BUILDing SCHOLARS (Research Enrichment Core)

这部分赠款是由德克萨斯大学埃尔帕索分校和我们的合作伙伴申请的， 支持建筑学者中心的研究丰富核心。长期目标是 解决生物医学的多样性危机。具体目标如下：1）经营一个密集的夏季 为合作院校的本科生和教师提供的研究计划; 2）丰富学生的 学术和专业技能的生物医学广义;和3）协调一个综合的三层 指导计划针对学生，教师与学生和教师与教师的指导关系。的 第一个目标将通过匹配本科生与教师的指导夏季实现 研究经验;为大学桥牌学生提供暑期研究经验;并建立 一个针对教职员工的暑期访问研究员项目第二个目标（仅针对本科生） 将通过提供辅导/写作支助;研究/职业充实讲习班; 以及一个研究和教学一体化项目。第三个目标将通过协调以下方面来实现： 为学生提供为期两个学期的同伴指导培训和实践计划;指导培训模块， 教师导师监督本科研究人员;教师运行的专业发展讲习班; 针对教师和博士后的超级导师计划，以及针对教师的指导实践在线社区 和博士后这些活动是创新的，因为它们将：1）汇集各种参与者， 学术年龄和学科背景在一个程序结构的专题研究重点; 2）导致 形成一个全区域的研究/指导“实践社区”; 3）解决体制问题， 社会和个人因素影响学生的成功使用“资产束”的方法。而且 活动是重要的，因为它们将改善和推进大学生的职业轨迹 在区域范围内，来自代表性不足的群体和教师的学生

This portion of the grant, requested by the Univeristy of Texas at El Paso and our partners, will focus efforts on supporting the Research Enrichment Core of the BUILDing SCHOLARS center. The long-term goal is to address the diversity crisis in biomedicine. The specific aims are as follows: 1) Operate an intensive Summer Research Program for undergraduate students and faculty across partner institutions; 2) Enrich students' academic and professional skills in biomedicine broadly defined; and 3) Coordinate an integrated three-tier mentoring program targeting student-student, faculty-student and faculty-faculty mentoring relationships. The first aim will be achieved through matching undergraduate students with faculty for mentored summer research experiences; providing summer research experiences for college bridge students; and establishing a visiting summer researcher program for faculty. The second aim (focused only on undergraduate students) will be achieved through the provision of tutoring/writing support; research/career enrichment workshops; and a research and teaching integration program. The third aim will be achieved through the coordination of a two-semester peer mentoring training and practice program for students; mentoring training modules for faculty mentors overseeing undergraduate researchers; faculty-run professional development workshops; a super-mentor program for faculty and post-docs, and an online community of mentoring practice for faculty and post-docs. The activities are innovative because they will: 1) bring together participants of various academic ages and disciplinary backgrounds in a program structured by topical research foci; 2) lead to the formation of a region-wide research/mentoring "community of practice"; and 3) address the institutional, social and individual factors influencing student success using an "asset bundles" approach. Moreover, the activities are significant because they will improve and advance the career trajectories of undergraduate students from underrepresented groups and faculty on a regional scale