Bridges to the Baccalaureate Research Training Program at the University of Kansas/Haskell Indian Nations University

项目总结 Haskell-KU Bridge V计划支持Haskell印第安人民族大学的学生 通过转到生物医学、生物工程、行为和环境健康领域发展职业生涯 堪萨斯大学(KU)访问Haskell未提供的学位选项。这个有20年历史的节目 在机构之间以及在NIH的其他培训和工作人员之间有着合作的历史 发展计划，以确保美国印第安人和阿拉斯加原住民(AI/AN)实现高比率 STEM领域的学士学位，这些学位可能会导致生物医学的职业生涯。首要目标是人工智能/人工智能 学员将看到自己在生物科学职业中的一席之地，建立他们所需的技能和资源 成功，并创造一个富有同情心的导师社区，为学员的成功投资。这 愿景是通过四个目标来实现的，这四个目标可以概念化为形成一个楼梯来帮助 学生们开启了他们选择的生物科学职业。首先，将通过增加以下措施来扩大申请范围 计划的可见性和吸引力，以满足AI/An Haskell学生的特殊需求(目标1)。该计划将 通过技能培训、指导性研究、 和职业发展活动(目标2)。计划活动旨在建立一个强大的队列 培养学生的科学认同感、自我效能感，以及与KU和更广泛的人的联系 科学界(目标3)。KU导师将为满足哈斯克尔的独特需求做好准备 通过提供以证据为基础的导师指导和培训(目标4)，培训受训者。此计划续订 更加强调顺序培训，并满足AI/AN学员的特定需求 重点：1)通过与杰出的本土科学家一起创作和举办活动来培养对该项目的兴趣 描述他们的工作如何为改善土著社区做出贡献，2)将学生与堪萨斯州联系起来 通过公私合作伙伴关系进行规划的生物护理生态系统，3)增加对职业的使用 和专业发展工具，通过实施来自 进入研究课程，4)与项目校友更紧密地互动，更好地建立社区 实践，这是非正式的指导和学习社区，以及5)技术、操作和 通过为期两年的详细序列进行专业技能开发，旨在创建 学生们。计划活动将与其他现有促进多样性的KU计划的活动相结合 例如新资助的NIH最大化获得研究职业(MARC)计划，扩大了 桥牌学员在昆士兰大学进入的社区。这些目标的顺序、相加性质构建了一个 学生参与的课程分三个阶段：1)桥前准备，2)基本技能年(1年级)和3) 社区建设年(第二年)。完成这三个阶段可以获得更高的成功率 哈斯克尔培训学员转到KU，通过建立信心和社区来完成他们的学位。

PROJECT SUMMARY The Haskell-KU Bridge V Program supports students from Haskell Indian Nations University who seek to develop careers in biomedical, bioengineering, behavioral and environmental health fields by transferring to the University of Kansas (KU) to access degree options not available at Haskell. This 20-year old program has a history of collaboration between institutions, as well as among other NIH- training and workforce development programs, to ensure a high rate of American Indian and Alaska Natives (AI/AN) achieve Bachelor’s degrees in STEM fields that can lead to biomedical careers. The overarching goal is for AI/AN trainees to see a place for themselves in bioscience careers, to build the skills and resources they need to succeed, and to create a compassionate community of mentors invested in the success of trainees. This vision is accomplished through four objectives, which may be conceptualized as forming a staircase to help students unlock their chosen bioscience career. First, the applicant pool will be expanded by increasing program visibility and appeal to the particular needs of AI/AN Haskell students (Objective 1). The program will produce well-trained AI/AN scientists through an integrated succession of skills training, mentored research, and professional development activities (Objective 2). Program activities are designed to build a strong cohort of trainees that develop a sense of science identity, self-efficacy, and connection with the KU and broader scientific community (Objective 3). KU mentors will be prepared for meeting the unique needs of Haskell trainees by providing evidence-based mentor orientation and training (Objective 4). This program renewal puts an increased emphasis on sequential training and meeting the specific needs of AI/AN trainees with a focus on: 1) developing interest in the program by creating and event with Distinguished Native Scientists describing how their work contributes to improving Native communities, 2) connecting students to the Kansas biocareers ecosystem through programming from a public-private partnership, 3) the increased use of career and professional development tools early in the trainee’s development, by implementing activities from the Entering Research curriculum, 4) closer interactions with program alumni to better build communities of practice, which are informal mentoring and learning communities, and 5) technical, operational and professional skills development through a detailed two-year sequence designed to create close cohorts of students. Program activities will be integrative with those of other existing diversity-promoting KU programs such as the newly funded NIH Maximizing Access to Research Careers (MARC) program, expanding the community accessed by Bridge trainees at KU. The sequential, additive nature of these objectives builds a program that students engage with in three phases: 1) pre-Bridge, 2) the Basic Skills Year (Year 1), and 3) the Community Building Year (Year 2). Completing these three phases allows for a higher success rate for Haskell trainees to transfer to KU and complete their degrees by building both confidence and community.