UMB Postbaccalaureate Research Education Program

UMB 学士后研究教育计划

• 批准号: 10349575
• 负责人: Toni M Antalis
• 金额: $ 35.82万
• 依托单位: UNIVERSITY OF MARYLAND BALTIMORE
• 依托单位国家: 美国
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-03-01 至 2026-02-28
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10349575
• 关键词: Academic Training; Address; Admission activity; African; American; Anxiety; Award; Back; Baltimore; Biomedical Research; Black race; Communities; Complex; Development; Development Plans; Diverse Workforce; Doctor of Philosophy; Dropout; Educational workshop; Emotional; Enrollment; Ensure; Environment; Equilibrium; Evaluation; Faculty; Faculty Workshop; Failure; Feeling; Fright; Funding; Goals; Health; Healthcare; Hearing; Hispanic; Immersion; Institution; Laboratories; Latino; Lead; Leadership; Learning; Life; Maryland; Mental Depression; Mentors; Modeling; National Institute of General Medical Sciences; Native Americans; Performance; Persons; Population; Preparation; Problem Solving; Process; Psyche structure; Readiness; Research; Research Training; Schools; Services; Shapes; Students; Syndrome; Testing; Trust; United States; Universities; base; career; cohort; design; education research; expectation; experience; faculty mentor; improved; innovation; outcome prediction; peer; programs; recruit; research and development; social; success; symposium; tutoring; volunteer

Project Summary The proportion of African-, Black- and Hispanic- and Latino- Americans (UR) in the U.S. population increased from 24.8% to 30.6% (1.23 fold) between 2000 and 2014. However, from 2006 to 2016, the proportion of awarded STEM PhDs was abysmally low, (5% to 7% of total), for the same groups and remained below 1% for Native Americans. Workforce diversity brings a diversity of ideas, experience and productive interactions, accelerating creative problem-solving. Importantly, an increasingly diverse workforce is also urgently needed to address the increasing diversity and complexity of health issues. Therefore, the STAR-PREP program at University of Maryland Baltimore (UMB) was recently created to provide rigorous, integrated and comprehensive academic and research training to prepare UR to ascend to quality PhD or MD-PhD programs to meet the urgent workforce diversity need. Our underlying prediction for the program was that this multidimensional program would result in at least 75% of participating students enrolling in rigorous and high-quality PhD or MD-PhD programs. Indeed, in just 3 years, a 77% ascension rate to quality PhD or MD-PhD programs was achieved. Students were prepared by immersion in rigorous programing, including graduate academic and enrollment-preparation courses, activities and workshops which were guided by comprehensive, individualized development plans (IDP) and frequent cohort assessments and evaluations. We learned that the students wanted and needed research, academic and also emotional preparation for the rigors of graduate school. Multiple levels and channels of engagement were created to meet this need, resulting in building of trust and the scholars and excitement in the UMB academic community to host, challenge, nurture and support the students in collaboratively-, culturally-, contextually- and experientially-informed capacities. This renewal application builds on the successes of the first funding period and incorporates best practices from lessons learned to test our current outcome predictions that student preparedness and institutional cultural impact will make programs and mentors much more receptive and accepting of UR scholars and vice versa, which will lead to greater scholar integration, better scholar performance and ultimately to increased MD- STEM-PhD and STEM-PhD enrollment and graduation. We propose a bold and innovative STAR-PREP program that builds on successes and lessons learned, to pursue the following aims: Aim 1), We will maximize student academic and research preparedness through intense lab and graduate course experiences, Aim 2), We will strengthen and prepare the scholars holistically (academically, mentally, emotionally) for the rigors of graduate school through courses and professional development activities. Aim 3), We will use the STAR-PREP model to widen its impact to collaboratively shape the culture and expectations of the higher-learning institution to receive and nurture UR scholars. These aims will be pursued while maintaining the 75%/25% balance in research and development activities, respectively and the program will continue to deliver a 75% of better ascension rate to high quality MD-PhD and PhD programs.

项目摘要 非洲裔、黑人、西班牙裔和拉丁裔美国人（UR）在美国人口中所占的比例有所增加。 从2000年到2014年，从24.8%上升到30.6%（1.23倍）。然而，从2006年到2016年， STEM博士在同一群体中的比例极低（占总数的5%至7%），而在本土群体中的比例仍低于1%。 美国人劳动力多样性带来了想法、经验和富有成效的互动的多样性， 创造性地解决问题。重要的是，还迫切需要日益多样化的劳动力，以解决 健康问题的多样性和复杂性日益增加。因此，美国大学的STAR-PREP项目 马里兰州巴尔的摩（UMB）最近成立，以提供严谨，综合和全面的学术 和研究培训，以准备UR上升到质量博士或MD-PhD课程，以满足紧迫的劳动力 多样性的需要。我们对这个项目的基本预测是，这个多维度的项目将导致 至少75%的参与学生参加了严格和高质量的博士或MD-PhD课程。的确， 在短短3年内，77%的Ascension率，以高质量的博士或MD-PhD课程实现。学生 通过沉浸在严格的编程准备，包括研究生学术和入学准备 以全面的个性化发展计划为指导的课程、活动和讲习班 以及经常进行群组评估和评价。我们了解到学生们想要并且需要研究， 为研究生院的严格要求做好学术和情感上的准备。多层次、多渠道的 参与是为了满足这一需求而创建的，结果是建立了信任，学者们和兴奋， UMB学术界主办，挑战，培养和支持学生在协作，文化， 根据背景和经验的能力。这一更新申请建立在第一个成功的基础上， 并结合从经验教训中获得的最佳实践，以测试我们目前的成果预测， 学生的准备和机构文化的影响将使项目和导师更容易接受 和接受UR学者，反之亦然，这将导致更大的学者融合，更好的学者 成绩，并最终增加MD-STEM-PhD和STEM-PhD招生和毕业。我们 提出一个大胆和创新的STAR-PREP计划，建立在成功和经验教训的基础上， 以下目标：目标1），我们将通过密集的实验室最大限度地提高学生的学术和研究准备 和研究生课程的经验，目标2），我们将加强和准备学者整体 （学术上，精神上，情感上）通过课程和专业的严格研究生院 发展活动。目标3），我们将使用STAR-PREP模型来扩大其影响力， 高等教育机构的文化和期望，以接收和培养UR学者。这些目标 将在研究和开发活动中分别保持75%/25%的平衡的同时， 该计划将继续提供75%的更好的Ascension率，以高质量的MD-PhD和PhD课程。