Undergraduate Research Training Initiative for Student Enhancement (U-RISE) (T34) at CSULB

项目摘要/摘要 加州州立大学长滩分校是加州23所分校之一 美国最大的四年制公立大学体系。被指定为西班牙裔服务 (HSI)和一名亚裔美国人、美洲原住民和太平洋岛民服务机构 (AANAPISI)自2011年以来，它致力于有效地服务于社会经济多元化的城市人口 南加州。它非常成功地吸引、留住和毕业了任职人数不足的 未得到充分服务的(UR/US)学生，并为识别和促进 对未来生物医学研究的学术生涯感兴趣的不同学生群体。 华南理工大学本科生研究型人才培养计划的使命 增强(U-Rise)(T34)建议通过以下方式增加未来科学和生物医学研究的多样性 培训本科生(UG)进入研究生课程并取得成功。其基本原理是 对于拟议中的项目，该大学拥有来自不同背景的UG学生的丰富人才库，以及 由联邦和私人项目资助的进行高质量研究的大量教职员工， UGS作为一线研究人员，是该大学的品牌。此外，CSULB最近被重新分类 根据卡内基高等教育机构分类，作为R2大学具有高研究活跃度 根据美国国立卫生研究院对多样性资助资格轨道的定义，作为一所研究活跃的大学 增强计划。该大学在将研究融入教育方面有大约30年的历史记录， 学生通过NIH MARC和RISE等多元化培训计划得到支持。最近5年 记录显示，大约80%的南加州大学MARC和RISE学员进入了研究生课程。最近， Build计划进一步为UG研究工作奠定了基础，这些研究工作由已经 越来越多地采用最佳辅导做法，将培训作为推进包容性辅导的一部分 (AIM)计划。这些计划一起为当前的U-Rise计划提供了有效的指导实践 用于培训美国/美国学生的研究。 CSULB U-Rise计划的设计包括培训24名UG学生(在任何给定时间点 五年周期)，来自不同的研究背景，为期两年。学术水平较高的学者 对记录和研究感兴趣，并有两年的学术地位毕业(通常是 他们三年级)，以及那些具有很高研究潜力并表现出韧性和毅力的人 将被招募并接受培训，以便在研究生院具有竞争力并取得成功。该计划的目标 课程将提供：i)提高研究灌输的学术教育，ii)身临其境的研究体验，以及 3)研究生院准备和专业发展活动。 促进技能发展的主要活动包括：一)学员参加下列课程： 定向阅读和研究，科研交流和研讨会，研究生水平和高级 研究方法课程；二)参加真实的内部研究体验的受训人员 加州大学伯克利分校教员在两年的培训和校外研究期间提供指导，在第二年进行了约8周的培训 他们在提供博士学位的研究密集型环境中接受培训，以及，iii)受训人员从事各种 专业发展活动，通过必修课发展软技能，以在研究生院取得成功 每周一次的学习社区会议，主题包括研究职业、简历和目标说明 和研究生课程。预期的实习生成果是在U-Rise学者委员会的演讲 在少数民族学生年度生物医学研究会议和全国生物医学研究会议上的教员 在各自学科的会议上，作为共同作者参与手稿的准备工作，以便在#年出版 同行评议的期刊由他们的教师导师自行决定。这一准备工作的一个主要成果是 进入、成功过渡到并完成生物医学高等学位研究生课程。 在整个经历中，负责任地进行研究、严格和透明地 将强调生物医学研究。 综上所述，这些经历有望注入社会和科学价值，增强 学术技能，授予研究技能，培养批判性思维和解决问题的技能，发展学者 从专业角度讲。CSULB U-Rise计划的意义在于它的培训部分，它准备 这些学者和导师在最佳指导实践中进行培训。该计划的创新方面源于 它的核心实践是在接受过AIM培训的教职员工之间进行协作，社交 科学家、管理人员和评估员为UG学生提供培训。他们的反馈使该计划 人员通过深思熟虑的干预措施进行衰减和快速反应，并使学生能够建立 他们的科学身份，并对不断变化的问题和受训人员的需求作出反应。CSULB U-Rise计划将 全面发展学员的智力、专业能力和领导能力 在生物医学研究事业中实现公平、多样化和包容性的目标。

Project Summary/Abstract The California State University, Long Beach (CSULB) is one of 23 campuses of the California State University (CSU) system, the largest 4-year public university system in the US. Designated a Hispanic Serving Institution (HSI) since 2005 and an Asian American, Native American and Pacific Islander Serving Institution (AANAPISI) since 2011, it is committed to effectively serve the socioeconomically diverse urban populations in southern California. It has been highly successful in attracting, retaining and graduating underrepresented and underserved (UR/US) students and provides an ideal environment for identifying and fostering the growth of a diverse group of students who are interested in future academic careers in biomedical research. The mission of the current CSULB Undergraduate Research Training Initiative for Student Enhancement (U-RISE) (T34) proposal is to increase diversity in future scientific and biomedical research by training undergraduate (UG) students to enter and succeed in graduate programs and beyond. The rationale for the proposed program is that the university has a rich pool of UG students from diverse backgrounds, and a large pool of faculty members conducting high quality research funded by federal and private programs, with UGs as frontline researchers being a brand name for the university. Further, CSULB was recently re-classified as an R2 university with high research activity as per Carnegie Classification of Institutions of Higher Education and as a research-active university based on the NIH definition of eligibility tracks for funding of diversity enhancing programs. The university has ~30 years track record of integrating research into education, with students supported through diversity training programs such as the NIH MARC and RISE. The last 5-year record shows ~80% of CSULB MARC and RISE trainees entered graduate programs. More recently the BUILD program further laid the groundwork for UG research work led by faculty members who have been increasingly adopting best mentoring practices by undergoing training as part of Advancing Inclusive Mentoring (AIM) program. Together, these programs inform the current U-RISE proposal of effective mentoring practices for training UR/US students in research. The design of the CSULB U-RISE program involves training 24 UG students (at any given point during the five-year cycle) from diverse backgrounds in research over a two-year period. Scholars with high academic record and research interest and who have two years left to graduation in their academic status (typically in their junior year), and those bearing high potential for research and demonstrating resilience and persistence will be recruited and trained to be competitive and successful in graduate school. The objectives of the program are to offer: i) elevated research-infused academic education, ii) immersive research experience, and iii) graduate school preparation and professional development activities. Key activities that promote skills development include: i) trainees undertaking courses involving directed reading and research, scientific research communication and seminars, graduate level and advanced research methodology courses; ii) trainees participating in authentic intramural research experience with a CSULB faculty mentor during their two years of training and extramural research for ~ 8 weeks during year 2 of their training in a research-intensive PhD-offering environment, and, iii) trainees engaged in various professional development activities to develop soft skills to succeed in graduate school through mandatory weekly learning community meetings on topics such as research careers, resumes and statement of purpose and graduate programs. The intended trainee outcomes are presentations at U-RISE Scholars Committee of faculty members, at the Annual Biomedical Research Conference for Minority Students and at national conferences in their individual discipline, participation in manuscript preparation as co-authors for publication in peer reviewed journals at the discretion of their faculty mentors. A major outcome of this preparation is entering, successfully transitioning into and completing biomedical higher degree graduate programs. Throughout this experience the importance of responsible conduct of research and, rigor and transparency in biomedical research will be emphasized. Taken together, these experiences are expected to infuse social and scientific values, enhance the academic skills, confer research skills, foster critical thinking and problem-solving skills, develop the scholars professionally. The significance of the CSULB U-RISE program lies in its training components that prepares the scholars and trains the mentors in best mentoring practices. The innovative aspect of the program stems from its core practice of collaboration between faculty members who have undergone AIM training, social scientists, administrators, and evaluator to provide UG students training. Their feedback allows the program personnel to attenuate and respond rapidly with thoughtful interventions, and to enable the students to build their scientific identity and to respond to evolving issues and trainee needs. The CSULB U-RISE program will develop the overall intellectual, professional and leadership abilities of participating trainees, with an overall goal of achieving equity, diversity, and inclusiveness in biomedical research careers.