UC Davis MCB T32 Administrative Supplement to Recognize Excellence in Diversity, Equity, Inclusion, and Accessibility (DEIA) Mentorship

项目摘要/摘要 加州大学戴维斯分校分子和细胞生物学(MCB)NIGMS T32博士前培训项目 致力于支持学员多样性，并提供强化培训，以支持公平、包容性和 可访问性。本副刊的首要目标是发展和提供一个以学生为主导和学生- 有针对性的课程，以支持更好的指导和Deia意识。 提出了两项新的活动：1)为期10周的研究生课程，名为《公平和公平的指导》 包容性“和2)每月一系列的”指导“会议，其中涵盖重叠和 与10周的课程相辅相成。驱动我们对本课程愿景的原则是这些 活动应1)以学生为主导；2)以学生为目标；3)向最广泛的受众开放；4) 旨在利用并协同其他机构和学生主导的倡议，在指导和 Dei；以及5)包括值得信赖、支持和经验丰富的教师导师，以帮助设计和 活动的交付。 拟议的活动是为满足两项紧迫需求而精心设计的。首先，研究生课程往往也是 狭隘和特定于学科的。他们缺乏为学生提供指导和实用工具的能力 适应研究生院，最大限度地利用他们的导师-学员关系，并建立适应能力。结果, 学生可能会报告负面的毕业经历和他们的进步，因为培训中的科学家可能会受到影响。 这些影响往往对第一代和代表性不足的学生群体造成不成比例的影响。 其次，研究生课程往往没有充分认识到，我们的社会蕴含着历史和 根深蒂固的不公正和偏见。这可能会导致来自背景和社区的学生遭受 从偏见和不公正到感觉到更少的支持，减少他们的归属感，并阻碍他们的成长 科学界尊贵的成员。我们的课程设计是为了同时满足这两种需求。 我们请求为两名学员提供支持，这两名学员是根据他们作为研究人员和 导师，以及他们在研究生课程中参与Dei问题的非凡记录。我们期待着 我们新颖的课程将在广泛的范围内显著提高导师和Deia的意识 生物科学专业的研究生。我们的实践重点是使他们能够成为 变化，导致我们重新关注在我们的国家中维持公平、包容、尊重和正义的氛围 机构。

PROJECT SUMMARY / ABSTRACT The NIGMS T32 predoctoral training program in Molecular and Cellular Biology (MCB) at UC Davis is committed to supporting trainee diversity and providing enhanced training to support equity, inclusivity, and accessibility. The overriding objectives of this supplement are to develop and deliver a student-led and student- targeted curriculum to support improved mentoring and DEIA awareness. Two novel activities are proposed: 1) a 10-week graduate course termed “Mentoring Up in an Equitable and Inclusive manner” and 2) a monthly series of “mentorED” meetings that covers topics both overlapping and complementary with the 10-week course. The principles that drove our vision for this curriculum are that these activities should be 1) student-led; 2) student-targeted; 3) made accessible to the broadest audience; 4) designed to take advantage of and synergize with other institution- and student-led initiatives in mentoring and DEI; and 5) inclusive of trusted, supportive, and experienced faculty mentors to assist in the design and delivery of activities. The proposed activities were crafted to answer two pressing needs. First, graduate curricula are often too narrow and discipline-specific. They lack in providing students with instruction and practical tools aimed at navigating graduate school, maximizing their mentor-mentee relationships, and building resilience. As a result, students may report negative graduate experiences and their progress as scientists-in-training may suffer. These effects often disproportionately affect first-generation and underrepresented student populations. Second, graduate curricula often fail to sufficiently acknowledge that our society carries within it historical and deep-rooted injustices and biases. This may lead students from backgrounds and communities who suffered from biases and injustices to feel less supported, reduce their sense of belonging, and hamper their growth as valued members of the scientific community. We designed our curriculum to address both needs in parallel. We request support for two trainees carefully selected based on their outstanding potential as researchers and mentors, and their exceptional record of involvement in DEI issues in their graduate programs. We expect that our novel curriculum will significantly improve mentorship and DEIA awareness across a broad range of graduate students in biological sciences. Our practical focus aims to empower them to become agents of change, leading to a renewed focus on sustaining a climate of equity, inclusivity, respect, and justice in our institution.