UMB Postbaccalaureate Research Education Program

UMB 学士后研究教育计划

• 批准号: 10579976
• 负责人: Toni M Antalis
• 金额: $ 35.78万
• 依托单位: UNIVERSITY OF MARYLAND BALTIMORE
• 依托单位国家: 美国
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-03-01 至 2026-02-28
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10579976
• 关键词: Academic Training; Acceleration; Address; Admission activity; African; American; Anxiety; Award; Back; Baltimore; Biomedical Research; Black race; Communities; Complex; Creativeness; Development; Development Plans; Dimensions; Diverse Workforce; Doctor of Philosophy; Dropout; Educational workshop; Emotional; Enrollment; Ensure; Environment; Equilibrium; Evaluation; Faculty; Faculty Workshop; Failure; Feeling; Fright; Funding; Goals; Health; Healthcare; Hearing; Hispanic; Immersion; Institution; Laboratories; Latino; Leadership; Learning; Life; Maryland; Mental Depression; Mentors; Modeling; National Institute of General Medical Sciences; Native Americans; Performance; Persons; Population; Postbaccalaureate; Preparation; Problem Solving; Process; Productivity; Psyche structure; Readiness; Research; Research Training; Services; Shapes; Students; Syndrome; Technology; Testing; Trust; United States; Universities; career; cohort; design; education research; expectation; experience; graduate school; improved; innovation; outcome prediction; peer; programs; recruit; research and development; social; student participation; success; symposium; tutoring; volunteer

Project Summary The proportion of African-, Black- and Hispanic- and Latino- Americans (UR) in the U.S. population increased from 24.8% to 30.6% (1.23 fold) between 2000 and 2014. However, from 2006 to 2016, the proportion of awarded STEM PhDs was abysmally low, (5% to 7% of total), for the same groups and remained below 1% for Native Americans. Workforce diversity brings a diversity of ideas, experience and productive interactions, accelerating creative problem-solving. Importantly, an increasingly diverse workforce is also urgently needed to address the increasing diversity and complexity of health issues. Therefore, the STAR-PREP program at University of Maryland Baltimore (UMB) was recently created to provide rigorous, integrated and comprehensive academic and research training to prepare UR to ascend to quality PhD or MD-PhD programs to meet the urgent workforce diversity need. Our underlying prediction for the program was that this multidimensional program would result in at least 75% of participating students enrolling in rigorous and high-quality PhD or MD-PhD programs. Indeed, in just 3 years, a 77% ascension rate to quality PhD or MD-PhD programs was achieved. Students were prepared by immersion in rigorous programing, including graduate academic and enrollment-preparation courses, activities and workshops which were guided by comprehensive, individualized development plans (IDP) and frequent cohort assessments and evaluations. We learned that the students wanted and needed research, academic and also emotional preparation for the rigors of graduate school. Multiple levels and channels of engagement were created to meet this need, resulting in building of trust and the scholars and excitement in the UMB academic community to host, challenge, nurture and support the students in collaboratively-, culturally-, contextually- and experientially-informed capacities. This renewal application builds on the successes of the first funding period and incorporates best practices from lessons learned to test our current outcome predictions that student preparedness and institutional cultural impact will make programs and mentors much more receptive and accepting of UR scholars and vice versa, which will lead to greater scholar integration, better scholar performance and ultimately to increased MD- STEM-PhD and STEM-PhD enrollment and graduation. We propose a bold and innovative STAR-PREP program that builds on successes and lessons learned, to pursue the following aims: Aim 1), We will maximize student academic and research preparedness through intense lab and graduate course experiences, Aim 2), We will strengthen and prepare the scholars holistically (academically, mentally, emotionally) for the rigors of graduate school through courses and professional development activities. Aim 3), We will use the STAR-PREP model to widen its impact to collaboratively shape the culture and expectations of the higher-learning institution to receive and nurture UR scholars. These aims will be pursued while maintaining the 75%/25% balance in research and development activities, respectively and the program will continue to deliver a 75% of better ascension rate to high quality MD-PhD and PhD programs.

项目摘要 非洲裔、黑人和西班牙裔美国人(UR)在美国人口中的比例增加 从2000年的24.8%到2014年的30.6%(1.23倍)。然而，从2006年到2016年，获奖比例 在相同的群体中，STEM博士学位非常低，(占总数的5%至7%)，而本地博士学位保持在1%以下 美国人。劳动力多样性带来了多样化的想法、经验和富有成效的互动，加速了 创造性地解决问题。重要的是，还迫切需要一支日益多样化的劳动力队伍来解决 卫生问题的多样性和复杂性日益增加。因此，密歇根大学的明星预科项目 马里兰州巴尔的摩大学(UMB)最近成立，旨在提供严谨、完整和全面的学术 和研究性培训，为UR提升到高质量的博士或MD-PhD课程做好准备，以满足紧急劳动力 多元化的需求。我们对该计划的潜在预测是，这个多维计划将导致 至少75%的参与学生参加了严格和高质量的博士或医学博士学位课程。的确， 在短短3年的时间里，高质量博士或医学博士学位的升学率达到了77%。学生们被 通过沉浸在严格的计划中准备，包括研究生学术和招生准备 以全面、个性化的发展计划为指导的课程、活动和讲习班 以及频繁的队列评估和评估。我们了解到学生们想要也需要研究， 在学术上和情感上为严酷的研究生院做好准备。多层次、多渠道 参与是为了满足这一需求而产生的，结果是建立了信任，学者们和 UMB学术社区在合作、文化、 从背景和经验上了解情况的能力。此续订申请建立在第一个续订申请的成功基础上 并结合了经验教训中的最佳实践，以测试我们当前的结果预测 学生的准备和机构文化的影响将使项目和导师更容易接受 接受UR学者，反之亦然，这将导致更大的学者融合，更好的学者 表现，并最终增加医学-STEM-博士和STEM-博士注册和毕业人数。我们 提出一个大胆和创新的明星准备计划，建立在成功和吸取的教训的基础上，以追求 以下目标：目标1)，我们将通过密集的实验室最大限度地提高学生的学术和研究准备 和研究生课程经历，目标2)，我们将从整体上加强和准备学者 (在学业上、精神上、情感上)为了通过课程和专业的严酷的研究生院 发展活动。目标3)，我们将使用STAR-PREP模式将其影响扩大到协作塑造 高等教育机构接收和培养UR学者的文化和期望。这些目标 将继续进行，同时分别保持75%/25%的研究和开发活动平衡 该项目将继续为高质量的MD-PhD和博士项目提供75%的更好的升学率。