Predoctoral Training in Quantitative Cell & Molecular Biology

项目摘要 研究生面临着进入就业市场的压力过渡，全国性的心理健康危机，而且还在继续 种族和性别偏见-所有问题都可以通过遵循最好的教师指导来改善- 练习。为研究生提供高质量的辅导体验会增强他们的科学认同感， 毕业生在该领域的更大毅力、更高的研究效率和更大的职业满意度 STEMM专业的学生。高质量的辅导增加了归属感和自我效能感，这对 有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 招聘代表不足的群体，并可改善小规模学生的毕业经历 通过提供心理社会支持和增加包容性，为那些具有跨界别身份的人提供援助。这样做的目的 建议是确保科罗拉多州立大学(CSU)的教职员工提供最好的质量 为NIH资助的QCMB项目和其他项目的研究生学员提供指导 通过大学，也为我们的研究生做好准备，在他们进步的过程中扮演导师的角色， 他们毕业后，从这个项目毕业。为此，我们建议通过以下方式发展实践社区 有意识的指导。指导中的意向性结合了通过以下方式改善关系的有目的的努力 利用最佳实践指导行为，例如通过CIMER培训支持的行为。社区 实践表明，社区成员的发展不仅通过知识转移，而且 技能、文化规范和社会成员资格。社区内的意向性指导相结合 实践框架包括对被辅导者的标准研究支持和心理社会支持。我们 提出一套三阶段的培训活动，以增强有意指导和培训的能力 在QCMB内部建立实践社区，这也将溢出到其他培训计划，以及 总的来说，在加州州立大学。这些阶段的重点是1)QCMB教师导师培训，2)导师培训 研究生QCMB实习生，以及3)开发实践社区，以允许支持 辅导技能的应用。这些培训活动将以以下评估和反馈为结束 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.