Online Courses for Navigating Research Mentoring Relationships

用于导航研究指导关系的在线课程

• 批准号: 10670815
• 负责人: Janet L Branchaw
• 金额: $ 48.21万
• 依托单位: SCIENCE COMMUNICATION LAB, INC.
• 依托单位国家: 美国
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-08-03 至 2025-07-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10670815
• 关键词: Address; Awareness; Biomedical Research; Career Choice; Career Mobility; Collaborations; Communication; Communities; Competence; Course Content; Data; Development; E-learning; Education; Educational Curriculum; Educational process of instructing; Ensure; Environment; Equity; Evaluation; Face; Feedback; Graduate Education; Health Benefit; Institution; Instruction; Learning; Mentors; Modeling; Outcome; Participant; Population Heterogeneity; Publications; Qualifying; Reporting; Reproducibility; Research; Research Training; Resources; Science; Scientist; Site; Social support; Students; Surveys; Testing; Time; Training; Training Programs; Underrepresented Populations; Universities; Update; Wisconsin; Woman; Work; career; career development; career preparation; community building; empowerment; evaluation/testing; evidence base; graduate school; graduate student; innovation; learning community; online community; online course; outreach; pilot test; programs; racial minority; recruit; responsible research conduct; skill acquisition; skills; student participation; student retention; student training; undergraduate student

PROJECT SUMMARY / ABSTRACT Research mentoring relationships are one of the most important means by which students acquire core research competencies, develop a strong sense of self-identity as a scientist, and prepare for careers. However, practical training for students in how to initiate and navigate these critical relationships is absent from most biomedical research training programs. In order to address this discrepancy in training, iBiology will partner with the authors of ​Entering Research​ at the University of Wisconsin-Madison to build, test, and evaluate a program of online instruction called “Navigating Research Mentoring Relationships.” This program will focus on students at the critical undergraduate to graduate transition, i.e., advanced research undergraduates and first year graduate students. “Navigating Research Mentoring Relationships” will provide instruction that can be integrated into the curriculum of an existing research training program or engaged with independently by students in programs that choose not to integrate it, as providing courses online allows the training material to be accessible regardless of personal or institutional resources. This program will address challenges that ​students ​from diverse backgrounds face as they transition from undergraduate to graduate school by (1) teaching them to cultivate mentoring relationships with intentionality and to leverage those relationships to benefit their education, research, and careers, (2) building a national community of students from diverse institutions and backgrounds to support their collective learning/training, (3) providing access to free evidence-based, in depth, just-in-time instruction in their research training, and (4) highlighting important cultural aspects of responsible conduct of research, reproducibility, and equity and inclusion. The program has four main aims. First, to develop the “Navigating Research Mentoring Relationships” online course content. Second, to develop evidence-based strategies to promote student engagement and learning through online communities. Third, to pilot test “Navigating Research Mentoring Relationships” with undergraduate and graduate students from diverse backgrounds. And fourth, to revise and disseminate the online courses to the public. The program will be evaluated using feedback from educational experts, as well as student testing of the courses and online learning communities at various stages. Evaluation data will include online surveys of students, course platform analytics, and pilot test site institutional data. The evaluation plan will allow for the assessment of program outcomes and whether the desired objectives have been met. The evaluation data will also allow for evidence-based revision and updating of the courses prior to release to the public, where the courses will be available to biomedical research trainees of all levels. The intended outcomes of this project are to build the critical interpersonal, communication, and collaboration skills students need to support positive mentoring relationships and, therefore, increase their persistence in a biomedical research career pathway.

项目总结/摘要 研究指导关系是学生获得核心知识的最重要手段之一。 研究能力，发展作为科学家的强烈自我认同感，并为职业生涯做好准备。 然而，在如何启动和导航这些关键关系的学生的实际培训是缺席， 大多数生物医学研究培训计划。为了解决培训中的这种差异，iBiology将 与威斯康星大学麦迪逊分校的《进入研究》一书的作者合作， 评估一个名为“导航研究指导关系”的在线教学计划。这个程序 将侧重于学生在关键的本科到研究生过渡，即，高级研究 本科生和研究生一年级。“导航研究指导关系”将提供 可以整合到现有研究培训计划的课程中或与 独立的学生在程序中选择不整合它，因为提供在线课程允许 无论个人或机构资源如何，都可以获得培训材料。该计划将解决 来自不同背景的学生在从本科过渡到研究生时面临的挑战 学校通过（1）教他们培养有意图的指导关系，并利用这些关系， 关系，使他们的教育，研究和职业生涯，（2）建立一个全国性的学生社区 （3）提供机会， 免费循证，深入，及时指导他们的研究培训，（4）突出重要的 负责任地进行研究的文化方面，可重复性，公平和包容性。该计划已 四大目标。首先，开发“导航研究指导关系”在线课程内容。 第二，制定以证据为基础的策略，以促进学生通过网上参与和学习 社区.第三，与本科生和 来自不同背景的研究生。第四，修订和传播网上课程， 公众该计划将根据教育专家的反馈以及学生对 在不同阶段的课程和在线学习社区。评价数据将包括以下方面的在线调查： 学生、课程平台分析和试点测试站点机构数据。评估计划将考虑到 评估项目成果以及是否达到预期目标。评估数据将 还允许在向公众发布之前对课程进行循证修订和更新， 将为各级生物医学研究学员提供课程。本项目的预期成果 是建立关键的人际关系，沟通和协作技能的学生需要支持积极的 指导关系，从而增加他们在生物医学研究职业道路上的持久性。