MAXIMIZING STUDENT DIVERSITY IN THE BIOMEDICAL SCIENCES AT WASHINGTON UNIVERSITY

摘要：分子水平的多样性创造了地球上所有生命形式的多样性。 斯科特·E·佩奇(大学)最近的研究密歇根)建议增加思想、视角和 个人作为团队的一部分工作的背景会提高绩效。对知识的追求 而科学上的卓越则需要包括来自所有背景的学生。此应用程序 请求继续支持一项成功的“最大限度促进学生发展倡议”(IMSD)计划 在华盛顿大学生物和生物医学科学部(DBBS)。的使命 我们的计划是提高以下方面的升学、培训、保留、毕业和职业成就 来自历史上在科学界代表性不足的群体的优秀博士生，以增加 美国STEM劳动力的多样性和权力，特别是在教授级别。在过去的时间里 在授予周期中，我们的IMSD项目开发了15个与毕业生无缝集成的培训要素 学生培训和研究，支持所有进入大学的学生的学术、专业和职业培训- 代表(UR)博士生，在许多情况下代表所有DBBS博士生。在下一个赠款周期中，我们建议 在我们的计划中增加五项新的活动，以进一步推动学生的成功和降低成绩 在我们的博士项目中，UR和非UR学生之间的差距。这些培训内容涵盖了我们学生的 毕业生的职业生涯，并专注于确保他们超过规定的学术里程碑(例如，一年级课程， 资格考试和论文提案)，通过职业小组和工作- 跟踪机会，并发展强大的纵向一体化的学生支持网络。我们的IMSD 该计划仅存在四年，但基本上已经欢迎所有进入UR DBBS博士学位的人 即使项目资金只能支持这些学生中的一部分，也可以确保我们的 该项目是为德州理工学院的UR学生提供学术和职业发展支持的重点。我们的IMSD 该计划为学生提供最多两年的支持，并优先选择支持以下人员的学生 展示了追求以研究为基础的科学的天赋和决心，同时克服了 艰难困苦。尽管我们的计划还很年轻，但它已经帮助增加了早期UR学生 保持和学业成功，并缩小UR学生和非UR学生之间的成绩差距。因此， 我们的IMSD项目蕴藏着巨大的潜力，可以增加美国劳动力中科学家的多样性，并且 在这样做的过程中，延续并发扬了美国卓越的科学传统。

Abstract: Diversity at the molecular level has created the diversity of all life forms ever to exist on this planet. Recent studies by Scott E. Page (Univ. Michigan) suggest increased diversity of thought, perspective and background among individuals working as part of a team enhances performance. The pursuit of knowledge and scientific excellence then demands the inclusion of students from all backgrounds. This application requests continued support for a successful `Initiative for Maximizing Student Development' (IMSD) program within the Division of Biological and Biomedical Sciences (DBBS) at Washington University. The mission of our program is to increase the matriculation, training, retention, graduation, and career outcomes of outstanding PhD students from groups historically underrepresented in the sciences in order to increase the diversity and power of the STEM workforce in the US, particularly at the professoriate level. Over the past grant cycle, our IMSD program has developed 15 training elements that integrate seamlessly with graduate student training and research, bolstering the academic, professional, and career training of all entering under- represented (UR) PhD students and in many cases all DBBS PhD students. In the next grant cycle, we propose to add five new activities to our program in order to further drive student success and reduce the achievement gap between UR and non-UR students in our PhD programs. These training elements span our students' graduate careers and focus on ensuring they surpass defined academic milestones (e.g., first-year courses, qualifying exams, and thesis proposals), are exposed to varied career options via career panels and job- shadowing opportunities, and develop strong vertically-integrated student support networks. Our IMSD Program is only in its fourth-year of existence, but already welcomes essentially all entering UR DBBS PhD students into it, even though program funds can support only a subset of these students, ensuring that our program is the focal point of academic and career development support for UR students in DBBS. Our IMSD Program supports students for up to their first two years and preferentially selects students for support who have demonstrated a talent for and determination in the pursuit of research-based science, while overcoming significant hardships. Despite its young age, our program already has helped to increase early stage UR student retention and academic success and to narrow the achievement gap between UR and non-UR students. Thus, our IMSD program harbors great potential to increase the diversity of scientists within the US workforce, and in so doing continuing and enhancing the tradition of scientific excellence in the US.