Inspiring Diversity to Explore the Brain in the 21st Century: The NIHNDS/LSUHSC-NO, Undergraduate Diversity in Neuroscience Research Experiences

激发多样性探索 21 世纪的大脑：NIHNDS/LSUHSC-NO，神经科学研究经验的本科生多样性

• 批准号: 10633061
• 负责人: Allison Charlemagne Augustus-Wallace
• 金额: $ 17.78万
• 依托单位: LSU HEALTH SCIENCES CENTER
• 依托单位国家: 美国
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-01-01 至 2024-12-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10633061
• 关键词: Academic advising; Address; Admission activity; African American; Area; Brain; Career Choice; Clinical; Communication; Communities; Competence; Critical Thinking; Data Analyses; Development; Disabled Persons; Disparity; Disparity population; Doctor of Philosophy; Education; Educational Curriculum; Educational workshop; Equity; Evaluation; Faculty; Future; Goals; Graduate Education; Health; Health Occupations; High Prevalence; Hispanic Populations; Historically Black Colleges and Universities; Institution; Internships; Interview; Leadership; Louisiana; Medical Ethics; Mentors; Mentorship; Methodology; Mind; Minority-Serving Institution; Motivation; Multimedia; Neurosciences; Neurosciences Research; Participant; Pathway interactions; Performance; Population; Preparation; Probability; Problem Solving; Professional Competence; Publications; Reading; Research; Research Personnel; Resources; Schools; Science; Science Enrichment; Self Efficacy; Structure; Students; Surveys; Time; Time Management; Training; Underrepresented Students; Underserved Population; Universities; Work; biomedical profession; career; career awareness; career development; career networking; community based participatory research; community engagement; cultural competence; design; disadvantaged background; educational atmosphere; electronic data; empowerment; equity, diversity, and inclusion; evidence base; expectation; experience; faculty mentor; graduate school; graduate student; health disparity; improved; in vitro Model; in vivo; interest; laboratory experience; nervous system disorder; next generation; programs; recruit; research and development; satisfaction; skill acquisition; skills; social; success; tool; undergraduate student; Academic advising; Address; Admission activity; African American; Area; Brain; Career Choice; Clinical; Communication; Communities; Competence; Critical Thinking; Data Analyses; Development; Disabled Persons; Disparity; Disparity population; Doctor of Philosophy; Education; Educational Curriculum; Educational workshop; Equity; Evaluation; Faculty; Future; Goals; Graduate Education; Health; Health Occupations; High Prevalence; Hispanic Populations; Historically Black Colleges and Universities; Institution; Internships; Interview; Leadership; Louisiana; Medical Ethics; Mentors; Mentorship; Methodology; Mind; Minority-Serving Institution; Motivation; Multimedia; Neurosciences; Neurosciences Research; Participant; Pathway interactions; Performance; Population; Preparation; Probability; Problem Solving; Professional Competence; Publications; Reading; Research; Research Personnel; Resources; Schools; Science; Science Enrichment; Self Efficacy; Structure; Students; Surveys; Time; Time Management; Training; Underrepresented Students; Underserved Population; Universities; Work; biomedical profession; career; career awareness; career development; career networking; community based participatory research; community engagement; cultural competence; design; disadvantaged background; educational atmosphere; electronic data; empowerment; equity, diversity, and inclusion; evidence base; expectation; experience; faculty mentor; graduate school; graduate student; health disparity; improved; in vitro Model; in vivo; interest; laboratory experience; nervous system disorder; next generation; programs; recruit; research and development; satisfaction; skill acquisition; skills; social; success; tool; undergraduate student

Consistent with our institution’s continued support of competitive students from underrepresented/underserved, and/or disadvantaged backgrounds, we are seeking to increase diversity in the neurosciences by the implement a sustainable undergraduate pre-biomedical sciences enrichment platform to strengthen our pipeline. The proposed “Inspiring Diversity to Explore the Mind in the 21st Century: The NIHNDS/LSUHSC-NO, Undergraduate Diversity in Neuroscience Research Experiences” Program is a one (1) year, non-residential/commutator undergraduate summer academic enrichment program, which will provide students from partnered-institutions the opportunity to perform research and experience graduate education under the egis of neurosciences. The implementation of our undergraduate academic enrichment program will continue to incorporate the resources of the LSUHSC- NO institution, advancing the and conduct of a robust, evidence-based enrichment program, based on the development of core competencies, such as critical thinking and reasoning, interpersonal and intrapersonal skills, and science competencies, which are essential tools for aspiring biomedical professions candidates. These items, along with mentorship and empowerment, will allow our scholars to navigate successfully the admissions pathway into health professions education. Our target student population will focus on Louisiana residents who are rising sophomores and junior undergraduate students, who are interested in biomedical careers in the neurosciences and who are attending local/partnered-institutions, Through well-established partnerships, we will continue to leverage partnerships with our LSU Main Campus, regional historically black colleges/universities; predominantly minority serving institutions (including, but not limited to Xavier University of Louisiana, Dillard University, and Southern University of New Orleans) as well as regional institutions such as, the University of New Orleans, and Tulane University for program recruitment. Our programmatic strategy is to select 6 student scholars, yearly, who are rising sophomores and juniors. Our core curriculum will provide career development activities in the neurosciences, inclusive of the integration of leadership and professionalism, as well as separate laboratory experiences, critical thinking and reading skills, and skills’ preparation for professional schools’ entrance examination, the GRE. We will address fundamental principles of critical thinking & reasoning, medical ethics, cultural competence, and professionalism. Program enrichment workshops will provide: 1) scholars with awareness of career path options in the neurosciences, such as our PhD program, as well as our dual-degree track of MD/PhD programs; 2) facilitation of mentoring relationships with biomedical/health professions faculty, students, and neuroscience researchers; 3) advising on Pre-admissions biomedical professions admissions tools – Professional curriculum vitae (CV)/resume’ development and approaches to admissions interviews.

与我们机构的持续支持来自代表性不足/服务不足和/或令人不安的背景的竞争学生的支持一致，我们正在寻求通过实施神经科学的多样性来提高可持续的本科本科生的生物医学科学专业平台，以增强我们的管道。提出的“鼓舞人心的多样性探索21世纪的思想：Nihnds/lsuhsc-no，神经科学研究经验的本科多样性”计划是一个（1）年，非住宅/换向者/换向者，夏季学术丰富计划，将为合作的学生提供研究和经验研究的机会，从而为研究和体验研究提供了EGIS的研究和经验。我们的本科学术丰富计划的实施将继续纳入LSUHSC-无机构的资源，并基于核心能力的发展，例如批判性思维和推理，人际交往，人际关系和际交往能力，以及科学能力，这是对生物良好的专业人士的重要工具。这些项目以及心态和授权将使我们的学者能够成功地导航卫生专业教育的入学途径。我们的目标学生人数将重点关注大二学生和初中生的路易斯安那州居民，这些学生对神经科学的生物医学职业感兴趣，他们正在通过建立良好的合作伙伴关系来参加本地/合作的建立，我们将继续与我们的LSU Mains校园，地区历史悠久的黑人学院/大学利用合作伙伴关系；主要服务于少数民族的机构（包括但不限于路易斯安那州泽维尔大学，迪拉德大学和新奥尔良南部大学）以及新奥尔良大学和杜兰大学招募计划的地区机构。我们的程序化策略是每年选择6名学生学者，他们正在大二和大三学生崛起。我们的核心课程将在神经科学中提供职业发展活动，包括领导力和专业精神的整合，独立的实验室，批判性思维和阅读技能以及技能的专业学校入学考试，GRE。我们将讨论批判性思维和推理，医学伦理，文化能力和专业精神的基本原则。计划丰富的研讨会将提供：1）学者对神经科学的职业道路选择有意识，例如我们的博士学位课程，以及我们对MD/PHD计划的双度轨道； 2）与生物医学/卫生专业人员，学生和神经科学研究人员的心理关系促进； 3）就ADMISSIONS的生物医学专业人士招生工具提供建议 - 专业课程（CV）/简历的发展和入学访谈方法。