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Ethnic Identity within a Larger Culture01:27

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Adolescents from ethnic minority backgrounds face a multifaceted journey in forming their identities, shaped by the intersections of cultural expectations and personal exploration. For these adolescents, identity formation involves not only typical developmental challenges but also navigating the perceptions and attitudes of the majority culture. As they grow, adolescents in ethnic minority groups often become increasingly aware of stereotypes, social biases, and discrimination, all of which...
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BMEntored: Enhancing the First-Year Experience in a BME Doctoral Program.

Lacy White1, Mae Lewis1, Marialice Mastronardi2

  • 1Department of Biomedical Engineering, The University of Texas at Austin, Austin, TX USA.

Biomedical Engineering Education
|July 5, 2022
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Summary
This summary is machine-generated.

The BMEntored program supported first-year Biomedical Engineering doctoral students. It aimed to improve their initial semester by aiding supervisor selection and fostering social connections across cohorts and labs.

Keywords:
Doctoral studentFirst-yearPeer mentorProfessional development

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Area of Science:

  • Biomedical Engineering Education
  • Doctoral Student Support
  • Mentorship Programs

Background:

  • First-year doctoral students in Biomedical Engineering (BME) face unique challenges during their initial semester.
  • Transitioning into a research-intensive program requires guidance in academic and social integration.
  • Effective support systems are crucial for student retention and success in BME doctoral programs.

Purpose of the Study:

  • To evaluate the initial offering of the BMEntored program, designed for first-year BME doctoral students.
  • To assess the program's effectiveness in enhancing the first-semester experience.
  • To focus on facilitating research supervisor selection and promoting inter-student social connections.

Main Methods:

  • The BMEntored program was implemented as a new support initiative.
  • Experiences with the program's first offering were documented and analyzed.
  • The program emphasized guidance for choosing a research supervisor.
  • Activities were designed to foster social connections across different student cohorts and laboratories.

Main Results:

  • The program provided a structured approach to the critical first semester for BME doctoral students.
  • Students received support in navigating the process of selecting a research supervisor.
  • Initiatives were undertaken to build social connections among students from various cohorts and labs.
  • Initial experiences with the BMEntored program were documented.

Conclusions:

  • The BMEntored program offers a valuable framework for supporting first-year BME doctoral students.
  • Guidance in supervisor selection and social integration are key components for a successful start.
  • Further evaluation is needed to fully ascertain the long-term impact of such mentorship programs.