ASM Summer Institute in Preparation of Careers in Microbiology - Cycle 3

美国微生物学学会每年夏季研究生和博士后研究所 2000年设想了微生物学职业准备学者。第一个研究所是在 2001年在威斯康星州大学与19名参与者。2001年和2002年，ASM分别寻求 美国国立卫生研究院的资金用于支持研究所（1 R13 AI 52120 -01和1 R13 AI 055488 -01-03）。本提案中 （周期3），ASM要求从2006年开始的五年内每年为一个暑期学院提供141 600美元， 在2010年结束。 学生在助学金准备、沟通、教学和 指导，职业规划和道德，即使他们有很多机会进行科学研究， 在研究生培训期间进行研究。为了克服这些缺点，ASM研究生委员会 和博士后教育提出了一个年度研究所。该研究所的目标是提供多达30个 研究生和博士后科学家在微生物科学与密集和密切 在五个关键领域的指导和指导，对于选择和准备职业生涯作为一个 微生物学家研究所的具体目标是帮助参与者： 1.准备一份组织良好的研究计划，明确阐述项目的具体目标， 计划解决这个问题。 2.向科学界提供清晰简洁的研究项目介绍。 3.检查一些职业机会和途径提供给微生物学家在培训和计划 自己的路。 4.结合有效的教学和指导策略，以满足微生物学的教育需求 学生在各种不同的设置。 5.认识到科学界在科学研究方面遇到的伦理问题。 公众将受益于研究所授权的研究生和博士后科学家， 成为优秀的研究科学家，教师和导师所需的技能，从而缩短了 从教育和培训到微生物科学的生产性就业。

The American Society for Microbiology annual Summer Institute for Graduate Students and Postdoctoral Scholars in Preparation of Careers in Microbiology was envisioned in 2000. The first Institute was offered in 2001 at the University of Wisconsin with 19 participants. In 2001 and 2002 respectively, the ASM sought funds from NIH to support the Institute (1R13 AI52120-01 and 1R13 AI055488-01-03). In this proposal (cycle 3), the ASM requests $141,600 for one summer institute per year for five years beginning in 2006 and ending in 2010. Students have limited and inconsistent training in grant preparations, communications, teaching and mentoring, career planning, and ethics even though they have numerous opportunities to conduct scientific research during their graduate training. To address these shortcomings, the ASM Committee on Graduate and Postdoctoral Education proposes an annual Institute. The goal of the Institute is to provide up to 30 graduate students and postdoctoral scientists in the microbiological sciences with intensive and closely guided instruction and mentoring in five key areas important for selecting and preparing for a career as a microbiologist. The specific aims of the Institute are to help participants: 1. Prepare a well-organized research proposal that articulates clearly the specific aims of their project and a plan to address the problem. 2. Deliver a clear and concise presentation of their research project to the scientific community. 3. Examine a number of career opportunities and pathways available to microbiologists-in-training and plan their own pathway. 4. Incorporate effective teaching and mentoring strategies to meet the educational needs of microbiology students in a variety of different settings. 5. Recognize ethical implications regarding scientific research as encountered by the scientific community. The public will benefit from the Institute by empowering graduate students and postdoctoral scientists with skills necessary to become excellent research scientists, teachers and mentors, and thereby, shortening the time from education and training to productive employment in the microbiological sciences.