Project Summary We are submitting a Diversity Program Consortium (DPC) Dissemination and Translation Awards proposal to deploy and test evidence-based interventions to increase diversity in biomedical careers. Our proposal is to deploy the Hampton University Chemistry Education and Mentorship (HU-ChEM) intervention program to increase the persistence of underrepresented minority students in biomedical careers at Hampton University, a Historically Black Colleges and University (HBCU). Using a matched baseline control study design, we will test the efficacy of innovative, evidence-based interventions to improve student competency in gatekeeper chemistry courses at Hampton University, transform the departmental culture and improve the persistence of Hampton University students into biomedical careers. Our justification is that freshman chemistry is a gatekeeper course that leads to attrition and leaks in the biomedical training pipeline. HU-ChEM will include 3 interventions: 1) HU-ChEM SCALE-UP in which the entry level freshman chemistry course for STEM majors is taught using the Student-Centered Active Learning Environment with Upside-down Pedagogies (SCALE-UP); 2) HU-ChEM CUREs in which a pre-college Course-based Undergraduate Research Experiences (CUREs) academy is deployed; and 3) HU-ChEM faculty development, that offers enhanced training of chemistry faculty. We will conduct our interventions over the 3-year duration of this study and use DPC survey tools to measure and monitor the DPC hallmarks of student, faculty, and institutional success. We will collect both quantitative, and qualitative data and use robust statistical analysis to measure the effects of HU-ChEM interventions on participants compared to matched controls in the short-, medium- and long- terms. All cohort participants will be consented, and we will collect outcomes data for the 3-year duration of the project. We will also follow-up on participants and matched controls for 15 years in order to ascertain medium- and long- term outcomes and measures of success. Analysis of data from generated from HU-ChEM will reveal cost-effective ways of deploying intervention programs to plug the leaky biomedical training pipeline. HU-ChEM is a collaboration of educators, administrators, subject matter experts, students, alumni, and faculty to close the leaky training pipeline and increase diversity in biomedical careers. We are collaborating with the University of Texas, El Paso: BUILDing SCHOLARS program, to gain from their expertise in faculty training, deploying interventions, and to compare outcomes data.