BRIDGE PROGRAM IN RURAL NORTHERN NEW MEXICO

描述（改编自研究者摘要）： 农村北方新墨西哥州是一个竞争延续应用程序， 改善努力，增加少数民族学生寻求 科学作为职业选择。 第二年（1996年）， 西南印度理工学院（Southwest Indian Polytechnical） 研究所（SIPI）（>95%为少数民族）和卢纳职业技术学院 （LVTI）（>85%的少数民族）将被添加到该计划。 因此，该方案将 包括8所社区学院，为一个地区6000名少数民族学生提供服务 占地超过十万平方英里 质量和成功的第一 一年的学生已经导致在9个额外的成功招聘 受资助的导师，他们都是由1995年的导师招募的。 因此，这将是一个最佳的1/1比例的24名学生和24名导师。 八所社区学院（24所）各有三名合格学生 将由社区学院项目协调员选出， 导师们 入学标准包括最低GPA 3.0和 对科学的兴趣。 在春季学期的前两个月， 在每周一次的研讨会上，学生们被介绍给24名导师。 经双方 协议一名学生将被分配给每个导师的方向， 在随后的学术学期中提供信息。 24名学生将 在以下期间提供为期10周的研究助学金 夏天。 任何学生谁不返回第二年将取代 剩余的学生在20至24个合格的学生池。 24名研究导师将来自NMHU，TLI和UNMSOM，所有这些都是 有研究资金，并在审查期间得到进一步的支持。 导师将 与学生单独开会（每年两次），讨论 发展或他们的研究项目的进展，并讨论问题 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。 在这一年里，研究导师将继续带学生去 适当的区域或国家会议。 一般来说，学生会提出 在这些会议的第二年， 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，目的是与 生命科学研究者 此外，参与的学生 两年制机构将参加在NMHU和UNMSOM举行的研讨会， 学年和夏季。 在这些课程中，学生们批判性地 分析研究文章和发表的结果。 这些分析用于 计划未来的实验。 重点放在同侪研究小组， 少数族裔高年级学生担任导师和榜样。 一九九五年， 学生每周至少参加一次研讨会。 这 到目前为止，一对一的，基于经验的计划已经取得了成功， 在未来也会同样成功

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