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: 10837567
• 负责人: Janet L Branchaw
• 金额: $ 16.2万
• 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/10837567
• 关键词: Address; Adopted; Adoption; Architecture; Biomedical Research; Cancer Education Grant Program; Code; Collaborations; Communication; Communities; Community Developments; Community Participation; Competence; Computer software; Custom; Development; Documentation; E-learning; Education; Educational Curriculum; Educational process of instructing; Enrollment; Equity; Event; Experimental Designs; Face; Feedback; Goals; Grant; Individual; Infrastructure; Institution; Instruction; Knowledge; Lead; Learning; Licensing; Mentors; Modeling; Modification; National Institute of General Medical Sciences; Outcome; Performance; Persons; Postbaccalaureate; Postdoctoral Fellow; Reproducibility; Research; Research Project Grants; Research Training; Resources; Science; Scientist; Security; Speed; Students; Suggestion; System; Testing; Time; Training; Training Programs; Training and Education; Universities; Update; Wisconsin; base; career; career preparation; data modeling; design; empowerment; evidence base; experience; fly; graduate school; graduate student; improved; learning engagement; learning outcome; migration; novel; online course; online delivery; open source; operation; parent grant; pilot test; platform as a service; programs; public repository; recruit; repository; responsible research conduct; skills; student retention; student training; undergraduate student; usability

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. Training that empowers graduate students with the skills and knowledge to be successful mentees is needed. In order to address this, the Science Communication Lab has partnered with the authors of Entering Research at the University of Wisconsin-Madison to build, test, and evaluate a program of online instruction. This project focuses on students at the critical undergraduate to graduate transition, i.e., advanced research undergraduates, post-baccalaureate students, and first year graduate students, and will provide instruction (online courses) that can be integrated into the curriculum of an existing research training program or engaged with independently by individual students. These courses 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 is being evaluated using feedback from educational experts, as well as student testing of the courses. As part of this project we developed and deployed the iBiology Courses Platform (ICP), a learning management system (LMS), to deliver the online courses. Our goal in this grant supplement is to ready the ICP software code for a robust open source release and to develop the documentation and resources needed for adoption and further community development. We will refactor and genericize the ICP so it can be used for implementations other than iBiology Courses. We will also document and release the ICP as open source software for the broader community. The expected outcomes of this project are: (1) improved security, speed, and accessibility of the ICP, resulting in a better user experience for all users; (2) a small, nimble, and customizable open-source learning management system that can be easily adapted to meet the needs of a variety of educational programs; (3) a vibrant community of developers and users who engage with this uncomplicated e-Learning system – simple and comprehensible, straightforward to extend, easy to deploy and manage – and are therefore motivated to contribute to the development and enhancement of the platform; and (4) increased adoption and use of the ICP and related resources by educators, leading to improved learning outcomes for students.

项目概要/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，培养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，学校却缺乏对学生如何建立和驾驭这些关键关系的实际培训。 大多数生物医学研究培训计划。为研究生提供技能和能力的培训 成为成功的受训者需要知识。为了解决这个问题，科学传播实验室 与威斯康星大学麦迪逊分校《进入研究》的作者合作构建、测试和 评估在线教学计划。该项目重点关注关键本科生的学生 研究生过渡，即高级研究型本科生、学士学位后学生和一年级学生 研究生，并将提供可以整合到课程中的指导（在线课程） 现有的研究培训计划或由个别学生独立参与。这些课程将 解决来自不同背景的学生从本科过渡到大学时面临的挑战 研究生院通过（1）教他们有意识地培养指导关系并利用 这些关系有利于他们的教育、研究和职业，(2) 建立一个全国社区 来自不同机构和背景的学生支持他们的集体学习/培训，(3) 提供 在研究培训中获得免费的基于证据的、深入的、及时的指导，以及（4）强调 负责任的研究行为、可重复性以及公平和包容性的重要文化方面。这 正在根据教育专家的反馈以及学生对课程的测试来评估该计划。 作为该项目的一部分，我们开发并部署了 iBiology 课程平台 (ICP)，这是一个学习平台 管理系统（LMS），提供在线课程。我们这笔补助金的目标是为 ICP 做好准备 用于强大的开源版本的软件代码，并开发所需的文档和资源 采用和进一步的社区发展。我们将重构和通用化 ICP，以便它可以用于 iBiology 课程以外的实施。我们还将记录并开源 ICP 面向更广泛社区的软件。该项目的预期成果是：（1）提高安全性、速度、 ICP 的可访问性，为所有用户带来更好的用户体验； (2) 体积小、动作灵活 可定制的开源学习管理系统，可以轻松适应以满足学习者的需求 各种教育计划； (3) 一个充满活力的开发者和用户社区 不复杂的电子学习系统——简单易懂、易于扩展、易于部署和 管理——因此有动力为平台的开发和增强做出贡献；和 (4) 教育工作者更多地采用和使用 ICP 及相关资源，从而改善学习 学生的成果。