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.

项目摘要 /摘要 研究心理关系是学生获得核心的最重要手段之一 研究能力，发展出强烈的自我认同感，并为职业做准备。 但是，对于学生如何启动和浏览这些关键关系的实践培训是不存在的 大多数生物医学研究培训计划。培训使研究生拥有技能和 需要成功月经的知识。为了解决这个问题，科学传播实验室有 与威斯康星大学麦迪逊分校的进入研究的作者合作，以建造，测试和 评估一个在线说明程序。该项目侧重于关键的本科生 研究生过渡，即高级研究本科生，学士后学生和第一年 研究生，并将提供可以集成到课程中的说明（在线课程） 现有的研究培训计划或由个别学生独立与之互动。这些课程将 解决来自潜水员背景的学生在过渡到本科生时面临的挑战 研究生院（1）教他们以意图培养心理关系并利用 那些有利于他们的教育，研究和职业的关系，（2）建立一个民族社区 来自潜水机构和背景的学生支持他们的集体学习/培训，（3）提供 在他们的研究培训中访问免费的基于证据的，深入的，即时的教学，（4）突出显示 负责任的研究，可重复性以及公平与包容性的重要文化方面。 正在使用教育专家的反馈以及课程的学生测试对计划进行评估。 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 管理系统（LMS），提供在线课程。我们在此赠款补充中的目标是准备ICP 软件代码可用于强大的开源发布，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ICP，以便它可以用于 除ibiology课程以外的实施。我们还将记录并发布ICP作为开源 更广泛社区的软件。该项目的预期结果是：（1）提高安全性，速度， ICP的可访问性，为所有用户提供更好的用户体验； （2）一个小小的敏捷， 可自定义的开源学习管理系统，可以轻松适应以满足 多种教育计划； （3）一个充满活力的开发人员和用户的社区 简单的电子学习系统 - 简单而全面，直接扩展，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）教育工作者对ICP和相关资源的采用和使用增加，从而改善了学习 学生的成果。