Hopkins Post-baccalaureate Research Education Program

描述（由申请人提供）：学士后研究教育计划（PREP）的目标是提供经验，这将增加成功的可能性，并在一个基于研究的研究生课程由代表性不足的少数民族竞争。我们寻求给PREP学者的核心经验是作为科学学徒的个人指导介绍研究。进一步的发展，包括正式的课程，技术实验室培训，公开演讲和考试技巧，是针对每个准备学者。 在第一个奖项期间，我们成功地建立了该计划，向社区宣传了该计划，并培养了一批有竞争力的申请人。我们开发了一个包括医学院和彭博公共卫生学院在内的导师网络，并优化了计划功能和行政程序。我们看到11位学者完成了这个项目。所有人都接受了研究生教育，其中三人攻读博士学位（约翰霍普金斯、康奈尔和宾夕法尼亚大学），两人攻读医学博士/博士学位（约翰霍普金斯和加州大学圣地亚哥分校），两人攻读公共卫生硕士学位（约翰霍普金斯和哈佛大学），一人攻读医学博士学位（北卡罗来纳州州立大学），三人攻读硕士学位。 在这次更新中，我们要求从10个扩展到12个候选人插槽（每年6个）;大学将匹配两个新插槽，从而将该计划从10名学生扩展到14名学生。每年将有七名候选人（两名由大学捐助的资金支持）被录取为在合格导师领导的实验室工作的学徒科学家。导师的选择是基于培训本科生，研究生和代表性不足的少数民族的历史，并根据他们提出的适当的，资助的项目的可用性。面试和招聘过程基本上与技术人员一样进行，即，有兴趣的导师将进行面试，并提供一个可用的职位（或没有），申请人将选择其中一个最适合他们的需要。PREP经验的这一方面与每年在该机构担任技术人员的数十名应届毕业生相同。申请工作，在面试中积极展示自己，以及处理一些不可避免的拒绝的经验是PREP计划的有用部分。 该计划的成功取决于申请/接受研究生教育的学生人数。学者和该计划的进展情况由年度导师报告监测;正式课程作业成绩; GRE成绩;一年两次的研究研讨会;出版物;和每个学者的年度海报展示。 霍普金斯大学的PREP填补了大学努力增加多样性的关键利基，从小学水平延伸到高级教师。

DESCRIPTION (provided by applicant): The goal of the Post-baccalaureate Research Education Program (PREP) is to provide experiences that will increase the likelihood of success in applying to and competing in a research-based graduate program by under-represented minorities. The core experience that we seek to give the PREP scholar is an individually-mentored introduction to research as a scientific apprentice. Further development, including formal coursework, technical laboratory training, public speaking and test-taking skills, are tailored to each PREP Scholar. In the first award period, we succeeded in establishing the Program, informing the community about it, and growing a competitive applicant pool. We developed a mentor network including the School of Medicine and the Bloomberg School of Public Health, and optimized Program functions and administrative procedures. We saw eleven scholars complete the program. All have gone on to post-graduate education, three in PhD programs (Johns Hopkins, Cornell and University of Pennsylvania), two in MD/PhD programs (Johns Hopkins and University of California at San Diego), two in MPH programs (Johns Hopkins and Harvard University), one in an MD program (North Carolina State University) and three in masters programs. In this renewal, we request expansion from ten to twelve candidate slots (6 per year); the University will match the two new slots thereby expanding the Program from 10 to 14 students. Seven candidates per year will be admitted (two supported by University-contributed funds) as apprentice scientists working in laboratories headed by qualified mentors. Mentors are selected based on history of training undergraduates, graduate students and underrepresented minorities, and on availability of appropriate, funded projects that they propose. The interviewing and hiring process proceeds essentially as for a technician, i.e., interested mentors will conduct interviews and offer an available position (or not), and the applicant will choose among the offers for the one best suited to their needs. This aspect of the PREP experience is the same as that of the dozens of recent graduates hired as technicians at the Institution every year. The experience of applying for a job, presenting oneself positively in interviews, and dealing with some inevitable rejections is a useful part of the PREP program. Success of the program is determined by the number of students applying/accepted for post-graduate education. Progress of the Scholars and of the Program is monitored by annual mentor reports; grades in formal course work; GRE scores; a biannual research symposium; publications; and an annual poster presentation by each scholar. Hopkins-PREP fills a crucial niche in University efforts to increase diversity that extend from the grade school level through senior faculty.