U-RISE at Portland State University

波特兰州立大学 U-RISE

• 批准号: 10371203
• 负责人: THOMAS E KELLER
• 金额: $ 56.71万
• 依托单位: PORTLAND STATE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-04-01 至 2026-03-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10371203
• 关键词: Active Learning; Address; Biomedical Research; Communities; Educational Curriculum; Educational workshop; Ensure; Faculty; Fostering; Immersion; Investigation; Mentors; Outcome; Pathway interactions; Phase; Phase Transition; Preparation; Publishing; Reporting; Reproducibility; Research; Research Activity; Research Personnel; Research Project Grants; Research Training; Science; Scientist; Self Efficacy; Students; Thinking; Time; Training; Training Programs; Underrepresented Populations; Universities; career; career development; cohort; design; education planning; evidence base; experience; inquiry-based learning; interest; intervention program; learning community; peer; peer coaching; programs; recruit; responsible research conduct; scaffold; social; student mentoring; summer research; supportive environment; symposium; undergraduate student

The overarching aim of our proposed training program is to provide an integrated experience and pathway for underrepresented undergraduate students who aspire to become independent biomedical researchers. U- RISE at PSU will recruit, train, and mentor students from underrepresented groups, using evidence-based approaches and institutionalizing sustainable programmatic practices. The U-RISE at PSU approach reflects the following principles: 1) Curriculum must center on inquiry-based learning that fosters scientific thinking and investigation. 2) Students need authentic long-term experiences contributing to actual research projects and opportunities to expand and deepen their contributions to research projects over time. 3) Belonging to inclusive communities, such as peer cohorts and research teams, provides students with a sense of support and identity as researchers. 4) A team of mentors ensures students have support and guidance in multiple domains spanning personal, educational, and career development throughout their undergraduate training experience. 5) Students should have opportunities to conceive, propose, conduct, and report on their research with supportive advising. 6) Students must have a supportive environment addressing their holistic needs for personal, financial, cultural, social, and educational support. The overall training plan is a comprehensive, multi-level intervention program that will scaffold several stages of training. The first two stages, Orientation and Preparation, are designed to recruit a broad group of diverse students who have expressed an interest in biomedical research, build a supportive peer cohort, and plan for education and career opportunities in biomedical research. After completing this preparation phase, students apply to become U-RISE trainees, where they are matched with a Research Learning Community (RLC) and engage in a hands-on long-term research training experience. The placement phase begins with their first summer research activity, Summer Induction, provides a guided entry into their RLC. During the Integration stage, U-RISE trainees practice team science with their RLC team and conduct their own research project during their summer research Immersion experience. For the culmination phase, RISE trainees continue collaborating in their RLC and complete the dissemination component of their research. The Culmination phase transitions U-RISE trainees into a biomedical research-focused graduate program. Throughout U-RISE at PSU trainees will have access to a multi-tiered mentoring program inclusive of peer mentors, a faculty/career mentor, and a research mentor. Trainees are required to participate regularly in research enrichment workshops and complete training in responsible conduct of research and rigor and reproducibility. The intended trainee outcomes include developing self-efficacy and persistence as a scientist; planning to pursue a biomedical research career; engaging in experiential learning; presenting at scientific conferences; publishing; graduating; and applying and being admitted into a graduate program in a field leading to a biomedical research career.

我们提议的培训计划的总体目的是为 渴望成为独立生物医学研究人员的代表性不足的本科生。 u- PSU的崛起将使用基于证据 方法和制度化可持续的程序实践。 PSU方法的U-Rise反映 以下原则：1）课程必须以基于询问的学习为中心，以促进科学思维和 调查。 2）学生需要为实际的研究项目做出贡献的真实长期经验 随着时间的推移，扩大和加深对研究项目的贡献的机会。 3）属于包容性 同伴队列和研究团队等社区为学生提供了支持和身份感 作为研究人员。 4）一组导师确保学生在多个领域获得支持和指导 在他们的本科培训经验中涵盖个人，教育和职业发展。 5）学生应该有机会对他们的研究进行受孕，提出，进行和报告 支持咨询。 6）学生必须有一个支持性的环境，以满足他们的整体需求 个人，财务，文化，社会和教育支持。整体培训计划是一个全面的 多级干预计划将踩踏几个培训阶段。前两个阶段，方向 和准备工作，旨在招募一群对此表示兴趣的不同学生 生物医学研究，建立支持性的同伴队列，并计划教育和职业机会 生物医学研究。完成此准备阶段后，学生申请成为U-Rise学员， 它们与研究学习界（RLC）匹配并长期实践 研究培训经验。安置阶段始于他们的第一个夏季研究活动，夏季 归纳，提供了进入其RLC的引导入口。在整合阶段，U-Rise学员练习 与他们的RLC团队的团队科学，并在夏季研究中进行自己的研究项目 沉浸体验。对于高潮阶段，上升学员继续在RLC和 完成其研究的传播部分。最高阶段过渡是U-Rise学员 进入以生物医学研究为重点的研究生课程。整个U-Rise在PSU受训人员中都可以使用 一项多层指导计划，包括同伴导师，教师/职业导师和研究导师。 学员必须定期参加研究丰富的研讨会，并完成完整的培训 负责任的研究，严格和可重复性的行为。预期的学员成果包括 发展自我效能和持久性作为科学家；计划从事生物医学研究职业； 从事体验学习；在科学会议上介绍；出版;毕业；并申请和 被录取在一项领域的研究生课程，从而从事生物医学研究职业。