B-Sure Program

Funding Priority

1. Individuals with disabilities, who are defined as those with a physical or mental impairment that substantially limits one or more major life activities, as described in the Americans with Disabilities Act of 1990, as amended. See NSF data at, https://www.nsf.gov/statistics/2017/nsf17310/static/data/tab7-5.pdf.
2. Individuals from disadvantaged backgrounds, defined as those who meet two or more of the following criteria:
   1. Were or currently are homeless, as defined by the McKinney-Vento Homeless Assistance Act (Definition: https://nche.ed.gov/mckinney-vento/);
   2. Were or currently are in the foster care system, as defined by the Administration for Children and Families (Definition: https://www.acf.hhs.gov/cb/focus-areas/foster-care);
   3. Were eligible for the Federal Free and Reduced Lunch Program for two or more years (Definition: https://www.fns.usda.gov/school-meals/income-eligibility-guidelines);
   4. Have/had no parents or legal guardians who completed a bachelor’s degree (see https://nces.ed.gov/pubs2018/2018009.pdf);
   5. Were or currently are eligible for Federal Pell grants (Definition: https://www2.ed.gov/programs/fpg/eligibility.html);
   6. Received support from the Special Supplemental Nutrition Program for Women, Infants and Children (WIC) as a parent or child (Definition: https://www.fns.usda.gov/wic/wic-eligibility-requirements).
   7. Grew up in one of the following areas:
      1. A U.S. rural area, as designated by the Health Resources and Services Administration (HRSA) Rural Health Grants Eligibility Analyzer (https://data.hrsa.gov/tools/rural-health), or
      2. A Centers for Medicare and Medicaid Services-designated Low-Income and Health Professional Shortage Areas(qualifying zip codes are included in the file).
      3. Only one of the two possibilities in #7 can be used for the disadvantaged background definition. Students from low socioeconomic (SES) status backgrounds have been shown to obtain bachelor’s and advanced degrees at significantly lower rates than students from middle and high SES groups (see https://nces.ed.gov/programs/coe/indicator_tva.asp) and are subsequently less likely to be represented in biomedical research. For background see Department of Education data at, https://nces.ed.gov/; https://nces.ed.gov/programs/coe/indicator_tva.asp; https://www2.ed.gov/rschstat/research/pubs/advancing-diversity-inclusion.pdf.
3. Individuals who attend an institution without faculty who conduct research in biomechanics.

2023

Steven Wilson, Ohio State University
Marie Palomo, Pacific Lutheran University
Silvia Campos, University of Costa Rica
Adriana Chacón Zeledón, University of Costa Rica
Patricia Delgado Cordoba, University of Costa Rica
Pamela Chaves, University of Costa Rica

2022

Destinee Webster, Georgia State University
Joshua Cayme, University of Texas El Paso
Zachary White, Georgia Institute of Technology
Janai Augustin, City College of New York
Alexie Hernandez, Stevenson University