Undergraduate Fundamentals in Aging Research

项目总结 老龄化是大多数慢性病的最大风险因素，老年科学的跨学科领域旨在 了解生物衰老影响这种年龄相关性和非老年性疾病发展的机制 慢性病。虽然这一概念在一些附属于医学的研究生课程中获得了吸引力 在学校，老年科学在本科生层面上没有得到很好的认可或代表。为了满足这种需求 为了增加老年科学劳动力，这一教育计划的长期目标是增加数量 通过向最基础的研究人员提供教学和培训，提高新的老年科学研究人员的素质 加强老年科学管道的人口--本科生。NIA的支持将使我们的 创建老龄和老年科学研究本科教育(EAGR)计划。它是专门设计的 支持本科生的教育和研究活动，这将促进基础和翻译 老年科学的各个方面。我们的EAGR计划将通过执行5个协同目标来实施： (1)为培养本科生开设老年学课程，以培养本科生 老龄化和老龄化研究的基础；(2)建立本科生研究计划，以 在研究老龄科学和老龄化支柱/标志的实验室获得实践经验；(3)促进 职业发展和科学交流活动，加速学生进入研究生 老年科学博士实验室的项目和鉴定；(4)增强学生研究人员进入的多样性 老年科学领域；(5)向老年科学界传播课程材料和研究成果 提高公众对老年科学的理解。通过在老龄化领域播种新的研究人员和 分享EAGR计划的程序方面，我们希望在未来的许多年里影响老年科学。

PROJECT SUMMARY Aging is the greatest risk factor for most chronic illnesses, and the interdisciplinary field of geroscience aims to understand the mechanisms of biological aging that impact the development of such age-associated and chronic diseases. While this concept has gained traction in some graduate programs affiliated with medical schools, geroscience is not well recognized or represented at the undergraduate level. To address the need for growing the geroscience workforce, the long-term goal of this education program is to increase the quantity and quality of new geroscience investigators by providing teaching and training to the most foundational population for strengthening the geroscientist pipeline – undergraduate students. NIA support will enable our creation of an undergraduate Education in Aging and Geroscience Research (EAGR) program. It is designed to support educational and research activities for undergraduates that will advance both basic and translational aspects of geroscience. Our EAGR program will be implemented through the execution of 5 synergistic Aims: (1) Create a geroscience coursework curriculum for training undergraduate students in the biological bases of aging and fundamentals of aging research; (2) Establish a research program for undergraduate students to gain hands-on experience in laboratories studying geroscience and the pillars/hallmarks of aging; (3) Promote career development and scientific communication activities that expedite student admission into graduate programs and identification of geroscience PhD labs; (4) Enhance the diversity of student researchers entering the geroscience field; (5) Disseminate course materials and research findings to the geroscience community and improve the public understanding of geroscience. By seeding the field of aging with new researchers and sharing the procedural aspects of the EAGR program, we hope to impact geroscience for many years to come.