BRIDGE PROGRAM IN RURAL NORTHERN NEW MEXICO

描述(改编自调查人员摘要)：中的桥梁计划 新墨西哥州北部农村是一个竞争性的延续应用程序 加强努力，增加少数民族学生的求学人数 科学作为一种职业选择。在进行中的第二年(1996年) 计划和三年续签建议，西南印度理工学院 上海职业技术学院(&gt；95%)和露娜职业技术学院 (LVTI)(&gt；85%少数)将被添加到该计划中。因此，该计划将 包括8所社区学院，服务于一个地区的6000名少数民族学生 覆盖面积超过10万平方英里。第一个项目的质量和成功 一年的学生已经成功地招聘了9名额外的 资助导师，所有这些人都是由欣喜1995年的导师招募的。 因此，24名学生和24名导师的比例将是最佳的1/1。 来自8所社区学院的合格学生各3名(24 总计)将由社区学院项目协调员和 导师们。入学标准包括至少GPA 3.0和 对科学的兴趣。在春季学期的前两个月， 学生们在每周的研讨会上被介绍给这24位导师。按相互 协议一名学生将被指派给每个导师指导和 在接下来的学期里，我们将提供更多的信息。这24名学生将 在以下期间获得为期10周的研究助学金 萨默斯。任何没有返回二年级的学生将被替换为 剩余的学生在20到24名符合条件的学生中。 24名研究导师将来自NMHU、TLI和联索特派团，所有这些机构 有研究资金，并有进一步的支持，等待审查。导师会 与学生举行个别会议(每年两次)，讨论 研究项目的发展或进展，以及讨论问题 以及科学和数学方面的学术要求。在夏天， 研究导师作为研究团队的一部分与学生一起工作。 在这一年中，研究导师将继续带他们的学生去 适当的区域或国家会议。通常情况下，学生们会出席 在这些会议的第二年之前，在这些会议上举行论文或海报会议 程序。所有学生都有机会参观桑迪亚和洛斯阿拉莫斯 国家实验室，目的是讨论研究职业生涯 生命科学研究人员。此外，来自参与的学生 两年期机构将参加#年在国立卫生大学和联索特派团举办的研讨会。 学年和夏季。在这些课程中，学生们批评 分析研究文章和发表的结果。这些分析被用来 规划未来的实验。重点放在同行学习小组上， 少数族裔高年级学生充当导师和榜样。1995年， 学生每周至少参加一次研讨会。这 到目前为止，一对一、基于体验的计划取得了成功， 在未来也应该同样成功

DESCRIPTION (Adapted from Investigator's Abstract): The Bridges Program in Rural Northern New Mexico is a competing continuation application designed to improve on efforts to increase the number of minority students seeking science as a career option. During the second year (1996) of this ongoing program and the three year renewal proposal, Southwest Indian Polytechnical Institute (SIPI) (>95% minority) and Luna Vocational Technical Institute (LVTI) (>85% minority) will be added to the program. Thus, the program will include 8 community colleges which serve 6000 minority students in a area covering over 100,000 square miles. The quality and success of the first year students has resulted in the successful recruitment of 9 additional funded mentors, all of whom were recruited by pleased 1995 mentors. Consequently the will be an optimal 1/1 ratio of 24 students and 24 mentors. Three qualified students from each of the eight community colleges (24 total) will be selected by the community college Program Coordinators and the mentors. Criteria for admission include a minimum GPA of 3.0 and an interest in science. During the first two months of the Spring semester, students are introduced to the 24 mentors at weekly seminars. By mutual agreement one student will be assigned to each mentor for direction and information during the subsequent academic semesters. The 24 students will be offered research assistantships for 10 weeks during the following summers. Any students who do not return for year two will be replaced from remaining students in a pool of 20 to 24 eligible students. The 24 research mentors will be from NMHU, TLI and the UNMSOM, all of which have research funding and have further support pending review. Mentors will have individual meetings (twice per year) with the students to discuss the development or progress of their research project as well as discuss issues and academic requirements in science and mathematics. During the summer, research mentors work with the students as part of a research team. During the year research mentors will continue to take their students to appropriate regional or national meetings. Normally, students will present a paper or poster session at these meetings by their second year in the program. All students have the opportunity to visit Sandia and Los Alamos National Laboratories for the purpose of discussing research careers with life science researchers. In addition, students from the participating two-year institutions will participate in seminars at NMHU and UNMSOM during the academic year and summer. In these sessions, students critically analyze research articles and published results. These analyses are used to plan future experiments. Emphasis is placed on peer-study groups with minority upper classmen serving as tutors and role models. In 1995, students participated in a minimum of one seminar per week. This one-on-one, experientially-based program has been successful so far and should be just as successful in the future