Table 2 Student Programmatic Elements. Student activities and Critical Race Theory principles as applied in BUILD PODER
Summer JumpStart (SJS) | • Centrality of Race/Racism • Challenge to Dominant Ideologies • Interdisciplinary • Experiential Knowledge • Commitment to Social Justice | All newly accepted students attend a four-week intensive research program to help students transition to the culture of research that focuses on six elements: (1) hands-on faculty mentored research experience, (2) research ethics, (3) mentor-mentee relationships, (4) diversity training and empowerment, (5) community-building, including creating a peer supportive network, and (6) physical and mental well-being |
Research Ethics Training | • Centrality of Race and Racism • Commitment to Social Justice | Students complete biomedical research training through CITI Program. In addition, discussions about health equity and unethical practices in science and in clinical settings enhance the online curriculum. |
Faculty Mentored Research Experience | • Experiential Knowledge—draw on students’ capital: Navigational, Aspirational, Social, Linguistic, Resistant, Familial | Students learn to navigate the culture of research by working in a faculty mentored research lab; meet weekly with their mentors. Individual mentor-mentee meetings center on providing students social capital to reach their programmatic requirements and professional and academic preparation for graduate studies. |
Summer Research Experience at Research Partners | • Experiential Knowledge—Navigational, Aspirational, Social, Linguistic, Resistant, and Familial capitals | We partnered with five doctoral granting institutions to provide students an intensive eight-week summer research experience. Students seek out potential mentors at these institutions or can apply to existing summer research experience programs. It is for many students their first time attending a predominantly white institution (PWI). This opportunity strengthens students’ research competencies and scientist identities. |
Attending and Presenting at Professional Conferences | • Interdisciplinary • Experiential | In their first year, students learn the culture of research practices by presenting their research at a campus research symposium and are encouraged to attend and present at professional conferences in their field. Mentors accompany students to guide them and facilitate networking opportunities. |
Weekly Community Meetings | • Centrality of Race/Racism • Challenge to Dominant Ideologies • Interdisciplinary • Experiential • Commitment to Social Justice | During the academic year, students meet weekly with the Student Training Program Director to address programmatic issues and to announce funding opportunities or upcoming events. The 1½-hour meetings also serve as a way to stay connected as a community, continue to address CRT-related issues during these meetings, plan for upcoming events, present guest speakers, and discuss issues and concerns that may arise. |
Rigorous Coursework, Professional Development, Grantsmanship and Scholarships | • Centrality of Race/Racism • Challenge to Dominant Ideologies • Interdisciplinary • Experiential • Commitment to Social Justice | Students enroll in advanced research methods courses in their majors in preparation for graduate studies; departments without courses can develop curriculum. Students also enroll in two one-unit courses, Getting into Graduate School and Surviving Graduate School, to learn what to expect in graduate studies. In addition, students complete mock applications to fellowships and NIH-funded grants. Seniors enroll in a seminar where they collaborate on a science project with students in 4th, 8th, and 12th grade guided by CRT to “pay it forward.” In collaboration with the NIH, a series of student-centered grantsmanship webinars will broker the culture of research and funding students’ careers. |