Thursday, November 21, 2024
11/21/2024
PROJECT ABSTRACT Diversity in the United States is no longer a future consideration; it is the reality of the current societal landscape. In stark contrast to the population’s changing demographics, the population of leaders in the biomedical enterprises of academia, government, and industry is relatively homogeneous. One way to remedy this is for science communities to be intentional and specific in how equitable, inclusive, and diverse scientific environments are fostered to welcome and support different perspectives. Current practice of science creates the “diversity-innovation paradox.” Research demonstrating that rigorous, impactful science and improved innovation result from diverse and inclusive workspaces, yet creative thinkers from Historically Excluded Communities (HECs) are too easily excluded and their contributions valued less highly. Not currently available to undergraduate students and their faculty mentors at NMSU is a program that blends training in critical thinking laboratory skills, support in a multitude of relevant professional proficiencies, and intentional community building among scholars from diverse cultural and academic backgrounds with scientifically trained faculty mentors and staff. A two-year research education program is bolstered by an inclusive and affirming educational seminar series built into students’ curriculum. Complementary activities focus on knowledge, skills, and confidence in four major areas: basic research skills, quantitative-based approach to analyze and solve problems, scientific communication skills and development of a science identity. This application requests funds to train forty-five undergraduate scholars over five years. NMSU can achieve this goal because of the institution's unique status as a doctoral, research-intensive, land grant, minority (Hispanic) serving university with a diverse student population, a cadre of accomplished mentors, a growing collaboration among different university units focusing on postbaccalaureate education of NMSU students, and a strong institutional record of successfully increasing the diversity of trainees in the biomedical sciences nationwide. This application introduces innovative elements that are evidence-based interventions that 1) strengthen the students’ understanding of the ethical norms in scientific research by applying critical thinking skills and a quantitative-based approach to analyze and solve problems (Aim 1); 2) Implement a curriculum that addresses development training skills in management, inter-personal communication, presentation, and promotes faculty-student relationships to be grounded in open communication, support and allyship – all practices which foster a scholar’s science identity (Aim 2); and 3) Cultivate the interface between biomedical, social, environmental, and agricultural scientific fields that relate directly to human health and well-being by increasing the inclusion of students from other colleges into biomedical research experiences like the levels observed in the college of Arts and Sciences (Aim 3).
HHS’ Tracking Accountability in Government Grants System (TAGGS) website provides access to detailed descriptions of grants, loans, aggregated direct payments and other types of financial assistance awarded by the HHS Operating Divisions (OPDIVs) and the Office of the Secretary Staff Divisions (STAFFDIVs).
