Predoctoral Training in Quantitative Cell & Molecular Biology

项目概要 研究生面临着向就业市场过渡的压力、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指导的教师指导来改善—— 做法。研究生的高质量指导经验可以增强其科学认同感， 毕业生在该领域有更大的坚持、更高的研究生产力和更高的职业满意度 STEMM 学生。高质量的指导可以增加归属感和自我效能感， 可能对研究生的心理健康产生积极影响。高质量的指导也增强了 招募代表性不足的群体，可以改善少数族裔学生的毕业生体验 通过提供社会心理支持和增加包容性来帮助那些具有交叉身份的人。本次的目的 该提案旨在确保科罗拉多州立大学 (CSU) 的教职员工提供最优质的服务 指导 NIH 资助的 qCMB 项目和其他项目的研究生参与者 通过大学，并为我们的研究生在他们的进步过程中担任指导角色做好准备， 当他们从这个项目毕业后。为此，我们建议通过以下方式建立一个实践社区： 有意的指导。指导中的意向性包括通过以下方式有目的地努力改善关系： 利用最佳实践指导行为，例如通过 CIMER 培训支持的指导行为。社区 实践表明，社区成员资格的发展不仅通过知识转让，还通过 技能、文化规范和社会成员资格。社区内有意指导的结合 实践框架包含了受训者的标准研究支持和社会心理支持。我们 提议开展三阶段培训活动，以增强有意指导和培训的能力 在 qCMB 内开发实践社区，这也将溢出到其他培训项目，以及 科罗拉多州立大学的一般项目。这些阶段侧重于 1) qCMB 教师导师培训，2) 导师培训 研究生 qCMB 受训人员，以及 3) 开发实践社区以提供支持 指导技能的应用。这些培训活动将以评估和反馈为上限 学习并应用指导技能。

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.