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计划的竞争性续期申请，最初在2000年作为T35资助，并在2010年作为R25。我们的主要目标是继续为积极性高的少数民族学生提供年度短期研究教育经验，使他们接触到肺和心血管疾病领域的生物医学研究。GEMS（Graduate Experiences for Multicultural Students）是多元文化学生的毕业体验。在过去的13年中，>170 UG学生参加; >115由T35/R25支持，其余由其他方案支持。这些学生总共发表了81篇手稿; >60%获得了终端学位或就读于专业学校。超过70%的学生参与者是代表性不足的少数民族。该计划建立在我们现有的基础设施上，并利用该国顶级肺医学计划之一的显著优势。我们继续通过要求10个本科生和4个健康专业的学生插槽解决管道的传统。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，我们提出了一种新的培训模式，偏离了传统的导师/学员关系;一个范式转变，我们引入了学术“教练”的概念。教练并不打算取代导师，而是补充这种关系，因为教练不与学生进行日常互动。教练是经验丰富的教师，他们指导学生通过成功的职业道路，并在暑期实习之外保持联系。此外，为了确保学生的成功，我们建议使用社会科学的方法，并为学生提供一个工具包，这将创造一个环境，一个实践社区，在那里他们感到安全地谈论个人，学术和专业问题，并通过共同的规范和价值观联系在一起。我们将使用传统的方法来选择学生，但将在应用程序中纳入一组有针对性的问题，这将有助于选择具有高度动机的学生进行生物医学研究。我们相信，这些方法将继续GEMS的优秀传统，在培训代表性不足的学生，而在同一时间提高学生的学术成功超越夏季GEMS实习。(End摘要）

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)