CSULB Building Biomedical Research Program: Student Training Core

建立学生研究培训计划的主要目标是招募、保留和准备 进入生物医学和医学博士项目的本科生代表不足学生(UR) 行为科学。具体目标是：1)建立具有广泛影响和文化能力的 基于过去和现有URS培训的最佳实践的本科生研究培训计划 南加州州立大学的课程包括：a)大量的财政和学术支持；b)密集的指导研究 早期开始的实验室体验，并随着URS在其学术项目中的进展而扩展；以及c)亲密 作为学习社区(LC)一部分的小组研究培训活动；和2)解决障碍 使用创新的、基于证据的URS的CSULB建筑规划赠款所确定的URS经验 最佳做法包括：a)以资产为基础的干预措施，旨在加强科学效力、兴趣、 和认同感，这增加了URS在研究职业管道中的坚持性；b)建立认识和 利用文化资本提高科学的相关性；以及c)扩大辅导网络和 让家庭参与URS参与建立学生研究培训方案，结果是 文化契合的科学身份。实现这些目标的方法包括：a)让学生在大二时参加教师实验室的早期研究培训；b)创建LC系列，为学生提供亲密的 课堂中的研究训练环境；c)使学生参与渐进的研究技能培养 利用以项目为基础的主动学习的课程；d)通过研讨会补充学术方案 和研究座谈；e)让学生参与创新活动，使他们获得研究经验 对他们的价值观和生活有意义，并建立科学效能；和f)培养具有文化内涵的科学 通过建立对文化对卫生公平研究的贡献的认识，加入家庭支持来确定身份 和文化资本。活动得到包括计划的多层次指导网络的支持 董事、教师研究导师、LC研究生助理导师、同行参与者和他们的家人 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.