The Research, Advising, and Mentoring Professional: A Unique Approach to Supporting Underrepresented Students in Biomedical Research

Autor/inn/en	Gildehaus, Lori; Cotter, Paul; Buck, Sharon; Sousa, Marsha; Hueffer, Karsten; Reynolds, Arleigh
Titel	The Research, Advising, and Mentoring Professional: A Unique Approach to Supporting Underrepresented Students in Biomedical Research
Quelle	In: Innovative Higher Education, 44 (2019) 2, S.119-131 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-5627
DOI	10.1007/s10755-018-9452-0
Schlagwörter	Undergraduate Students; Rural Schools; Alaska Natives; Biomedicine; Program Effectiveness; Mentors; Holistic Approach; Academic Advising; Academic Persistence; Student Personnel Services; Academic Support Services; Research; At Risk Students; Intervention + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Inuit; Biomedizin; Holistischer Ansatz; Akademischer Rat; Forschung
Abstract	As a pilot intervention strategy to support undergraduate students, especially rural and Alaska Native students who are pursuing biomedical science research and career trajectories, we have developed a unique, mid-level Research, Advising, and Mentoring Professional (RAMP) position. In this article we outline the reasons for creating this position, RAMP qualifications, training, duties, and differences between RAMP and other positions typically found in higher education. Additionally, we discuss the evolution of the position and why it may be of interest to other institutions as they address similar issues involving students from underrepresented groups. Preliminary survey and focus group data from students mentored directly by RAMPs indicated that the holistic advising approach of RAMPs has had a positive impact on student experiences by supporting persistence in degree programs and providing psychosocial support of both personal and professional development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01