BRIDGE TO THE BACCALAUREATE

描述(改编自申请者摘要)：布朗克斯社区学院 (BCC)和雷曼学院(LC)都位于布朗克斯， 纽约城市大学(CUNY)的一部分。他们是少数人 机构，拥有高素质的科学教员，规模可观的科学 和盟国健康科学学生人数，以及坚定的承诺 科学教育和本科生研究。两所大学都有一所 NIH少数民族生物医学研究支持(MBRS)计划，LC有一个 少数群体获得研究职业机会(MARC)方案和少数群体 机构研究发展计划(MIRDP)也是如此。密件抄送和LC 目前正在与通向文凭课程的桥梁项目合作。 为了继续深造，大多数北京中文大学转校生选择LC而不是LC。 纽约州立大学其他四年制学校。然而，密件抄送科学的数量 转到洛杉矶大学的学生人数很少，这可能是因为 学生缺乏安全感和自信心。在这两种情况下， 困难的过渡期可能会干扰一个学生S的进步和进步 成功。这个项目的主要目标是继续改进和 促进北京交通大学理科生转学到 生物化学、生物学、化学或 加州大学心理学专业。该项目主要针对bcc科学。 学生和教职员工；然而，LC也将受益。密克罗尼西亚联邦科学 学生将得到更好的学业准备，额外的学业 以咨询和辅导的形式提供支持，以及更多的本科生 研究机会。密执安理工学院将举行一场正式的 建立在研究活动中重新确立自身地位的机制。 大桥项目将加强BCC的科学院，以及 科学领域的BCC-LC正式转学计划。帮助确保成功 对于换乘方案，桥梁工程将增加BCC 学生意识到自己的能力，学士/学士课程的要求， 以及在中国追求高等教育所需的动机水平 科学。过渡将通过指导、研究等方式得到缓解 活动，以及在LC举办的科学研讨会。预计这一数字将会增加 转读LC并继续本科的BCC学生人数 在MARC、MBR或MIRDP学生的研究，显然对LC和 它的教职员工，而且，科学转移应该更好 准备好了。BCC教职员工将从教职员工合作和 他们增加了研究活动。这些BCC教职员工将是 预计将为自己的项目争取资金，以便进一步 增加学生在两年制学院的研究机会。 该项目最终可能会增加少数族裔科学的数量 继续攻读学士学位课程的学生，并最终 研究生院。

DESCRIPTION (Adapted from applicant's abstract): Bronx Community College (BCC) and Lehman College (LC), which are both located in the Bronx, are part of the City University of New York (CUNY). They are minority institutions, with highly qualified science faculties, sizable science and allied health science student populations, and strong commitments to science education and undergraduate research. Both colleges have an NIH Minority Biomedical Research Support (MBRS) Program, and LC has a Minority Access to Research Careers (MARC) Program and Minority Institution Research Development Program (MIRDP) as well. BCC and LC are presently in partnership with a Bridge to the Baccalaureate Program. To continue their education, most BCC transfer students select LC over other CUNY four-year schools. However, the number of BCC science students who transfer to LC has been small, which may have been due to student insecurities and a lack of confidence. In either case, a difficult transition period could interfere with a student s progress and success. The primary goal of this project is to continue to improve and facilitate the transition of BCC science student who transfer to baccalaureate programs in Biochemistry, Biology, Chemistry, or Psychology at LC. The project is aimed primarily at BCC science students and faculty; however, LC will benefit as well. The BCC science students will get a better academic preparation, additional academic support in the form of counseling and tutoring, and more undergraduate research opportunities. BCC science faculty will have a formal mechanism in place to reestablish themselves in research activities. The Bridge project will strengthen the Science Academy at BCC, and the formal BCC-LC transfer program in the sciences. To help assure success for the transfer program, the Bridge Project will increase the BCC students awareness of their abilities, the demands of the BA/BS program, and the level of motivation needed to pursue higher education in the sciences. The transition will be eased through mentoring, research activities, and science seminars at LC. This is expected to increase the number of BCC students who transfer to LC and continue undergraduate research at MARC, MBRS, or MIRDP students, clearly a benefit for LC and its faculty, Furthermore, the science transfers should be better prepared. BCC faculty will benefit from the faculty collaborations and their increased research activities. These BCC faculty members will be expected to pursue funding for their own projects, so as to further increase the student research opportunities at the two year college. The project ultimately may increase the number of minority science students who continue on to a baccalaureate program, and eventually to graduate school.