CSULB Building Biomedical Research Program: Student Training Core

BUILD 学生研究培训计划的主要目标是招募、保留和准备 本科生代表性不足的学生（URS）进入生物医学和博士课程 行为科学。具体目标是： 1) 建立一个影响广泛且具有文化能力的 本科生研究培训计划以过去和现有 URS 培训的最佳实践为基础 CSULB 的项目包括： a) 大量的财政和学术支持； b) 深入指导研究 早期开始并随着 URS 学术项目进展而扩展的实验室经验； c) 亲密 作为学习社区 (LC) 一部分的小组研究培训活动； 2) 解决障碍 我们的 CSULB BUILD 规划拨款使用创新的、基于证据的 URS 确定了 URS 经验 最佳实践包括： a) 基于资产的干预措施，旨在加强科学功效、兴趣、 和身份，这会增加 URS 在研究职业渠道中的持久性； b) 建立意识并 利用文化资本提高科学的相关性； c) 扩大指导网络 让家庭参与 URS 参与 BUILD 学生研究培训计划，从而 文化一致性的科学认同。实现这些目标的方法包括：a）让学生在大二时在教师实验室参加早期研究培训； b) 创建一个 LC 系列，提供亲密的 课堂研究训练环境； c) 让学生参与渐进的研究技能建设 利用基于项目的主动学习的课程； d) 通过研讨会补充学术课程 和研究座谈会； e）让学生参与创新活动，获得研究经验 对他们的价值观和生活有意义并建立科学功效； f) 培养文化一致的科学 通过提高文化对健康公平研究贡献的认识、加入家庭支持来实现身份认同 和文化资本。活动得到多层次的指导网络的支持，其中包括项目 董事、教师研究导师、LC 研究生助理导师、同行参与者及其家人 培训计划。

The primary goals of the BUILD Student Research Training Program are to recruit, retain, and prepare undergraduate underrepresented students (URS) for entrance into PhD programs in the biomedical and behavioral sciences. The specific aims are to: 1) Establish a broad-reaching and culturally competent undergraduate research training program that builds on best practices from past and existing URS training programs at CSULB including: a) substantial financial and academic support; b) intensive mentored research lab experiences that begin early and expand as the URS progress in their academic program; and c) intimate small-group research training activities as part of a learning community (LC); and 2) Address the barriers URS experience as identified by our CSULB BUILD planning grant using innovative, evidenced-based URS best practices including: a) assets-based interventions designed to strengthen scientific efficacy, interest, and identity, which increase URS persistence in the research career pipeline; b) build awareness and utilization of cultural capital to increase the relevance of science; and c) expand the mentoring network and engage families in the URS' participation in the BUILD Student Research Training Program, resulting in a culturally-congruent science identity. Methods to achieve these aims include: a) engaging students in early research training in faculty labs at the sophomore year; b) creating a LC series that provides an intimate research training environment in the classroom; c) engaging students in progressive research skill-building courses that utilize project-based, active learning; d) supplementing the academic program with workshops and research colloquia; e) engaging students in innovative activities that make research experiences meaningful to their values and lives and build science efficacy; and f) cultivate a culturally-congnjent science identity by building awareness of the contributions of culture to health equity research, joining family support and cultural capital. Activities are bolstered by multi-tiered mentoring networks that include program directors, faculty research mentors, LC graduate assistant mentors, peer participants, and their families in the training program.