RESEARCH EXPERIENCES FOR STUDENTS & SCIENCE EDUCATORS - P51 RR000165-49-S1

这个子项目是许多利用资源的研究子项目之一 由NIH/NCRR资助的中心拨款提供。子项目的主要支持 而子项目的主要调查员可能是由其他来源提供的， 包括其它NIH来源。 列出的子项目总成本可能 代表子项目使用的中心基础设施的估计数量， 而不是由NCRR赠款提供给子项目或子项目工作人员的直接资金。 YNPRC的中心目标之一是提供教育和培训机会。 该中心积极参与培训和继续教育活动，包括培训研究生、博士后研究员和工作人员。 用于这一行政补充的资金将培训机会扩大到高中学生、高中科学教师和本科生。 该计划提供了一个高质量的，翻译的夏季研究经验。 该项目有四个核心要素：1）在参与性学习环境中为高中科学教师和高中学生提供为期八周的校外暑期研究经验; 2）提供津贴，并为参与者创造机会分享和展示他们的研究，3）建立合作伙伴的合作关系（耶基斯，CBN，Gwinnet数学，科学和技术学院和格鲁吉亚课后投资理事会），以最大限度地提高经验，并创造一个强大的论坛，分享成果和4）进行评估和焦点小组，以评估影响。另一个目标是为科学教育工作者提供在科学研究实验室中的“真实世界”专业发展经验。 这一补贴为学生和教师提供暑期就业机会。 这些活动鼓励学生从事与健康有关的科学的研究工作，并为高中教师提供短期研究经验。该项目于2010年9月结束，成功满足了连续两个夏季课程的核心要素。

This subproject is one of many research subprojects utilizing the resources provided by a Center grant funded by NIH/NCRR. Primary support for the subproject and the subproject's principal investigator may have been provided by other sources, including other NIH sources. The Total Cost listed for the subproject likely represents the estimated amount of Center infrastructure utilized by the subproject, not direct funding provided by the NCRR grant to the subproject or subproject staff. One of the central goals of the YNPRC was to provide educational and training opportunities. The Center was actively involved in training and continuing education activities, including training of graduate students, postdoctoral fellows, and staff. The funds used in this administrative supplement extended training opportunities to high school students, high school science teachers and undergraduate students. The program provided a high-quality, translational summer research experience. The project had four core elements: 1) to provide an eight week summer research experience in an out-of-school time setting for high school science teachers and high school students in a participatory learning environment; 2) to offer stipends and create opportunities for participants to share and present their research and 3) create a collaboration of partners (Yerkes, CBN, Gwinnet School of Mathematics, Science and Technology and Georgia Afterschool Investment Council) to maximize the experience and create a powerful forum for sharing results and 4) to conduct evaluation and focus groups to assess impact. An additional goal provided science educators with a 'real-world' professional development experience in a scientific research laboratory. This supplement provided summer employment to students and teachers. The activities encouraged students to pursue research careers in the health-related sciences as well as providing high school teachers with short-term research experiences. This project ended September 2010 after successfully meeting the core elements with the completion of two consecutive summer programs.