BiOengineering Research Education to AcceLerate Innovation in STEM

北极星-抽象 美国国家科学院最近的一份报告称：“工程学面临着持久的多样性挑战。”最多的 有影响力的科学来自不同的团队合作，STEM工作场所的多样性得到改善 工作参与度和绩效，提高研究和提供保健的质量，以及 促进创新。目前工程领域的同质性，既有克拉克森大学(CU)的地区性，也有 在全国范围内，推动生物工程研究教育加快STEM(北方)的创新 学者计划，并启发克拉克森的公平思维方法，以更好地参与社会人口统计 不同地区的学生。为了抓住这些机会，Borealis计划招募和招收三名 五名社会人口统计学上不同的学生(包括黑人和土著有色人种和土著居民)组成的队列 残疾学生)，特别是来自纽约经济不景气的农村地区 国家，并教育、鼓励和支持他们通过追求毕业进入生物工程工作队伍 攻读生物工程专业。来自北方国家的学生在进入STEM领域经常面临挑战， 建立科学认同感，例如学术准备不足，教职员工不受欢迎的氛围， 以及身份的交叉性。通过一系列整合和互补的教育 经验--(1)夏季桥牌项目；(2)第一学年和第二学年的活动；以及(3)夏季活动 研究经验-结合循证导师和学员培训，CU将培养北方人 学者们顺利过渡并完成荣誉计划，为他们追求 研究生学历，生物工程或相关专业。这一新途径充分利用了学生的现有资源 成功。研究教育计划包括为学生在第一阶段取得成功而采取的新举措。 本科阶段，以及在全纳教学法和有效指导方面的教师培训和使用。这个 科罗拉多大学的北极星学者项目代表着美国朝着保持科学地位迈出的一小步 通过投资于社会人口统计学上不同的来自北方国家的学生来发挥领导作用。通过得出的结论 在这个项目中，我们将有：(1)为好奇的研究创建一个基于证据的指导门户和途径 学生在本科早期探索生物医学工程和(2)建立和持续 来自农村背景的不同社会人口统计学背景的学生从事生物医学科学和 工程研究，导致(3)农村多样化学生人数的增加 生物工程研究生学习。这三个目标将使我们的目标能够增加农村人口的数量，多样化 毕业后攻读生物工程研究生院的学生。

BOREALIS - Abstract ”Engineering has a persistent diversity challenge,” states a recent National Academies report. The most impactful science comes from diverse teams working together, and diversity in the STEM workplace improves work engagement and performance, enhances the quality of research and provision of health care, and promotes innovation. The current homogeneity in engineering, both regionally at Clarkson University (CU) and nationally, motivates the BiOengineering Research Education to AcceLerate Innovation in STEM (BOREALIS) Scholars program, and inspires Clarkson’s equity-minded approach to better engage sociodemographically diverse regional students. To address these opportunities, BOREALIS is designed to recruit and enroll three cohorts of five sociodemographically diverse students (including Black and Indigenous People of Color and students with disabilities) especially from the rural, economically depressed North Country region of New York State, and educate, encourage, and support them to enter the bioengineering workforce via pursuit of graduate study in bioengineering. Students from the North Country often face challenges entering STEM fields and building scientific identities, such as scant academic preparation, an unwelcoming atmosphere from faculty, and navigating intersectionality of identities. Through a series of integrated and complementary educational experiences—(1) a summer bridge program; (2) first- and second- academic year activities; and (3) summer research experiences—combined with evidence-based mentor and mentee training, CU will foster BOREALIS Scholars’ successful transition into and completion of the Honors Program, positioning them to pursue graduate school in bioengineering or a related field. This new pathway leverages existing resources for student success. The research education plan includes new initiatives for student success during the first undergraduate years, and faculty training in and use of inclusive pedagogy and effective mentoring. The BOREALIS Scholars program at CU represents one small step towards maintaining America’s scientific leadership by investing in sociodemographically diverse students from the North Country. By the conclusion of the project, we will have: (1) created an evidence-based mentored portal and pathway for research-curious students to explore biomedical engineering early in their undergraduate career and (2) built and sustained cohorts of sociodemographically diverse students from rural backgrounds engaged in biomedical science and engineering research, leading to (3) an increase in the number of rural, diverse students pursuing bioengineering graduate study. These three aims will enable our goal of increasing the number of rural, diverse students pursuing bioengineering graduate school after CU.