Predoctoral Training in Quantitative Cell & Molecular Biology

项目摘要 研究生面临着向就业市场的压力过渡，全国性的心理健康危机，以及持续的 种族和性别偏见--所有问题都可以通过遵循最佳方案的教师指导来改善-- 实践研究生的高质量指导经验会增强科学身份， 研究生在该领域的持久性更高，研究生产力更高，职业满意度更高 学生在STEM高质量的指导提高了归属感和自我效能感， 积极影响研究生的心理健康。高质量的指导也提高了 招聘代表性不足的群体，可以改善少数民族学生的毕业经历， 通过提供社会心理支持和增加包容性，帮助那些具有交叉身份的人。旨在 一项建议是确保科罗拉多州立大学（CSU）的教师提供最好的质量 指导我们的研究生参与者的NIH资助的qCMB计划，和其他计划，所有 通过大学，也准备我们的研究生导师的角色，因为他们通过进步， 在他们毕业后，从这个项目中为此，我们建议通过以下方式建立一个实践社区： 有意指导。指导的意图包括有目的的努力，以改善关系， 利用最佳实践指导行为，例如通过CIMER培训支持的行为。共同体 实践表明，社区成员的发展不仅是通过知识转移， 技能、文化规范和社会成员资格。在社区内有意识的指导 实践框架包括对学员的标准研究支助和心理社会支助。我们 提出一套分三个阶段的培训活动，以提高有意识指导的能力， 在qCMB内建立实践社区，这也将延伸到其他培训项目，以及 一般来说，在CSU。这些阶段的重点是：1）qCMB教师导师培训，2） 研究生qCMB学员，以及3）实践社区的发展，以支持 指导技能的应用。这些培训活动将以评估和反馈为上限， 学习和应用辅导技能。

Project Summary Graduate students face a stressful transition to the job market, a national mental health crisis, and ongoing racial and gender bias – all issues that can be improved with faculty mentoring that follows best- practices. High quality mentoring experiences for graduate students result in an enhanced science identity, greater persistence in the field, higher research productivity and greater career satisfaction for graduate students in STEMM. High quality mentoring increases sense of belonging and self-efficacy, which have the potential to positively impact graduate student's mental health. High quality mentoring also enhances recruitment of underrepresented groups and can improve the graduate experience for minoritized students and those with intersectional identities by providing psychosocial support and increasing inclusion. Aim of this proposal is to ensure that faculty within Colorado State University (CSU) are providing the best quality mentoring to our graduate student participants of the NIH funded qCMB program, and other programs all through the university, and to also prepare our graduate students for mentoring roles as they progress through, and after they graduate, from this program. To do so we propose to develop a community of practice through intentional mentoring. Intentionality in mentoring incorporates purposeful efforts to improve relationships by utilizing best-practice mentoring behaviors, such as those supported through CIMER training. Community of practice suggests that membership in the community is developed through not only knowledge transfer, but skills, cultural norms, and social membership. The combination of intentional mentoring within the community of practice framework incorporates both standard research support of mentees and psychosocial support. We propose a three phase set of training activities in order to enhance the capacity for intentional mentoring and development of a community of practice within qCMB, that will also spillover to other training programs, and programs in general, at CSU. These phases focus on 1) qCMB faculty mentor training, 2) mentor training for graduate student qCMB trainees, and 3) development of a community of practice to allow for supported application of mentoring skills. These training activities will be capped with assessment and feedback of the learned and applied mentoring skills.