MARC at San Diego State University

项目摘要 一个有创造力的、创新的生物医学劳动力队伍取决于由受过技术培训的博士科学家领导的多元化团队。 技能和文化认知能力。美国历史上被排斥的群体的人口， 包括来自代表性不足少数群体（URM）、弱势背景和/或 残疾人，正在增长，对应于STEM领域的兴趣增加。然而，公平和 入学率的下降导致少数群体进入博士课程和科学事业的比率较低。与 我们国家面临的健康和福祉挑战日益复杂和紧迫，我们根本不能 继续将代表性不足的群体排除在研究企业之外。在此，我们建议支持 圣地亚哥州立大学（SDSU）的16名最大限度地获得研究职业（MARC）学者， 研究验证的支持性编程和教师指导的研究经验，以开发关键的 思维、沟通、领导力、人际关系、技术和应变能力。所有MARC经验都是 通过文化意识的透镜发展，寻求建立学者的归属感，支持他们的精神， 健康和保健，并提供了一个文化上的一致性和科学刺激的学术家园。这里我们 正在通过与校园建立新的合作伙伴关系，建立我们SDSU MARC计划的33年成功经验 文化中心和残疾人服务机构在招聘和方案编制方面发挥协同作用， 指导计划，以打击障碍，以成功的研究生课程，提供专门的导师培训 在一个文化背景下，授权教师导师，以促进发展，自我效能， 他们的MARC学者的独立性，并响应学者的需求与新的编程。我们继续 使用基于证据的评估数据来改进我们的MARC和MARC前编程，以优先考虑学生 成功和支持，我们打算只会增加我们的学者进入和完成博士学位的成功 程序.我们的研讨会，小组，研讨会，课程和社交活动已经开发，以建立关键的 思维和定量技能，口头和书面沟通，道德，可重复性和严谨性，领导能力， 心理健康和弹性，自我效能和归属感。我们通过以下方式评估所有编程 评估方法，以确保我们的计划在严格性、支持、效率和成功方面不断改进 以便MARC学者准备进入并完成研究生课程。通过利用关键伙伴关系 在SDSU，我们能够协同我们的基础设施，编程，课程和导师关系 这样我们就可以扩大我们的影响远远超出要求的16个插槽，以提供指导，讨论， 为历史上被排斥的STEM学生及其校园盟友提供灵感。

PROJECT SUMMARY A creative, innovative biomedical workforce depends on diverse teams lead by PhD scientists trained in technical skills and culturally-aware people skills. The United States’ population of historically excluded groups, which include those from underrepresented minorities (URMs), disadvantaged backgrounds, and/or those with disabilities, is growing, corresponding to an increased interest in STEM fields. However, barriers to equity and access have led to lower rates of entry into PhD programs and scientific careers by minoritized groups. With the growing complexity and urgency of the health and well-being challenges facing our country, we simply cannot afford to continue to exclude underrepresented groups from the research enterprise. Here, we propose to support 16 Maximizing Access to Research Careers (MARC) scholars at San Diego State University (SDSU) with research-validated supportive programming and faculty-mentored research experiences to develop critical thinking, communication, leadership, interpersonal, technical, and resiliency skills. All MARC experiences are developed through a culturally aware lens that seeks to build scholars’ sense of belonging, support their mental health and wellness, and provides a culturally congruent and scientifically stimulating academic home. Here, we are building on 33 successful years of our SDSU MARC program by introducing new partnerships with campus Cultural Centers and disability services for recruitment and programming synergy, introducing a new near-peer mentoring program to combat barriers to success in graduate programs, providing dedicated mentor training within a cultural context that empowers faculty mentors to promote the development, self-efficacy, and independence of their MARC scholars, and responding to scholar needs with new programming. We continue to use evidence-based evaluation data to improve our MARC and pre-MARC programming to prioritize student success and support, which we intend will only grow our success of scholars entering and completing PhD programs. Our workshops, panels, seminars, coursework, and socials have been developed to build critical thinking and quantitative skills, oral and written communication, ethics, reproducibility and rigor, leadership, mental health and resiliency, self-efficacy, and a sense of belonging. We assess all programming through evaluation methods to ensure our program is always improving in terms of rigor, support, efficiency, and success so that MARC scholars are prepared to enter and complete graduate programs. By leveraging key partnerships at SDSU, we are able to synergize our infrastructure, programming, coursework, and mentorship relationships so that we may expand our impact far beyond the requested 16 slots to provide instruction, discussion, and inspiration for historically excluded STEM students and their allies across campus.