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.

我们提出的培训计划的总体目标是为以下人员提供综合的经验和途径： 渴望成为独立生物医学研究人员的本科生人数不足。 U- PSU 的 RISE 将利用基于证据的方法招募、培训和指导来自代表性不足群体的学生 方法并将可持续的方案实践制度化。 PSU 的 U-RISE 方法反映了 遵循以下原则： 1) 课程必须以探究式学习为中心，培养科学思维和 调查。 2) 学生需要真实的长期经验来贡献于实际的研究项目和 随着时间的推移，有机会扩大和加深他们对研究项目的贡献。 3）属于包容性 社区，例如同伴群体和研究团队，为学生提供支持感和认同感 作为研究人员。 4) 导师团队确保学生在多个领域获得支持和指导 涵盖整个本科培训经历中的个人、教育和职业发展。 5) 学生应该有机会构思、提出、进行和报告他们的研究 支持性建议。 6) 学生必须有一个支持性的环境来满足他们的整体需求 个人、财务、文化、社会和教育支持。总体培训计划是一个全面的、 多层次的干预计划将支撑多个阶段的培训。前两个阶段，定向 和准备，旨在招收广泛的、对以下领域感兴趣的多元化学生： 生物医学研究，建立支持性的同伴群体，并规划教育和职业机会 生物医学研究。完成此准备阶段后，学生申请成为 U-RISE 实习生， 他们与研究学习社区（RLC）相匹配，并参与长期的实践活动 研究培训经历。实习阶段从他们的第一个夏季研究活动“Summer”开始 Induction，提供了进入 RLC 的指导。在整合阶段，U-RISE学员练习 与 RLC 团队进行团队科学合作，并在夏季研究期间开展自己的研究项目 沉浸式体验。在高潮阶段，RISE 学员继续在 RLC 和 完成研究的传播部分。 U-RISE 学员的巅峰阶段转变 进入以生物医学研究为重点的研究生课程。在 PSU 的 U-RISE 期间，学员将可以访问 多层次的指导计划，包括同行导师、教师/职业导师和研究导师。 学员必须定期参加研究强化研讨会并完成以下方面的培训： 负责任的研究行为以及严谨性和可重复性。预期的学员成果包括 培养作为科学家的自我效能感和毅力；计划从事生物医学研究事业； 参与体验式学习；在科学会议上发表演讲；出版;毕业；并申请和 被录取进入生物医学研究领域的研究生课程。