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）进入博士课程在生物医学和 行为科学具体目标是：（1）建立一个覆盖面广、文化能力强的 本科研究培训计划，建立在过去和现有URS培训的最佳实践基础上 CSULB的项目包括：a）大量的财政和学术支持; B）密集的指导研究 实验室经验，开始早，并扩大作为URS在其学术计划的进展;和c）亲密 小组研究培训活动，作为学习社区的一部分; 2）解决障碍 通过我们的CSULB BUILD规划赠款确定的URS经验，使用创新的，基于证据的URS 最佳做法包括：a）旨在加强科学效率、兴趣 和身份，这增加了URS在研究职业管道中的持久性; B）建立意识， 利用文化资本提高科学的相关性;以及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 文化一致的科学身份。实现这些目标的方法包括：a）在大二时让学生参加教师实验室的早期研究培训; B）创建一个LC系列， 在课堂上的研究培训环境; c）让学生参与渐进式的研究技能建设 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 e）让学生参与创新活动，使研究经验 对他们的价值观和生活有意义，并建立科学效能感;以及f）培养文化认同的科学 通过建立对文化对健康公平研究的贡献的认识，加入家庭支持， 文化资本。活动得到多层次指导网络的支持，包括计划 董事，教师研究导师，LC研究生助理导师，同行参与者，以及他们的家人在 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.