REU Site: Research Internships in Neural and Behavioral Sciences

这一为期十年的跨学科REU项目是亚利桑那州弗拉格斯塔夫北亚利桑那大学神经和行为科学研究实习项目，将为8名美洲原住民、非裔美国人、西班牙裔或亚洲/太平洋岛民学生提供实践研究经验，其中包括女性学生和家庭中第一个进入大学或大学的白人学生。学生将在生物科学系和心理学系的科学家的指导下进行神经和行为科学的研究。为期10周的暑期科研实习将包括7个主要组成部分：(1)教师导师将在教师实验室为学生提供实践研究经验，培养学生对科学发现的兴奋，让学生通过做科学来学习科学。(2)研究型教师将举办研讨会，展示他们的研究技术，展示他们的研究成果，并让学生参与讨论。(3)专业发展研讨会将提供如何申请研究生院的指导，并在专业会议上展示科学成果。在研讨会上，学生们还将讨论研究中的伦理问题。(4)学生将参加每周一次的中午座谈会，在那里学生可以社交，讨论各自研究领域的主要文学，并报告他们自己的工作进展。(5)在暑期结束时，学生们将在一个共同的海报会议上展示他们的项目结果，确保每个学生在10周结束时都能产生一个有形的研究产品。(6)每个暑期项目结束后，完成项目的学生和导师将提交补充旅行预算，以参加冬季或春季的专业会议。这个最后的组成部分将允许学生在国家或国际舞台上展示他们的研究。(7)暑期，学生将参加丰富多彩的教育、文化和社会活动。该计划将为这些郊游和活动提供旅行和后勤支持，提供更多的讨论、思想交流和奖学金机会。该计划有四个具体目标。前两项涉及学生研究活动的结果，即学生(A)在为期10周的项目中产生有形的研究结果，和(B)以科学专业人员的身份展示和/或发表这些结果。第二个目标涉及研究培训对学生职业生涯的影响，并最终影响到未来科学劳动力的构成。因此，基于进化选择分析的定量方法将被用来评估不同代表性不足学生群体的成员在选拔过程中相对于其他学生群体的比例，以及在完成本计划后，学生(D)继续他们的教育和/或从事科学事业的比例，相对于其他学生群体。这种方法不仅显示了该计划在支持科学背景不足的学生方面已经做出的重大贡献，而且还为评估其他类似计划的成功提供了一种手段。申请信息、前几年的学生陈述和关于该计划的信息可在http//：jan.ucc.nau.edu/~Shuster上获得，或从NAU的Emily Omana那里获得(928-523-8694；传真：928-523-7500)。

This decade-long interdisciplinary REU program, Research Internships in Neural and Behavioral Sciences at Northern Arizona University in Flagstaff, AZ, will provide hands-on research experience for 8 Native American, African American, Hispanic, or Asian/ Pacific Islander students, including female students and White students who are the first in their family to attend college or university. Students will conduct research in neural and behavioral sciences under the guidance of scientists from the Department of Biological Sciences and the Department of Psychology. The 10-week summer research internship will integrate 7 major components: (1) Faculty mentors will provide hands-on research experience to students in faculty laboratories, fostering the excitement of scientific discovery and allowing students to learn science by doing science. (2) Research faculty will present seminars in which they demonstrate research techniques, present their research results, and engage students in discussion. (3) Professional development seminars will provide instruction on how to apply to graduate school, and present scientific results at professional meetings. At seminars, students will also discuss ethical concerns in research. (4) Students will participate in weekly noon symposia where students can socialize, discuss primary literature in their respective research areas, and report the progress of their own work. (5) At the end of the summer, students will present the results of their projects in a joint poster session, ensuring that each student produces a tangible, research product at the end of 10 weeks. (6) After each summer program, students and mentors completing projects will submit a supplementary travel budget to attend a professional meeting in the winter or spring. This final component will allow students to present their research at a national or international stage. (7) During the summer, students will participate in a variety of educational, cultural and social activities. The Program will support travel and logistical support for these outings and activities, providing additional opportunities for discussion, exchange of ideas and fellowship. The Program has four specific goals. The first two concern the outcome of student research activities, i.e., that students (a) produce tangible, research results during the 10-week program, and (b) present and/or publish these results as science professionals. The second two goals concern the impact of research training on student careers, and ultimately on the composition of the future scientific workforce. Thus, a quantitative method based on evolutionary selection analysis will be used to assess the rates at which members of different under-represented student groups (c) proceed through the selection process, relative to other student groups, and after completing this Program, the rates at which students (d) continue their education and/or pursue careers in science, relative to other student populations. This method not only shows the significant contributions the Program has already made in support of students from under-represented backgrounds in science, but also provides a means for assessing the success of other similar programs Application information, student presentations from previous years and information on the Program are available at http//:jan.ucc.nau.edu/~shuster, or from Emily Omana at NAU (928-523-8694; fax: 928-523-7500).