UI journal最新文献

{"title":"The CSULB BUILD Scholars Program: A Research-Intensive Upper-Division Program to Broaden and Diversify the Behavioral and Biomedical Research Workforce.","authors":"Kim-Phuong Vu, Rocío Mendoza, Chi-Ah Chun, Jesse Dillon, Laura Kingsford","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>Engaging undergraduates in research is a high impact practice shown to increase underrepresented students' persistence in Science, Technology, Engineering, and Mathematics (STEM) fields and entry into research careers. The California State University Long Beach (CSULB) BUilding Infrastructure Leading to Diversity (BUILD) Scholars Program is a 2-year, upper-division research training program. Although similar research training programs exist, most admit relatively few students a year, primarily from the natural sciences. The BUILD award from the National Institutes of Health (NIH) allowed us to broaden research training to a wider range of health-related disciplines across four different colleges to have more even representation across the behavioral and biomedical science disciplines. Our Scholars Program builds upon best practices of programmatic mentoring, assets-based and cohort-based training, financial and educational support, and intensive research training by faculty in the students' disciplines. In this paper, we present the outcomes and evaluation of our training program with data from the first phase of the BUILD award (2015-2019). Findings demonstrate that our Scholars Program was effective at recruiting and retaining underrepresented students from a broad range of disciplines. Moreover, our trainees demonstrated a high level of research engagement through off-campus summer research experiences, conference presentations, and publications. The intensive training in the Scholars Program also yielded high graduate school acceptance rates for our trainees. Most importantly, our findings show that it is possible to broaden an intensive undergraduate research training program that is similarly effective for trainees across behavioral and biomedical disciplines, underrepresented minority status, and gender. While we highlight several elements of our training program, we emphasize these components likely work together interactively, and institutions wanting to establish a similar training program need to ensure sufficient resources for its successful implementation.</p>","PeriodicalId":75273,"journal":{"name":"UI journal","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11368045/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142121302","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Cultural Mismatch Intervention to Increase Science Self-Efficacy Among STEM College Students.","authors":"Shu-Sha Angie Guan, Yolanda Vasquez-Salgado","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>Cultural Mismatch Theory (CMT) suggests mismatch between interdependent home norms and independent school norms can hinder academic success for historically marginalized (HM) students who are more likely to be first-generation college students and underrepresented in science, technology, engineering, and math (STEM). The effectiveness of a CMT intervention to increase science self-efficacy was tested among 213 (<i>M</i>_<i>age</i> = 22.99, <i>SD</i> = 5.74; 8.2% HM) STEM majors from a community college and baccalaureate-granting institution. CMT intervention students reported higher science self-efficacy relative to the control group. The findings support scalable CMT interventions to address STEM workforce disparities.</p>","PeriodicalId":75273,"journal":{"name":"UI journal","volume":"14 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10836422/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139682043","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Course-based Undergraduate Research Experiences (CUREs) in General Education Courses.","authors":"Ophra Leyser-Whalen, Adelle Dora Monteblanco","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>While much of the promotion for undergraduate research (UR) originates from the natural sciences, this high-impact practice should also occur in social science to prepare students for graduate school/ the workforce and should be integrated into lower-division general education courses. Our study examines content and skills gained by students from two course-based undergraduate research experiences (CUREs) in Introduction to Sociology courses. Pre- and post-course survey analyses, post-survey student outcomes of a CURE class compared against students enrolled in three non-CURE Introduction to Sociology classes, and a content analysis of end-of-semester papers indicate student knowledge gain in specific topical areas, methodological skills, and major sociology theoretical perspectives. We conclude that UR enhances research- and sociology-related knowledge.</p>","PeriodicalId":75273,"journal":{"name":"UI journal","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9830678/pdf/nihms-1822419.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10539397","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Broadening and Diversifying the Behavioral and Biomedical Research Workforce through Early Access to an Undergraduate Research Training Program.","authors":"Laura Kingsford, Rocío Mendoza, Jesse Dillon, Chi-Ah Chun, Kim-Phuong Vu","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>There is a broad need to support the early educational trajectories of underrepresented students pursuing behavioral and biomedical research, particularly at large, comprehensive institutions. The Building Infrastructure Leading to Diversity (BUILD) initiative at California State University Long Beach (CSULB) created an Associates Program designed to provide undergraduates with early exposure to research and foster a sense of belonging and interest in a research career during their sophomore year. Our Associates Program had high retention rates (> 90%) and served as a pathway to other research opportunities on campus, with over half of the students entering an intensive, upper-division research training program at CSULB upon completion. Analysis of evaluation data gathered at multiple points throughout the training program provided preliminary evidence that our early intervention program resulted in student trainees' growth in a number of key areas, including their sense of belong to the BUILD Program, interests in science and research, and understanding of what research entails and of the skills necessary for conducting research (e.g., scientific writing, oral presentation, data analysis). More importantly, comparisons of the students who continued on to an upper-division research training program to those who did not continue revealed that students who continued reported generally higher levels of science/research interests regardless of the time points of the survey, and a greater increase in their perception of gains made in some areas of research during the second half of the training program. Lastly, our results also showed that the Associates Program is similarly effective for trainees across behavioral and biomedical disciplines, underrepresented minority status, and gender. Based on these findings, we conclude that an early intervention program for undergraduate students results in development of research skills for students exploring research and serves as an effective pipeline for diverse students into more intensive upper-division training programs.</p>","PeriodicalId":75273,"journal":{"name":"UI journal","volume":"13 2","pages":"1-24"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10358370/pdf/nihms-1911000.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9857740","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enhancing Research Mentors' Cultural Awareness in STEM: A Mentor Training Intervention.","authors":"Sherilynn Black, Angela Byars-Winston, Ivan Cabrera, Christine Pfund","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>Research mentoring relationships are critical to mentees' persistence in STEM careers. Cultural identity variables (gender, race, ethnicity) influence how mentees experience mentoring relationships, including their developmental needs and expectations of mentors. Research shows that mentees from underrepresented groups in STEM often want to discuss topics related to race and ethnicity and how these factors impact their careers. However, many research mentors are uncertain of their ability to broach cultural diversity issues in mentorship, or in strategies to engage in culturally aware mentoring practices. To address this need, we developed an evidence-based mentor training intervention for Enhanced Cultural Awareness (ECA) in mentorship. We implemented this 2hr module online with research mentors (N=62) largely from well-represented racial/ethnic groups in STEM who were mentoring undergraduate researchers from underrepresented racial/ethnic groups. Mentors reported significant gains in skills, attitudes and behaviors related to cultural awareness in mentoring. The majority of mentors found the training valuable, and 97% of mentors reported intending to make changes in mentoring practices post intervention. Our results indicate that the ECA module is an effective tool to increase mentors' capacity to enact culturally aware mentoring practices. Implications for continued research and mentorship education to enhance mentors' cultural awareness are also discussed.</p>","PeriodicalId":75273,"journal":{"name":"UI journal","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10112533/pdf/nihms-1882297.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9820201","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"AutomotiveUI '22: 14th International Conference on Automotive User Interfaces and Interactive Vehicular Applications, Seoul, Republic of Korea, September 17 - 20, 2022","authors":"","doi":"10.1145/3543174","DOIUrl":"https://doi.org/10.1145/3543174","url":null,"abstract":"","PeriodicalId":75273,"journal":{"name":"UI journal","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76718319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Examining the Impact of the BUilding Infrastructure Leading to Diversity (BUILD) Initiative on Academic and Researcher Self-Efficacy among First Year Students.","authors":"Krystle Palma Cobian,&nbsp;Shujin Zhong,&nbsp;Lourdes Guerrero","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":75273,"journal":{"name":"UI journal","volume":"12 Suppl 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10449029/pdf/nihms-1903698.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10427453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Interventions to Optimize Mentoring Relationships for Diverse Biomedical Researchers.","authors":"Janet Branchaw, Lourdes Guerrero, Christine Pfund","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>The articles in this special issue provide insights from a variety of mentoring interventions that were implemented across the NIH Diversity Program Consortium (DPC). Many of the articles highlight examples of how the <i>Entering Mentoring</i> and <i>Entering Research</i> curricular materials, available through the National Research Mentoring Network (NRMN), were adapted and implemented for research mentors and research trainees at Building Infrastructure Leading to Diversity (BUILD) institutions. Other articles report the outcomes of programs developed and offered more broadly by the NRMN. This overview provides background information on NIH DPC-wide efforts and the <i>Entering Mentoring</i> and <i>Entering Research</i> curricula.</p>","PeriodicalId":75273,"journal":{"name":"UI journal","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10399635/pdf/nihms-1903715.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9948546","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Lessons Learned from ToxMSDT: A Pilot Innovative Toxicology Research Education Pipeline Program Targeting Underrepresented Undergraduate Students to the Field of Toxicology.","authors":"Wilson K Rumbeiha,&nbsp;Ebony Gilbreath,&nbsp;Deloris Alexander,&nbsp;Ana-Paula Correia,&nbsp;Julie Foertsch,&nbsp;Jared Danielson,&nbsp;Dongsuk Kim,&nbsp;Imaobong Inyang","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>Toxicology, as a profession, lacks diversity. Undergraduate students, and especially underrepresented students, are not commonly introduced to toxicology at US colleges and universities. The Toxicology Mentoring and Skills Development Training Program (ToxMSDT) seeks to acquaint underrepresented undergraduates enrolled in STEM fields with toxicology fundamentals and skills to aid their entry into graduate programs and, ultimately, careers in toxicology. ToxMSDT is a collaboration among three universities. It is a year-long holistic training and mentoring program comprised of web resources accessible 24/7 and extensive one-to-one mentor-mentee interactions throughout the year. Evaluation of the two-year pilot program shows that students expressed a significant increase in knowledge about toxicology careers, networking with people involved in the field of toxicology, feelings of being part of the toxicology community, and seeing themselves as someone who will study toxicology, compared with their feelings prior to their participation in the ToxMSDT program. Thirty students have completed the ToxMSDT program and all 10 (100%) of those who have graduated have joined graduate school in toxicology or toxicology-related STEM fields. Of the 20 (66.6%) program alumni still enrolled as undergraduates, five (25%) are in the process of applying to graduate programs and medical schools as of August 2019.</p>","PeriodicalId":75273,"journal":{"name":"UI journal","volume":"11 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8323857/pdf/nihms-1724231.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39266847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The BUILD Mentor Community at CSULB: A Mentor Training Program Designed to Enhance Mentoring Skills in Experienced Mentors.","authors":"Kelly A Young, Kaitlyn N Stormes","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>The BUILD Mentoring Community (BMC) at California State University Long Beach (CSULB) was developed to enhance mentoring skills among our already experienced research faculty mentors. Designed in alignment with the published \"Entering Mentoring\" program, the 2015-2019 BMC trained 93 research mentors across 24 departments. Mentors discussed best practices in mentoring in a hybrid format during the first semester and completed a second semester independent project where refinements to their mentoring were piloted. Mentors were surveyed following BMC completion with a Qualtrics survey, and BMC-trained mentors (BMCT), BUILD non-BMC trained mentors (BNT), and non-BUILD (NB) faculty mentors and their students were surveyed using the Higher Education Research Institute (HERI) and Diversity Program Consortium (DPC) instruments. BMCT mentors found that the workload of the BMC was reasonable, and 86% of mentors would recommend the BMC. Most (97%) BMCT mentors stated that they were likely to make a change in their mentoring as a result of BMC participation. Both BMCT and BNT mentors rate mentoring undergraduates more highly, and present work with undergraduates more frequently, than NB mentors. Students perceive BMCT mentors as providing a better mentoring experience and being better at increasing motivation and confidence, setting expectations, and acknowledging contributions compared to the ratings of students without BMCT mentors. While students rated BMCT mentors better on many key skills taught in the BMC, some learning goals did not produce a difference, including discussing and valuing diversity, using active listening and constructive criticism, and employing communication strategies. Therefore, many aspects of mentor training at CSULB can improve. Overall, instituting online/hybrid mentor training enhanced mentoring skills even among experienced mentors, particularly when mentors were asked to apply and assess new mentoring practices as part of the program.</p>","PeriodicalId":75273,"journal":{"name":"UI journal","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9074723/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142094277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}