement models from business management and organizational effectiveness literature, including the widely cited Job demands-resources (JD-R) model (Bakker, et. Al 2007). Survey question types include close-ended, categorical, Likert scale, and free text. Results/Anticipated Results: Survey data will translate workforce-wide perspectives and experiences into actionable strategies across seven drivers of engagement. To facilitate effective dissemination of findings to stakeholders, the drivers are arranged into four themes: Sense of Place: * Community & Connection * Psychological Safety Working with Purpose: * Employee Accomplishment & Achievement * Career Navigation Effective Processes: * Procedural Establishment & Accountability * Job Clarity & Workload Sustainability Research & Institutional Pride: * Work Significance & Impact Data will also create a current-state workforce snapshot including hybrid-work arrangements, key motivators, and leadership opportunity preferences. Discussion/Significance of Impact: This survey will create a robust dataset that will provide insights of workforce trends, operational gaps, and necessary areas of support. Organizational change management best practices and user-centered design approaches will facilitate an action-oriented dissemination plan.

Objectives/Goals: The research industry continues to struggle with workforce instability: an aging workforce, staff shortages/burnout, retention/turbulence issues, and attracting qualified staff. We describe an intra-institutional approach at Virginia Commonwealth University to prepare undergraduates for entry-level positions across the research landscape. Methods/Study Population: To address research workforce expansion and job readiness within the institution, the VCU Student Pathways Collaborative was established as an inter-professional collaboration among key research business units. This collaborative effort resulted in the development of the Minor in Research Ecosystems, an academic intervention specifically designed to cultivate qualified entry-level personnel. Consisting of 18 credits, the minor is comprised of four core courses focusing on the competencies in job descriptions for various research ecosystem positions, one elective within the student’s chosen research domain, and culminating in an internship experience. The minor is designed to be accessible for all majors fostering diversity, inclusivity, and specialized content knowledge and skill sets. Results/Anticipated Results: The minor, launched in fall 2025, is designed to prepare students for careers that sustain and accelerate the research enterprise. A core goal is bringing awareness to the vast and varied career paths that research has to offer – paths many students reported they simply did not know existed. In the near future, the minor is expected to support institutional workforce needs, leading to a sustainable, qualified, and skilled workforce by specifically preparing students for the diverse research professional roles that they previously did not know existed. Additionally, early outreach to undergraduate advisors, faculty, and student organizations has revealed significant demand for pathways into research professional careers, a demand that is driving high enrollment projections. Discussion/Significance of Impact: The undergraduate Minor in Research Ecosystems is designed to meet the growing demand for a workforce capable of navigating the complex and interdisciplinary research landscape. By equipping students with critical knowledge and practical skills, the program ensures graduates are prepared to immediately serve as effective research team members.

Objectives/Goals: To implement and evaluate a Smartsheet-based system that centralizes management, tracking, and credentialing for the NJ ACTS Clinical Research Coordinator digital badging program, improving efficiency, data integration, and measurable workforce development outcomes. Methods/Study Population: The NJ ACTS CRC digital badging program was integrated into a Smartsheet platform designed to unify data across JotForm, Qualtrics, REDCap, Canvas LMS, and Accredible. Automated workflows track learner enrollment, module completion, and credential issuance in real time. Participants include CRCs and trainees across academic and clinical settings. The platform’s dashboards and automated reports support continuous monitoring, feedback collection, and competency validation. Data from initial cohorts were analyzed to assess usability, process efficiency, and accuracy of training metrics across systems. Results/Anticipated Results: Integration of Smartsheet has improved onboarding efficiency, reduced administrative burden, and enhanced visibility into learner progress. Automated credentialing through Accredible provides timely recognition of competencies. Early results demonstrate increased completion rates and more consistent tracking across partner sites. The unified system enables data-driven decision-making and facilitates the scalable expansion of CRC training efforts within and beyond NJ ACTS institutions. Discussion/Significance of Impact: Smartsheet integration enhances the infrastructure for digital badging and workforce tracking, providing a replicable and scalable model to standardize CRC training nationally and advance competency-based education in translational science.

Objectives/Goals: To develop and implement a centralized Smartsheet-based portfolio to streamline data collection, coordination, and reporting of NJ ACTS Workforce Development programs, improving efficiency, transparency, and alignment with CTSA translational science goals. Methods/Study Population: NJ ACTS Workforce Development programs, including digital badges, seminars, workshops, and internships, were mapped into a unified Smartsheet platform. Program participation, training metrics, and milestone data were integrated through automated workflows and real-time dashboards, enabling seamless tracking and analysis. Data collection templates and standardized reporting tools were co-designed with program managers to ensure consistency across domains. Continuous user feedback informed iterative refinements to improve usability and data integrity. Results/Anticipated Results: Early results of the Smartsheet portfolio have reduced administrative workload, standardized reporting, and enhanced transparency across programs. Real-time dashboards now track learner progress, completion rates, and cross-program engagement. Early adoption indicates improved collaboration among stakeholders and stronger alignment with CTSA goals and performance metrics. Anticipated outcomes include sustained efficiency gains, improved accountability, and scalable use across institutional partners. Discussion/Significance of Impact: A centralized Smartsheet platform supports coordinated management of training initiatives, enabling data-driven decision-making, continuous improvement, and replicable models for translational workforce development across the CTSA consortium.

Objectives/Goals: The scientific workforce has seen a trending decrease in future clinicians pursuing research over the last several decades. This study assessed effectiveness of a mentored research program to increase research skills and future research interest among medical students. Methods/Study Population: The Medical Student Research Program (MSRP) at UCIis designed to provide research training to medical students beginning their first year of medical school until graduation. All students applying to enroll in the MSRP complete a baseline survey prior to program enrollment and an annual survey yearly afterward. Baseline surveys collected students’ self-rated confidence in research skills, along with their future intent to use research as a clinician and to pursue a future research career after medical school. Annual surveys tracked change over time in students’ research competencies and their future intent to use research. Results/Anticipated Results: Annual surveys (N=128) assessed the change from baseline to one year in research competencies and students’ intent to use research in clinical practice (mixed design ANOVA) and in their intent to conduct research in their career. Evaluations indicated improved medical student research skills, with a significant increase in student research competencies across time (F(1, 173) = 25.4, p <0.001) found for both non-enrolled (M=3.76) and enrolled (M=4.07) MSRP students, with MSRP students reporting higher mean research competencies at one year. Yet similar to national trends, there was a decrease in students’ intentions to use research in their clinical career at one year (F(1, 173) = 25.4, p <0.001). This trend was more pronounced in students no longer enrolled in MSRP (F(1, 173) = 4.7, p = 0.006). Discussion/Significance of Impact: Preliminary findings demonstrate enhanced student research competencies during the first year of the program. However, the decline in students’ intentions to use research in the future highlights a need for continued investigation into the factors driving this decline and solutions to prevent decline in the research workforce.

Objectives/Goals: Increasingly, women and people of color are earning PhDs. However, historically underrepresented (HU) degree seekers often follow a “nontraditional” track, pursuing their degree part time, at an older age, and balancing work and family with their studies. Over half of the U.S. PhD students are part time, a feature correlated with candidate diversity. Methods/Study Population: To address this need, the Advancing Diversity and Equity in Pre-doctoral Trainees (ADEPT) program was developed for part-time HU students who do not meet the requirements of the NIH-funded NRSA TL1 program but who offer relevant work and life experience. The program provides individualized navigation and tailored support based on individual student need and career goals, flexible training opportunities, and intentional connections to established, dedicated, and well-trained mentors throughout the predoctoral journey. To better understand their unique needs, we conducted thematic analysis on the notes taken during monthly meetings to explore the challenges our students face and how ADEPT provides support in navigating these challenges. Results/Anticipated Results: Students pursuing a PhD on a part-time basis while balancing other responsibilities, such as caretaking or a full-time job, bring a unique perspective to their graduate education. 5 ADEPT students described how their background or clinical work experience played a crucial role in their decision to pursue a PhD. Themes from the monthly meeting and mentor meeting notes include the challenges of balancing full-time jobs with school, and how they do not experience the cohort effect that a traditional, full-time PhD student would have as a resource. The students reflected on how an individualized culturally sensitive approach was instrumental to their success. Discussion/Significance of Impact: It was initially believed that part-time PhD students were rare. Despite this misconception, we easily recruited students. Students reported their experiences do not reflect the experiences of their full-time peers and their difficulty establishing a peer group, demonstrating the clear need for ADEPT.

Objectives/Goals: To meet the shortage of trained clinical research personnel, the IDeA State Consortium for Clinical Research Resource Center (ISCORE-RC) developed the Clinical Research Coordinator Development Program (CRCDP). This comprehensive program addresses themes previously identified as challenges to clinical workforce professional development. Methods/Study Population: CRCDP is offered at 13 academic medical centers in IDeA states and is designed to train clinical research professionals who have minimal or no prior experience in clinical research coordination. This comprehensive training comprises the following core components: Didactic Learning, Competency-Based Experiential Learning, Objective Competency Evaluation, Mentorship, and Continued Professional Development. Trainees complete > 400 hours of experiential learning. Each trainee is paired with one or more designated preceptors who evaluate and verify proficiency in 28 essential clinical research skills. To ensure successful implementation and institutional engagement, each site designates a program champion responsible for promoting program adoption and local execution. Results/Anticipated Results: Launched in March 2024, the CRCDP has received 171 certificate applications, accepted 114 trainees, and graduated 60 trainees. The anticipated results of this project will include outcome findings from post certificate structured interviews that describe impact of CRCDP components on continuation of research and trainee perceptions of value provided by the various program components. Discussion/Significance of Impact: Availability of trained CRCs is limited and a barrier to expansion of clinical trials in IDeA states. ISCORE-RC is addressing this workforce development gap through an innovative program. Programmatic data will provide insight and better understanding of the facilitators of program implementation and impact on clinical research infrastructure.

Objectives/Goals: Micro-credentialing programs provide a rapid solution to the growing shortage of clinical research professionals (CRPs) by expanding the applicant pool and improving training efficiency. This study evaluates the impact of a micro-credential course on CRP education and its potential to reduce staffing shortages. Methods/Study Population: To address the CRP staffing shortage, new and existing clinical research staff at the Rutgers Cancer Institute of New Jersey (CINJ) participated in a micro-credential badging course developed by NJ ACTS and Rutgers’ Master’s in Clinical Research Management Program. The course focused on key clinical research topics designed to equip participants with foundational knowledge. Post-completion, surveys were administered to both participants and CINJ management to assess the program’s effectiveness. The survey measured perceived knowledge gains, interest in further opportunities, and the program’s potential to alleviate staffing shortages. Survey results were analyzed to determine the program’s overall impact on CRP education and staffing challenges. Results/Anticipated Results: Survey results demonstrated significant knowledge gains among participants, with 85% reporting increased confidence in clinical research topics after completing the micro-credential course. Additionally, 70% of participants expressed interest in pursuing further opportunities in the field. CINJ management reported smoother onboarding processes and noted an improvement in job readiness among new hires. The CRC Badge has since been integrated into CINJ’s formal onboarding process. Overall, the micro-credential program contributed to expanding the CRP applicant pool, improving training efficiency, and offering a short-term solution to alleviate staffing shortages. Discussion/Significance of Impact: This research demonstrates the effectiveness of micro-credentialing in addressing the critical shortage of CRPs. By rapidly equipping staff with essential knowledge, the program broadens the applicant pool, enhances onboarding, and offers an immediate solution to workforce gaps.

Objectives/Goals: The goal of the Accelerated Staff Assist Program (ASAP) is to help fill staffing gaps in clinical and translational research. The program offers centralized staff to fill short-term needs including project startup prior to hiring, project implementation, parental leave, and Spanish-language research support. Methods/Study Population: Promotion of ASAP in the first year was targeted to Penn State College of Medicine faculty to determine demand. Current outreach includes promotion to all Penn State campuses through PSCTSI’s newsletter, seminars, and presentations. Consultation intake data includes a project summary, staffing needs, and funding information. A project agreement, charter, and budget are drafted and agreed to by the principal investigator before work begins. Assessments occur at 6 and 12 months to assess satisfaction of the consultation process and quality of staff support, Net Promoter Score, and qualitative feedback about the program. Results/Anticipated Results: In its first year, ASAP conducted 26 consultations and supported 10 projects. Approximately 75% of staff effort has been recovered through agreements during the most recent 6 months. In anticipation of project delays, we found that booking FTE up to 115% results in a consistent recovery of 75% FTE. Consultee needs include short-term, partial effort support (76% of requests), project start-up (12%), staff leave (4%), and other (8%). ASAP staff tasks include participant recruitment and retention, data collection and analysis in English and Spanish, and community engagement for recruitment. Program assessments with research teams are ongoing; preliminary qualitative and quantitative data are unanimously positive. Discussion/Significance of Impact: The ASAP program has demonstrated fiscal success and sustainability in its first year. Hiring of a well-qualified, bilingual staff person allowed for quick onboarding and project support within one month of hire. ASAP enables CTSI to fulfill our mission by providing critical support for research teams to meet objectives and achieve equity goals.