Infection and Immunity: The Pathogenesis of Host-Microbe Interactions

摘要 目前的SARS-CoV-2大流行已经清楚地表明，传染病是一种主要的 威胁美国健康。这个博士前T32计划的目标是培养下一代研究人员， 微生物学，并为他们提供必要的技能，以满足国家在战斗中的关键需求 对抗传染病为此，我们制定了一个培训计划，以学生为中心， 支持性方法，目标是培养自我激励，独立的研究科学家， 为不同的研究职业做好准备。创新计划的特点包括： 教育方法，鼓励自我导向的探索不同的职业选择;教学中的“软 技能”必要的研究事业的成功;和教师指导实践的建立，支持 学生自主性和自我导向学习。 该计划的更新扩大和加强了我们的6个首要目标。首先，它将提供 杰出的跨学科研究培训在微生物发病机理，部分利用独特的 由NIH资助的签名机构中心创造的机会，包括卓越中心， 流感研究和监测，环境卫生科学中心，疫苗和治疗 评价单位和罗切斯特大学临床和转化科学研究所。二是会 提供微生物学和发病机制方面的优秀教育，其中包括四个主要组成部分：1。 精简所需的核心教学课程; 2.所需的特定项目经验（包括课程， 讲习班和职业/专业发展活动）; 3.选修课程和经验 旨在鼓励学生的探索，以及4。动手论文研究。第三，它将培养自我导向， 自主的科学家为多样化的研究职业选择做好了准备。为了促进这一点，所有学员将 完成个性调查和年度个性化发展计划（IDP），参加 “微生物学职业故事”和其他活动提供的UR的扩大经验，在科学 培训计划，为多样化的职业探索提供途径，并提供机会， 参加校外实习。第四，我们提供成功所需的“软技能”培训， 参加“领导学院”计划，并监督指导培训。五是持续 通过自主支持性指导实践中的必要指导，改善教师指导实践 包括国内流离失所者和“指导我们的指导者”讲习班。第六，我们将开发一个新的UR学生计划， 纵向跟踪计划校友，获得经验反馈，以进一步优化计划，评估 职业成果，并建立一个正式的门户网站，以促进学员的网络和职业发展。

ABSTRACT The current SARS-CoV-2 pandemic has made it readily apparent that infectious diseases are a major threat to U.S. health. The goal of this predoctoral T32 program is to train the next generation of researchers in microbiology, and to prepare them with the skills necessary to address the nation’s critical needs in the battle against infectious disease. To do this, we have developed a training program that takes a student-centric, autonomy-supportive approach with the goal of training self-motivated, independent research scientists who are well prepared for diverse research careers. Innovative program features include: an autonomy-supportive educational approach that encourages self-directed exploration of diverse career options; instruction in the “soft skills” necessary for research career success; and the establishment of faculty mentoring practices that support student autonomy and self-directed learning. The program’s renewal expands and enhances our 6 overarching objectives. First, it will provide outstanding interdisciplinary research training in microbial pathogenesis, in part by leveraging unique opportunities created by signature institutional NIH-funded centers that include the Center of Excellence for Influenza Research and Surveillance, Environmental Health Science Center, Vaccine and Treatments Evaluation Unit, and the University of Rochester’s Clinical and Translational Sciences Institute. Second, it will provide outstanding education in microbiology and pathogenesis, which incorporates four major components: 1. a streamlined required core didactic curriculum; 2. required program-specific experiences (including courses, workshops and career/professional development activities); 3. optional elective courses and experiences designed to encourage student exploration, and 4. hands-on thesis research. Third, it will train self-directed, autonomous scientists who are prepared for diverse research career options. To facilitate this, all trainees will complete a personality inventory and an annual Individualized Development Plan (IDP), participate in “Microbiology Career Stories” and other activities offered by the UR’s Broadening Experiences in Scientific Training program which provides avenues for diverse career exploration, and offered the opportunity to participate in extramural internships. Fourth, we provide training in the “soft-skills” necessary for success through participation in a “Leadership Academy” program and supervised training in mentoring. Fifth, we will continue to improve faculty mentoring practices through required instruction in autonomy supportive mentoring practices involving IDPs and “Mentor our Mentors” workshops. Sixth, we will develop a new UR Student Lifecycle program to longitudinally track program alumni, obtain experiential feedback to further optimize the program, assess career outcomes, and establish a formal portal to facilitate trainee networking and career advancement.