Gatekeepers & Roadblocks: Increasing URM Student Success

描述(由申请者提供)：纽约州立大学布鲁克林学院提议开发和实施MBR-Rise计划，以克服体制障碍，提高少数族裔学生和理科教师在追求生物医学研究职业生涯中的兴趣、技能和竞争力。我们的自我研究将学生面临的体制问题定义为a)从高中到大学科学课程过渡过程中的学业困难；b)学生缺乏适当的学习技能，导致关键的科学课程表现不佳；c)学生没有足够的机会直接参与研究，这将增加学生对科学职业的技能、兴趣和动力；以及d)缺乏关于潜在的生物医学科学职业和开发有效应用到研究生院的过程的知识。我们将通过一系列紧密结合的活动来弥补这些障碍，其中包括：a)暑期新生桥接计划，强调学习策略和内容掌握，以在大学科学课上取得成功；b)为期4年的学习社区，在关键的科学课程中以必要的技能和内容为导向的研讨会和密集的综合建议；c)每周的上升研讨会，内容随着学生在计划中的进步而变化；D)从大一的暑期开始，系统地向学生介绍研究方法、技术和动手实验室工作，包括暑期研究实习，并最终在高年级完成完整的独立研究项目和论文；以及e)丰富活动，以提高学生的计算机素养、GRE成绩和成功应用于生物医学研究生项目的策略。学生将接受阅读和评论原创研究论文的培训，并培养以专业的方式展示自己研究成果的沟通技巧和信心。通过与成功的学术和工业生物医学科学家的互动，将激发人们对生物医学职业的兴趣。学生活动的目标是保持理科专业的学生，特别是低年级学生，并提高他们的成绩和其他资历，以便更多的人能够成功地进入生物医学研究生课程。在教师方面，教务长关于创新科学教学的研讨会将让教师改进关键科学课程的教授方式。提高研究生产率的障碍将通过教师资助研讨会来解决，以培训新教师撰写有效的资助申请，以支持他们的研究计划和更大的研究产出。在项目期间，将对这些活动的结果进行系统评估，并进行调整，以确保实现我们的目标和目的。

DESCRIPTION (provided by applicant): Brooklyn College of CUNY proposes to develop and implement an MBRS-RISE program to overcome institutional barriers to increasing the interests, skills and competitiveness of minority group students and science faculty in pursuit of biomedical research careers. Our self study defined those institutional problems for students to be a) academic difficulties in the transition from high school to college science courses; b) students' lack of appropriate learning skills, resulting in poor performance in key science classes; c) insufficient opportunity for students to be directly involved in research that will increase skills, interest and motivation for science careers; and d) lack of knowledge about potential biomedical science careers and the process of developing effective applications to graduate schools. We will remedy these barriers with a tightly integrated set of activities that includes: a) a summer pre-freshman bridge program emphasizing the learning strategies and content mastery to succeed in college science classes; b) a 4-year Learning Community, with required skills-and-content oriented workshops in key science classes and intensive comprehensive advisement; c ) weekly RISE seminars with content that changes as students progress through the program; d) a structured research ladder in the academic year and summers, starting from the post-freshman summer, which systematically introduces students to research methods, techniques, and hands-on laboratory work, including a summer research externship, and culminating in a full independent research project and paper in the senior year; and e) enrichment activities to improve student computer literacy, GRE performance, and strategies for successful applications to biomedical graduate programs. Students will be trained to read and critique original research papers, and develop the communication skills and confidence to present their own research in a professional manner. Interest in biomedical careers will be motivated through interactions with successful academic and industrial biomedical scientists. The goals of the student activities are to maintain students in science major tracks, particularly as underclassmen, and improve their grades and other credentials so that more can move successfully to biomedical graduate programs. On the faculty side, Provost's Seminars on Innovative Science Teaching will involve faculty in improving how key science courses are taught. Barriers to greater research productivity will be addressed by a faculty grant workshop to train new faculty to write effective grant applications in support of their research programs and greater research output. The outcomes of these activities will be systematically evaluated during the project, with adjustments made to assure that our goals and objectives are met.