GEMS, a Short-Term Summer Internship Program for Diverse Students

描述（由申请人提供）：这是一个短期研究教育项目的竞争性更新申请，最初在2000年作为T35资助，在2010年作为R25资助。我们的主要目标是继续为积极向上的少数民族学生提供年度短期研究教育经验，使他们接触到肺部和心血管疾病领域的生物医学研究。当地称为GEMS（多元文化学生研究生体验）。13年来，共有17170名UG学生参加；>115由T35/R25支持，其余由其他程序支持。这些学生共发表论文81篇；60%的人获得了最终学位或就读于专业学校。超过70%的学生是代表性不足的少数民族。该项目建立在我们已建立的基础设施上，并利用了国内顶级肺部医学项目之一的显著优势。我们继续通过申请10个本科和4个卫生专业学生名额来解决管道问题的传统。我们还将强调团队科学的概念，这对生物医学研究领域的成功至关重要。在这里，除了通常的教学和实践研究活动外，我们提出了一种新的培训模式，这种模式偏离了传统的导师/徒弟关系；这是一个范式的转变，我们引入了学术“教练”的概念。教练不是要取代导师，而是补充这种关系，因为教练不会每天与学生互动。教练是经验丰富的教师，他们指导学生走过一条成功的职业道路，并在暑期实习结束后保持联系。此外，为了确保学生的成功，我们建议使用社会科学方法，并为学生提供一个工具包，以创造一个环境，一个实践社区，在那里他们可以安全地谈论个人，学术和专业问题，并通过共同的规范和价值观建立联系。我们将使用传统的方法来选择学生，但将在申请中纳入一套有针对性的问题，这将有助于选择高度积极从事生物医学研究的学生。我们相信，这些方法将延续GEMS在培养弱势学生方面的卓越传统，同时在GEMS暑期实习之后提高学生的学业成就。（摘要结束）

DESCRIPTION (provided by applicant): This is a competing renewal application for a short-term research education program originally funded as a T35 in 2000 and as an R25 in 2010. Our major objective is to continue providing annual short-term research education experiences for highly motivated minority students in order to expose them to biomedical research in the area of pulmonary and cardiovascular disease. Locally known as GEMS (Graduate Experiences for Multicultural Students). Over the past 13 years, >170 UG students participated; >115 supported by the T35/R25 and the rest supported by other programs. Collectively, these students have published 81 manuscripts; >60% have earned terminal degrees or are enrolled in professional school. More than 70% of student participants were under-represented ethnic minorities. The program builds upon our established infrastructure and uses the significant strengths of one of the top pulmonary medicine programs in the country. We continue the tradition of addressing the pipeline by requesting 10 undergraduate and 4 health professional student slots. We will also emphasize the concept of team science that is so critical to success in the biomedical research field. Here, in addition to the usual didactic and hands-on research activities, we propose a new model of training that deviates from the traditional mentor/mentee relationship; a paradigm shift where we introduce the concept of academic "coaches". A coach is not intended to supplant the mentor, but rather complement this relationship, since coaches do not interact with the student on a day-to-day basis. Coaches are experienced faculty members who guide the students through a successful career path and stay in contact beyond the summer internship. Furthermore, to ensure student success, we propose to use social science approaches and provide the students with a toolkit that will create an environment, a community of practice, where they feel safe to talk about personal, academic and professional issues and to bond through shared norms and values. We will use traditional approaches to student selection but will incorporate a set of targeted questions in the application that will aidin selection of students highly motivated to pursue biomedical research. We believe that these approaches will continue the GEMS tradition of excellence in training under- represented students while at the same time enhancing student's academic success beyond the summer GEMS internship. (End of Abstract)