For Aging Research and Equity: Lessons Learned in Undergraduate Research Education

被引:1
作者
Roberts, Lindsay R. [1 ]
Ririe, Criss J. [2 ]
Myers, Marcella J. [3 ]
Guggenheimer, Joshua D. [4 ]
Campbell, Katherine A. [5 ]
机构
[1] St Catherine Univ, ADAR Grant, St Paul, MN USA
[2] St Catherine Univ, ADAR Program, St Paul, MN USA
[3] St Catherine Univ, Biol, St Paul, MN USA
[4] St Catherine Univ, Exercise & Sports Sci, St Paul, MN USA
[5] St Catherine Univ, Interprofess Educ, St Paul, MN USA
关键词
aging; program evaluation; social support; ADAR; undergraduate education; underrepresented minority students; SCIENCE; VALIDATION; SCALE;
D O I
10.1177/00914150221109918
中图分类号
R4 [临床医学]; R592 [老年病学];
学科分类号
1002 ; 100203 ; 100602 ;
摘要
Mentoring underrepresented students in aging research during the COVID-19 pandemic affords many opportunities for innovation and learning, for both students and program leaders. Here, we describe lessons learned from an Advancing Diversity in Aging Research (ADAR) program at a women-centered, minority-serving undergraduate institution. We share program elements and assessment results related to scholars' education in aging, support through community-building and mentorship, and research experiences in gerosciences. Notably, we highlight lessons learned for retaining and training undergraduate students as graduate school-ready researchers: 1) draw students into a community focused on social justice, 2) show students that geroscience is inclusive and integrative, 3) model professionalism with flexibility, 4) keep open lines of communication, and 5) build a team of mentors around each scholar. By sharing insights from our community of practice in geroscience research and education, we hope to model best practices for URM student support in aging research.
引用
收藏
页码:91 / 105
页数:15
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