Mentoring Young Minds to Increase Diversity in the Biomedical Research

项目摘要 多元化的教育和科学界是发展一支强大的劳动力队伍的重要组成部分， 解决美国在新的全球经济中面临的技术和社会挑战。然而， 来自弱势社会和经济背景的学生接受研究生教育（博士）。水平）仍然很低 与来自更优越的社会经济群体的个人相比。这一差距在 学术生活，导致大多数美国大学缺乏教师多样性。为了解决这个问题， 最大限度地提高学生发展的倡议（IMSD）计划成立于2008年在大学的 加州圣地亚哥大学（UCSD），专注于激励，指导和促进的过渡， 来自经济和社会背景不利的学生以及从大学到大学的残疾学生 研究生院UCSD-IMSD计划由两个连续的指导阶段组成 学生从最初的大学教育到攻读博士学位。生物医学科学专业。1期 旨在将没有或有限的先前研究经验的新生引入科学 通过基本方法培训实验室的基本实验教学工作 （BMTL）。在这种情况下，学生学习基本的研究原则和技能（实验室安全，基本 技术，数据收集和分析），这将使他们准备参加有组织的研究项目。 在第二阶段，学生参加动手，板凳研究项目的指导下， 建立，资金充足的调查人员，在那里他们发展对科学的兴趣。学生接受培训， 科学的几个方面，包括实验设计，执行，数据分析和演示， 提高他们作为研究生院候选人的竞争力。此外，学生入学积极性高 读博士并在此过程中得到帮助。

PROJECT SUMMARY A diverse educational and scientific community is a vital component for developing a robust work force that can address the technological and social challenges of the U.S. in a new global economy. However, the access of students from disadvantaged social and economic backgrounds to graduate education (Ph.D. level) is still low in comparison with individuals from more privileged socioeconomic groups. This disparity is amplified during academic life, resulting in a lack of faculty diversity at most U.S. universities. To address this problem, the Initiative for Maximizing Student Development (IMSD) program was established in 2008 at the University of California San Diego (UCSD), which focuses on motivating, mentoring, and facilitating the transition of students from disadvantaged economic and social backgrounds and students with disabilities from college to graduate school. The UCSD-IMSD program is composed of two consecutive phases directed at mentoring students from their initial college education to enrolling into a Ph.D. program in biomedical sciences. Phase 1 is directed at introducing freshmen students with no or limited prior research experience to scientific work via fundamental experimental instruction within the Basic Methodology Training Laboratory (BMTL). In this setting, students learn the essential research principles and skills (laboratory safety, basic techniques, data collection, and analysis) that will prepare them to participate in organized research projects. During Phase 2, students participate in hands-on, bench research projects under the mentorship of established, well-funded investigators, where they develop an appetite for science. Students are trained in several aspects of science, including experimental design, execution, data analysis and presentations, increasing their competitiveness as graduate school candidates. In addition, students are motivated to enroll into Ph.D. programs and are assisted during the process.