BiOengineering Research Education to AcceLerate Innovation in STEM

BOREALIS -摘要 “工程学面临着持续的多样性挑战，”美国国家科学院最近的一份报告指出。最 有影响力的科学来自不同的团队共同努力，STEM工作场所的多样性得到改善 工作参与度和绩效，提高研究和医疗保健提供的质量，以及 促进创新。目前工程学的同质性，无论是在克拉克森大学（CU）的区域， 在全国范围内，激励生物工程研究教育加速STEM创新（BOREALIS） 学者计划，并激发克拉克森的公平思想的方法，以更好地参与社会人口 不同地区的学生。为了抓住这些机会，BOREALIS旨在招募和招收三名 五个社会人口统计学上不同的学生（包括黑人和土著人的颜色， 残疾学生），特别是来自经济萧条的纽约北部农村地区的学生 国家，教育，鼓励和支持他们进入生物工程劳动力通过追求研究生 研究生物工程。来自北方国家的学生经常面临进入STEM领域的挑战， 建立科学身份，如缺乏学术准备，教师不欢迎的气氛， 以及身份的交叉性。通过一系列综合和互补的教育， 经验-（1）夏桥计划;（2）第一和第二学年的活动;和（3）夏季 研究经验-结合循证导师和学员培训，CU将促进BOREALIS 学者成功过渡到并完成荣誉计划，定位他们追求 生物工程或相关领域的研究生院。这一新途径利用现有资源为学生 成功研究教育计划包括在第一次学生成功的新举措 本科生年，教师培训和使用包容性教学法和有效的指导。的 CU的BOREALIS学者计划代表了保持美国科学发展的一小步。 通过投资于来自北方国家的社会人口多样化的学生来发挥领导作用。通过缔结 该项目，我们将：（1）创建一个以证据为基础的指导门户和研究好奇的途径 学生探索生物医学工程早期在他们的本科生涯和（2）建立和维持 来自农村背景的从事生物医学科学的社会人口学多样化的学生， 工程研究，导致（3）农村，多样化的学生追求的数量增加 生物工程研究生课程。这三个目标将使我们能够实现增加农村、多样化 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.