Phase II of BUILDing SCHOLARS - Student Training Core

德克萨斯大学埃尔帕索分校(UTEP)正在筹集资金，以继续发展和加强 建设学者(建设通向多样性的本科基础设施：西南联盟 以健康为导向的教育领袖和研究学者)中心旨在培养下一代 美国西南部地区的生物医学和社会行为科学家和工程师，那里的绝大多数 的学生人口没有得到充分的服务和代表。建筑的培训核心(TC) 学者提供逐步进阶的、密集的写作和严格但灵活的研究培训 从大一开始，到毕业论文或同行评议结束的课程 毕业前出版。这些活动围绕七个强有力的跨学科研究展开。 节点：成瘾、癌症、退化性和慢性病、环境健康、健康 差异、传染病和转化型生物医学。在这些方面做研究的学生 七个节点专业：人类学、生物化学、 生物科学、细胞和分子生物化学、化学、土木工程*、临床实验室 科学、计算机科学*、电气和计算机工程*、工程领导*、法医 科学、地质科学、健康促进、人体运动学、数学科学(包括应用 数学)、机械工程*、冶金与材料工程*、护理学、物理学、 心理学、公共卫生科学、康复科学、社会工作和社会学。所有专业都标有 上面有星号的学生必须将生物医学工程列为辅修。培训核心将拥有 遵循四个具体目标。 TC具体目标1：继续和过渡招聘活动，以优化学生招聘 来自管道合作伙伴和申请和接收建造培训职位的地区。 TC具体目标2：继续积极影响建筑学者、受训者和附属机构 通过Fyris的保留、研究和科学自我效能感。 TC具体目标3：继续让学员参与有指导的研究体验并过渡到 制度保障。 TC具体目标4：继续提供学生支持和发展活动，以留住、毕业、 并为学生进入研究生院和未来的生物医学研究职业生涯做好准备。 TC特定目标与总体组件特定目标(见总体组件)保持一致，如下所示：TC 目标1与总体组成部分目标2和5相一致；TC目标2与总体组成部分目标5相一致； TC目标3与整体组件目标1、2和5一致；TC目标4与整体组件一致 目标5. 将在每个目标下追求的目标和活动意在加强、继续 并将在第一阶段制定和实施的所有干预措施制度化，并传播最 在全国范围内进行有效的干预。因此，在第二阶段，我们将继续纳入真实的、由教员驱动的 通过利用现有资源并专注于学生培训，将研究经验融入课程工作 旨在长期维持对这些活动的研究。 本科生将继续作为新生或正在崛起的学生加入该项目 大二和大三的学生。在第二阶段，受训人员的数量将会减少，而大学 同时加强对学员的支持，第一年将任命60人，35人将 其中23人在第二年受聘，23人在第三年受聘，18人在第四年及以后受聘。UTEP是 承诺全力支持(通过学生就业提供学费和津贴)5、10、12、15和18号楼 分别为第二阶段第1、2、3、4、5年的学者。因此，第二阶段及以后的第5年，UTEP 将全力支持所有建筑学者实习生的财务。拟议的培训期限视情况而定。 取决于学生在课程开始时的确切学分数量，所以学生将被 对于以初级学员身份进入培训岗位的学员，最少支持2年，最多支持4年 对于那些作为新生入学的学生来说，这是几年的时间。虽然我们并不指望新生 参与之前的研究，该提案寻求在新生研究中增加招聘努力 密集序列(Fyris)，研究被积极地融入到课程课程中。因此，输入 二年级和三年级学生在进入阶段之前可能已经参与了基于课程的研究经验 二、营造学者风采。

The University at Texas at El Paso (UTEP) is soliciting funds to continue to develop and strengthen the BUILDing SCHOLARS (Building Undergraduate Infrastructure Leading to Diversity: Southwest Consortium of Health-Oriented education Leaders And Research Scholars) Center aimed at training the next generation of biomedical and socio-behavioral scientists and engineers in the US Southwest region, where a large majority of the student population is underserved and underrepresented. The Training Core (TC) of BUILDing SCHOLARS houses a progressively advanced, writing-intensive and rigorous yet flexible research training program that starts as early as the Freshman year and culminating in a senior thesis or a peer-reviewed publication prior to graduation. The activities are centered around seven strong interdisciplinary research nodes: addiction, cancer, degenerative and chronic diseases, environmental health, health disparities, infectious diseases and translational biomedicine. Students who do research in these seven nodes major in the following approved BUILDing SCHOLARS majors: anthropology, biochemistry, biological sciences, cellular and molecular biochemistry, chemistry, civil engineering*, clinical laboratory sciences, computer science*, electrical and computer engineering*, engineering leadership*, forensic sciences, geological sciences, health promotion, kinesiology, mathematical sciences (including applied mathematics), mechanical engineering*, metallurgical and materials engineering*, nursing, physics, psychology, public health sciences, rehabilitation sciences, social work and sociology. All majors denoted with an asterisk above must declare biomedical engineering as a minor. The Training Core will have the following four Specific Aims. TC Specific Aim 1: Continue and transition recruitment activities to optimize recruitment of students from Pipeline Partners and the region applying for and receiving BUILD traineeships. TC Specific Aim 2: Continue to positively impact BUILDing SCHOLARS trainees’ and affiliates’ retention, and research and science self-efficacy through FYRIS. TC Specific Aim 3: Continue to engage trainees in mentored research experiences and transition to institutional support. TC Specific Aim 4: Continue to provide student support and development activities to retain, graduate, and prepare students for graduate school and future biomedical research careers. The TC Specific Aims align with the Overall Component Specific Aims (see Overall Component) as follows: TC Aim 1 aligns with the Overall Component Aims 2 and 5; TC Aim 2 aligns with the Overall Component Aim 5; TC Aim 3 aligns with the Overall Component Aims 1, 2 and 5; and TC Aim 4 aligns with the Overall Component Aim 5. The objectives and activities that will be pursued under each of these aims are intended to enhance, continue and institutionalize all interventions developed and implemented in phase I, and to disseminate the most impactful interventions nationally. Thus, in phase II, we will continue to incorporate authentic, faculty-driven research experiences into course work by leveraging existing resources and focusing on student training with the intent to sustain research in these activities long-term. Undergraduate students will continue to be recruited into the program as incoming freshmen, or as rising sophomores and juniors. In phase II, the number of trainees appointed will be ramped down, while university support for the trainees will be simultaneously ramped up such that 60 will be appointed in year 1, 35 will be appointed in year 2, 23 will be appointed in year 3, and 18 will be appointed in year 4 and beyond. UTEP is committing to fully support (tuition and stipend via student employment) 5, 10, 12, 15, and 18 BUILDing SCHOLARS in years 1,2,3,4 and 5 of phase II, respectively. Thus, the 5th year of phase II and beyond, UTEP will fully support all BUILDing SCHOLARS trainees financially. The duration of the proposed training will vary depending on the exact number of credits students have at the start of the program, so students will be supported for a minimum of 2 years for those entering into the traineeship as juniors, and for a maximum of 4 years for those students entering as freshmen. While we do not expect incoming freshmen to have been involved in prior research, the proposal seeks to increase recruiting efforts in the Freshman Year Research Intensive Sequence (FYRIS), where research is actively woven into the course curriculum. Thus, entering sophomores and juniors may have been involved in course-based research experiences before entering phase II of BUILDing SCHOLARS.