G-RISE TRAINING PLAN

G-RISE aims for Trainees to engage in the following activities as the overall G-RISE Training Plan.

• Select a primary RISE faculty advisor and a co-mentor who advises on professional development as well as brings interdisciplinary components to the primary research project. An example of this is having a primary advisor from a life sciences department and co-advisor from a computational/engineering department.
• Are guided by their advisor and the G-RISE at NMSU program on a research project that is of high impact, demonstrates rigor and reproducibility, and disseminates findings thereof at national conferences on a yearly basis.
• Engage in safety training, and discussions on safe research practices through workshops and existing courses, and development of an experimental safety plan.
• Attend grant writing retreats related to effective communication of science impact, and submit applications for external funding (e.g., federal agencies and national laboratories) that will enable them to transition out of RISE.
• Complete their qualifying exam by the third semester and their comprehensive exam no later than the sixth semester.
• Begin to publish as authors or co-authors by their second year and complete the degree with at least three publications and be the first author on at least two publications.
• Attend panels and courses related to self-efficacy, metacognition, ethics, and how to compose a diversity and inclusion statement (if applying to faculty positions).
• Engage with guest industry/national lab/academic employers brought to campus to discuss the different career paths and cultures in the respective workforce.

G-RISE ACTIVITIES

START-UP (Student Training & Research through United Partnerships)

Objectives: START-UP includes one of the major components of G-RISE in which workshops and activities are offered to trainees. The objectives of these activities are to: (1) increase student self-efficacy, (2) inform mentors on issues related to the diversity-innovation paradox and microaggressions, and (3) provide guidance on leadership development plans for trainees.

START-UP Self-Efficacy & Metacognition

Activities take place in which trainees and mentors learn and discuss self-efficacy and metacognition as it relates to science and minoritized students. Discussions, panels, and guest speakers will introduce the concept of social self-efficacy as well as adapted models that describe how minority students integrate into the STEM community.

START-UP Mentoring

Activities will be included to help trainees and mentors develop mentoring skills and engage in formal training. Activities might be in the form of a 1-hour panel, a 2-hour discussion with activities, a seminar with a guest speaker, or a mini-lecture. These will be periodic and will be led by mentoring experts who will draw on their respective networks as well as NMSU resources.

START-UP Diversity, Equity & Inclusion in Academia

Elective activities that introduce both trainees and mentors to microaggressions will be planned. An example might be a mini book club in which chapters out of Microaggressions in Everyday Life, by Derald Sue, are discussed.

START-UP Leadership

Leadership activities will be included that focus on the development of leadership skills in interdisciplinary environments to include: (1) fundamentals of interdisciplinary teamwork, (2) individual and team leadership, and (3) leadership development plans. An activity might involve surveys on leadership, preparing an abbreviated leadership development plan, and discussions on strong leaders and the qualities of a leader.

START-UP Leadership Team

• Jessica P. Houston – Professor, Chemical & Materials Engineering, RISE Co-I
• Charles Shuster – Professor, Biology, RISE Co-I