Journal articles on the topic 'Summer Research Internship'
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Kabacoff, Cathryn, Vasudha Srivastava, and Douglas N. Robinson. "A Summer Academic Research Experience for Disadvantaged Youth." CBE—Life Sciences Education 12, no. 3 (September 2013): 410–18. http://dx.doi.org/10.1187/cbe.12-12-0206.
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Internships are an effective way of connecting high school students in a meaningful manner to the sciences. Disadvantaged minorities have fewer opportunities to participate in internships, and are underrepresented in both science, technology, engineering, and mathematics majors and careers. We have developed a Summer Academic Research Experience (SARE) program that provides an enriching academic internship to underrepresented youth. Our program has shown that to have a successful internship for these disadvantaged youth, several issues need to be addressed in addition to scientific mentoring. We have found that it is necessary to remediate and/or fortify basic academic skills for students to be successful. In addition, students need to be actively coached in the development of professional skills, habits, and attitudes necessary for success in the workplace. With all these factors in place, these youths can become better students, compete on a more level playing field in their internships, and increase their potential of participating actively in the sciences in the future.
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Wu, I.-Chen, Randal Pease, and C. June Maker. "Students’ Perceptions of a Special Program for Developing Exceptional Talent in STEM." Journal of Advanced Academics 30, no. 4 (July 26, 2019): 474–99. http://dx.doi.org/10.1177/1932202x19864690.
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This investigation was to explore perceptions of students who participated in the Cultivating Diverse Talents in STEM project in an R1 university through (a) university-based summer internship program, (b) subsequent school-year research internships, and (c) successive summer workshops or internships. Thirteen high school juniors from diverse backgrounds and low-income families were selected using a series of identification and assessment methods. Both the performance-based and paper-and-pencil assessments were measures of creative problem solving and application of conceptual understandings. A questionnaire was administered after students’ participation in the summer internship. The core theme, active involvement in problem solving inspired and motivated students with exceptional talent, was identified, including three categories: (a) academic initiative and engagement, (b) transition preparation, and (c) practical skill development. Strengths of diverse, underrepresented students with exceptional talent in STEM (spatial analytical skills, high academic resilience, and persistence) and critical elements of a quality STEM program (focusing on individual research interests and real-world problems, providing enriched and varied experiences, and creating supportive mentoring relationships) are included in the research implications.
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Howell, Lydia Pleotis, Sharon Wahl, John Ryan, Regina Gandour-Edwards, and Ralph Green. "Educational and Career Development Outcomes Among Undergraduate Summer Research Interns: A Pipeline for Pathology, Laboratory Medicine, and Biomedical Science." Academic Pathology 6 (January 1, 2019): 237428951989310. http://dx.doi.org/10.1177/2374289519893105.
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Nurturing undergraduate students’ interest in careers in science, technology, engineering, and medicine is important to developing the future health-care workforce. Summer research internships provide experiential learning that is important to sustaining students’ interest in science, technology, engineering, and medicine careers and inspiring higher educational goals. The Edmondson Summer Research Internship is a mentored program for undergraduate students in University of California Davis Health’s Department of Pathology and Laboratory Medicine. To evaluate intern satisfaction, perceptions on the program’s influence on their career development, and higher educational outcomes, 102 former interns from a 15-year period were invited to participate in an online survey. Responses were received by 58 (57%) of 102 respondents. Not all respondents answered every question. Overall satisfaction was very high/high in 55 (95%) of 58. Ninety-three percent (54/58) strongly agreed/agreed that the internship was an important part of their career development. Almost all who applied to career/professional opportunities strongly agree/agreed that they perceived the internship to be advantageous (96%, 46/48). Forty-four percent (25/57) received additional education after completing their undergraduate degree, with 25% (14/57) receiving a doctoral degree. Few reported prior experience with a clinical laboratory (8/48, 17%), pathologist (10/48, 21%), or clinical laboratory scientist (12/48, 25%). Based on their internship experience, 55% (32/58) strongly agree/agreed that they positively considered pathology or laboratory medicine as a career choice. The Edmondson Summer Research Internship is seen as important to higher educational goals and career development, increases exposure to pathology and laboratory medicine, and demonstrates the value of hosting a mentored research program for undergraduates.
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SUN, MINGDA, SHERLI KOSHY-CHENTHITTAYIL, and NIKEETHA FARFAN D’SOUZA. "Quantitative Medicine and Reflection on Summer Research in Mathematical Biology." Harvard Educational Review 90, no. 2 (June 1, 2020): 322–30. http://dx.doi.org/10.17763/1943-5045-90.2.322.
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In this essay, Mingda Sun, a high school student from Connecticut, recounts her summer research internship opportunity at the Center for Quantitative Medicine of UConn Health. She discusses her learning experiences, the challenges she faced, and the encouragement she received from her mentors and peers and explains how this month-long internship helped her overcome her fears of the unknown, as the project was related to concepts that were new to her, like mathematical biology and computer science. Being part of a research team and committing herself to exploring new opportunities reaffirmed Sun’s career aspirations in science research in a STEM field. Her reflection offers helpful insights for students, educators, and researchers who are realizing the benefits that lab-based internship opportunities offer to both high school students and their instructors.
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Bihl, Trevor, Todd Jenkins, Chadwick Cox, Ashley DeMange, Kerry Hill, and Edmund Zelnio. "From Lab to Internship and Back Again: Learning Autonomous Systems through Creating a Research and Development Ecosystem." Proceedings of the AAAI Conference on Artificial Intelligence 33 (July 17, 2019): 9635–43. http://dx.doi.org/10.1609/aaai.v33i01.33019635.
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As research and development (R&D) in autonomous systems progresses further, more interdisciplinary knowledge is needed from domains as diverse as artificial intelligence (AI), bi-ology, psychology, modeling and simulation (M&S), and robotics. Such R&D efforts are necessarily interdisciplinary in nature and require technical as well as further soft skills of teamwork, communication and integration. In this paper, we introduce a 14 week, summer long internship for developing these skills in undergraduate science and engineering interns through R&D. The internship was designed to be modular and divided into three parts: training, innovation, and application/integration. The end result of the internship was 1) the development of an M&S ecosystem for autonomy concepts, 2) development and robotics testing of reasoning methods through both Bayesian methods and cognitive models of the basal ganglia, and 3) a process for future internships within the modular construct. Through collaboration with full-time professional staff, who actively learned with the interns, this internship incorporates a feedback loop to educate and per-form fundamental R&D. Future iterations of this internship can leverage the M&S ecosystem and adapt the modular internship framework to focus on different innovations, learning paradigms, and/or applications.
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Board, Editorial. "Research Methods and Data Analysis for Summer Internship Programme." Global Journal of Enterprise Information System 8, no. 3 (April 6, 2017): 90. http://dx.doi.org/10.18311/gjeis/2016/15845.
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Kelsey, Eric, Cyrena-Marie Briedé, Kaitlyn O’Brien, Thomas Padham, Matthew Cann, Luke Davis, and Alexander Carne. "Blown Away: Interns Experience Science, Research, and Life on Top of Mount Washington." Bulletin of the American Meteorological Society 96, no. 9 (September 1, 2015): 1533–43. http://dx.doi.org/10.1175/bams-d-13-00195.1.
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Abstract With extreme winds, rapidly changing weather, and myriad weather conditions during any given month, Mount Washington, New Hampshire (1,917 m MSL), is an ideal location to observe and learn about atmospheric sciences. During the summer of 2013, Mount Washington Observatory (MWO) welcomed a select group of interns to experience life at the “Home of the World’s Worst Weather” and develop scientific and meteorological skills. The goals of the internship program are to learn how to observe and forecast mountain weather; develop data analysis and critical thinking skills through individual research projects; and live, work, and collaborate effectively with others at a remote mountain-top observatory. Interns are typically undergraduate students or recent graduates of atmospheric science programs and are selected from a highly competitive field of applicants. The summer 2013 interns worked on a variety of research projects, ranging from developing a forecast tool for the gustiness of wind at the summit to understanding the evolution of atmospheric and environmental conditions that lead to avalanches in nearby Tuckerman Ravine. To accomplish their research projects, the interns learned how hourly weather observations are made, used data analysis software, and practiced critical thinking about their methods and results. Weekly meetings with the interns and the MWO director of research allowed for the sharing of research progress, peer feedback, and practice presenting scientific results. The internships ended with presentations of their scientific research to MWO observers, staff, and observatory members. Post-internship survey responses revealed the program was highly effective at meeting its goals and provided constructive suggestions for future internship programs.
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Prentice-Dunn, Steven, and Michael C. Roberts. "A Summer Internship in Psychological Research: Preparation of Minority Undergraduates for Graduate Study." Teaching of Psychology 12, no. 3 (October 1985): 142–45. http://dx.doi.org/10.1207/s15328023top1203_7.
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Graduate departments of psychology often confront the issue of how best to recruit and retain qualified minority students. Because undergraduate students seeking graduate appointments are frequently advised to gain research experience, we use this article to describe an intensive summer internship intended to strengthen the research skills of minority students. The 6-week program served honor students from a Minority Access to Research Careers program sponsored by the National Institute of Mental Health. Based on a research apprenticeship model, the internship juxtaposed didactic and experiential research components to provide a breadth of exposure to researchers and topics while achieving in-depth training in research methodology. Interns initially participated in faculty-sponsored research but later developed and implemented their own studies. We concluded that the research internship would prove valuable to all undergraduates considering advanced study in psychology.
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Kimbrough, Chelsey A., Michael Looper, Shane Gadberry, Mark R. Russell, Heidi M. Ward, John Jennings, and Kenny Simon. "142 Providing an experiential learning opportunity through an Extension animal science internship." Journal of Animal Science 97, Supplement_1 (July 2019): 9–10. http://dx.doi.org/10.1093/jas/skz053.020.
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Abstract Summer is a busy time for Extension programs and includes several activities, such as 4-H youth programs and producer meetings. Three years ago, the Arkansas Extension Animal Science Department started offering an internship opportunity for students. The internship occurs for 12 weeks with salary compensation and housing (if needed). Monies for the internship are provided by both the department and Extension ANR Associate Director. Applications are accepted in the spring (resume, cover letter, and 3 references), interviews are held for the top 3–5 applicants, and then an intern is selected. Year 1 and 2 yielded 11 applicants each year and year 3 generated 22. Interns spend the summer assisting faculty with youth programs, adult programs, and research projects. They are not assigned to one particular faculty member, but have the opportunity to gain experiences from all faculty members.Mid-way through the internship and at the end of the internship, an evaluation is sent to both the intern and faculty members to assess the mid- and overall performance of the intern. Some notable results from the intern evaluations include: 75% had moderate or large improvement in written and oral communication skills and 100% had a large improvement in general knowledge of Extension. All interns indicated that tasks assigned were challenging, but attainable; they believe the internship was excellent and would definitely recommend to others; they are more interested to work for Extension as a result of the internship; and believe the internship is a very valuable educational experience. From the faculty perspective, having an intern is very valuable. An intern allows for more things to get done in a timely manner. Suggestions for improvement are for more interns to be hired. Internships are a great way to expose students to Extension and what the Animal Science Department offers.
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Cortes-Rodríguez, Ada M., Yaritza Inostroza-Nieves, Fernando González, Irvin Maldonado, and Estela S. Estape. "Integrating Distance Strategies to Meet the 2020 Summer Research Internship Competencies and Objectives." Journal of Medical Education and Curricular Development 8 (January 2021): 238212052110064. http://dx.doi.org/10.1177/23821205211006414.
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Knowledge of research skills such as information literacy, critical thinking, ability to ask questions, and evidence-based decisions are necessary for all medical students. They will use these skills for clinical decisions, translate research findings to clinical practice, and educate their patients. Research also plays an essential role in the selection process for many residency programs, and it has only become more critical over time. Therefore, research activities are a central component of medical schools’ curriculum throughout the 4 years. One of the research opportunities offered to medical students is their participation in a research summer internship. Nevertheless, due to the COVID-19 pandemic, summer 2020 was impacted by the rapid shut down of academic and research activities to minimize infection. In this article, the authors describe the methodology changes to maintain the summer research internship offering amongst the coronavirus pandemic compared to the previous 6 years (2014-2019). Students answered a survey to assess their insight regarding general aspects of the summer research internship, structure, mentorship, faculty, and research skills development. Overall, students had a positive perception of all the survey areas, especially in mentor performance and research skills development. In conclusion, the authors found 2 critical attitudes toward facing unexpected challenges, such as the impact of COVID-19. These are essential to open new opportunities for the future of medical education research: (1) assuming a fast, encouraging, and constant response from the academic leaders, and (2) facilitating the stakeholders’ interest, resilience, and commitment to help and support.
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Unertl, Kim M., Braden Y. Yang, Rischelle Jenkins, Claudia McCarn, Courtney Rabb, Kevin B. Johnson, and Cynthia S. Gadd. "Next generation pathways into biomedical informatics: lessons from 10 years of the Vanderbilt Biomedical Informatics Summer Internship Program." JAMIA Open 1, no. 2 (July 30, 2018): 178–87. http://dx.doi.org/10.1093/jamiaopen/ooy030.
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Abstract Objectives To examine roles for summer internship programs in expanding pathways into biomedical informatics, based on 10 years of the Vanderbilt Department of Biomedical Informatics (DBMI) Summer Research Internship Program. Materials and Methods Vanderbilt DBMI’s internship program is a research-intensive paid 8–10 week program for high school, undergraduate, and graduate students. The program is grounded in a “Windows, Mirrors, and Open Doors” educational framework, and is guided by an evolving set of design principles, including providing meaningful research experiences, applying a multi-factor approach to diversity, and helping interns build peer connections. Results Over 10 years, 90 individuals have participated in the internship program, with nine students participating for more than one summer. Of 90 participants, 38 were women and 52 were men. Participants represented a range of racial/ethnic groups. A total of 39 faculty members have served as primary mentor for one or more interns. Five key lessons emerged from our program experience: Festina Lente (“Make haste slowly”), The Power of Community, Learning by Doing, Thoughtful Partnerships Lead to Innovation, and The Whole is More Than the Sum of Its Parts. Discussion Based on our experience, we suggest that internship programs should become a core element of the biomedical informatics educational ecosystem. Continued development and growth of this important educational outreach approach requires stable funding sources and building connections between programs to share best practices. Conclusion Internship programs can play a substantial role in the biomedical informatics educational ecosystem, helping introduce individuals to the field earlier in their educational trajectories.
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Board, Editorial. "Training Program on Research Methods and Data Analysis for Summer Internship." Global Journal of Enterprise Information System 8, no. 3 (April 6, 2017): 91. http://dx.doi.org/10.18311/gjeis/2016/15846.
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Glendenning, Shannon. "UW-NPS Wilderness Internship." UW National Parks Service Research Station Annual Reports 36 (January 1, 2013): 176–77. http://dx.doi.org/10.13001/uwnpsrc.2013.4015.
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In the summer of 2013, projects regarding wilderness in the John D. Rockefeller, Jr., Memorial Parkway (Parkway) and Grand Teton National Park (Park) were researched and completed. The researcher worked under the direct supervision of Shan Burson, bioacoustics ecologist and wilderness coordinator for Grand Teton National Park, and with the staff of the Science and Resource Management Division of Grand Teton National Park. The main goal of the wilderness internship was the drafting of a wilderness eligibility assessment for the Parkway. Secondary tasks included research and recommendations for wilderness management in the Park.
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Israel, Emily N., and Isaac A. Smith. "Five-Year Review of a Pediatric Pharmacy Internship Program." Journal of Pediatric Pharmacology and Therapeutics 27, no. 8 (November 17, 2022): 690–94. http://dx.doi.org/10.5863/1551-6776-27.8.690.
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Pharmacy internship programs improve job readiness for pharmacy learners. Pediatric-focused programs are not well described in the literature and represent only a small subset of pharmacy internships; furthermore, they offer unique experiences for learners with a strong interest in pediatrics. To better meet this need, a paid pediatric pharmacy internship was implemented in 2017 for rising second- and third-year professional pharmacy students. The program provides high-quality inpatient experience to pharmacy students with a strong interest in pediatrics via a 10-week, full-time summer program and ongoing weekend shifts throughout the academic year. Key focus areas of the internship include clinical shadowing and topic discussions, completing medication histories, research activities, and inpatient pharmacy triage. This program offers a multifaceted approach to providing interns with health-system experience and prepares learners for future careers in clinical and health-system pharmacy. To date, 100% of the 6 former interns who have graduated from pharmacy school have obtained residency positions. Furthermore, a permanent medication history technician role was created secondary to the positive response to interns providing this service.
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Altman, Robin, and Kellie Whited. "Collaborative Summer Research Internship Program Engages High School Students in Authentic Physiology Research Experiences." FASEB Journal 34, S1 (April 2020): 1. http://dx.doi.org/10.1096/fasebj.2020.34.s1.05414.
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Osipovskaya, Elizaveta A., Nikolay G. Pshenichny, and Marina V. Kharakhordina. "Using technologies to design personalized learning pathways as a part of scientific practice of students." RUDN Journal of Informatization in Education 18, no. 3 (December 15, 2021): 203–11. http://dx.doi.org/10.22363/2312-8631-2021-18-3-203-211.
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Problem and goal. The article deals with the process of designing the high school internship program of the ITMO Universitys Information Chemistry Center by using information and communications technology (ICT). The program development process involved following stages: client briefing, exploratory study, hypotheses-formation processes and its testing, custom development, learning experience design and project defense. Methodology. The high school students views about the Infochemistry Internship Program were analyzed. Authors conduc- ted in-depth interviews with respondents and retrieved information about students scientific achievements, challenges and recommendations for improving the internship program. During the exploratory research stage the high school internship programs of Russian and foreign universities in the field of biology, chemistry, physics and IT were studied. The initial sample was composed of Stanford University Mathematics Camp (SUMaC), Stanford University Science Circle, Harvard University Summer School (Pre-College Program), Chemistry Research Academy of University of Pennsylvania. Three types of scientific practices - summer camp or summer school, university science circle and a research academy - were identified. Results. The authors emphasized that there is not a single high school internship program in the field of chemistry in Russia like at IMTO University. This immerse education program is based on laboratory learning that allows students experience chemistry principles under the guidance of leading scientists. The concept of the program based on the science education model. It involves the personalized learning pathway, scaffolding activities, and participation in the research project. Flexible learning pathway is the core of the program that includes various levels of personalization: project, scaffolding means, pace of learning, educational content, educational result. To prove the importance of using ICT and social media in educational process authors found the results of the research conducted by University College Dublin and University of Melbourne. Conclusion. The paper has highlighted the significance of revamping internship programs, identified the most common types of scientific practices and proved the importance of selected program principles.
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Crusio, Wim E., Cynthia Rubino, and Anna Delprato. "Engaging high school students in neuroscience research -through an e-internship program." F1000Research 6 (March 29, 2017): 20. http://dx.doi.org/10.12688/f1000research.10570.2.
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In this article, we describe the design and implementation of an e-internship program that BioScience Project offers high school students over the summer. Project topics are in the areas of behavioral neuroscience and brain disorders. All research, teaching, and communication is done online using open access databases and webtools, a learning management system, and Google apps. Students conduct all aspects of a research project from formulating a question to collecting and analyzing the data, to presenting their results in the form of a scientific poster. Results from a pilot study involving fifteen students indicate that students are capable of successfully completing such a project, and benefit both intellectually and professionally from participating in the e-internship program.
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Lin, Emily, Katherine C. V. Walters, Amy Schmidt-Morris, Hayriye Nilgun Guvener Demirag, Yong Wang, and José Oberholzer. "Assessing an Undergraduate Diabetes Research Training Program at the University of Virginia." Scholarship and Practice of Undergraduate Research 4, no. 1 (November 13, 2020): 30–40. http://dx.doi.org/10.18833/spur/4/1/4.
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A NIH-sponsored summer diabetes research internship at the University of Virginia provided undergraduates with opportunities to engage in basic sciences/clinically focused projects mentored by faculty, in areas such as diabetes-related epidemiology, genetics, complications, cell therapy, bioengineering, and artificial pancreas. Lectures, laboratory skills workshops, clinical shadowing, professional development seminars, and a journal club supplemented the intern experience.
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Kolokithas, Angelo. "Spreading Undergraduate Research Experiences across a Community College." Scholarship and Practice of Undergraduate Research 4, no. 3 (May 28, 2021): 60–61. http://dx.doi.org/10.18833/spur/4/3/4.
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This vignette discusses the impacts of undergraduate research experiences on the students of Northeast Wisconsin Technical College (NWTC) through models for course and summer undergraduate research experiences (CURE, SURE). For the CURE, NWTC instructors have joined the Tiny Earth Initiative (n.d.), a network of students and instructors that focuses on student sourcing of antibiotics from soil. A SURE was created in which students commit to an internship in virology research of 8 hours a week.
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Madhavan, Vandana. "Moving into the Workplace: Internship and Volunteer Experiences: Summer Research--From Initiation to Immersion." Imagine 5, no. 1 (1997): 9. http://dx.doi.org/10.1353/imag.2003.0196.
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Sanders, Elmer, Vanessa Barth, Leigh-Ann Cruz, Ilesha Sherrer, Jacob Olson, Emily Speidell, Elvia Solis, Sharon Harrison, Amy Hinshaw, and James A. McAteer. "4539 Building a Translational Science pipeline: The Indiana CTSI STEM K-12 Program." Journal of Clinical and Translational Science 4, s1 (June 2020): 57–58. http://dx.doi.org/10.1017/cts.2020.203.
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OBJECTIVES/GOALS: Develop strong network of science teachers interested in promoting scientific research to their students.Place students in an immersive summer research internship that, when possible, matches their career interests.Expose students to the numerous career paths within the STEM field.METHODS/STUDY POPULATION: The program recruits socio-economically disadvantaged students and provides them a stipend, and also accepts students who can participate unpaid.Local school teachers are engaged in a summer fellowship to learn biotechnologies and research. In Spring these teachers help recruit students and during the subsequent Fall help students with college and scholarship applications.Students are placed in a variety of laboratories within the Schools of Medicine, Science, Dentistry, Public Health, Informatics, Health and Human Sciences, Engineering and Technology, especially in biomedical engineering. Students are also placed in industry laboratories such as Eli Lilly and the Indiana Bioscience Research Institute.Long-term program follow-up is done through post-internship surveys to assess impact on graduate and professional school admission.RESULTS/ANTICIPATED RESULTS: Since the Indiana CTSI was established in 2008, 872 students have participated in the summer internship.71% of past interns are underrepresented minorities in science or classified as disadvantaged by NIH criteria.17% of students interned during grade 10, 72% during grade 11, and 11% during grade 12.21% of students engage in the program for more than one year.100% of past interns are currently enrolled in or have graduated college.Over 60% of those with a bachelors degree proceed to graduate and professional schools and over 80% stay in STEM related fields. These rates are equal for interns from underrepresented minorities or those classified as disadvantaged by NIH criteria.DISCUSSION/SIGNIFICANCE OF IMPACT: Students engaged in the Indiana CTSI STEM program are progressing through the translational science pipeline based on their graduating from college and remaining in the STEM field.
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Engel, Caroline. "Architectural Preservation Internship Report Grand Teton National Park." UW National Parks Service Research Station Annual Reports 35 (January 1, 2012): 158–59. http://dx.doi.org/10.13001/uwnpsrc.2012.3951.
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As an architectural preservation intern at the Grand Teton National Park, I worked on a number of projects over the summer of 2012. The primary research project that spanned the two months was an investigation into the history of the Upper Granite Patrol Cabin. Questions had been raised by my supervisors Katherine Longfield and Betsy Engel as to what purpose the original cabin had been built, with reason to believe it may have been built as a poacherâs cabin. Using resources within the GTNP, the Jackson Hole Historical Society, and research on similar building types, I determined that the cabin was not likely to be a poacherâs cabin, but was most likely to be an early rangerâs patrol cabin, built before
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Lee, Naomi, Alfreda Nelson, and Vanessa Svihla. "Refining a Summer Biomedical Research Training Program for American Indian and Alaska Native (AIAN) Students." International Journal of Designs for Learning 9, no. 1 (May 9, 2018): 88–97. http://dx.doi.org/10.14434/ijdl.v9i1.23049.
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Literature shows that students who enter the science, technology, engineering, mathematics, and medical-related (STEMM) pipeline at earlier stages of their career are more likely to be successful. This is especially true for under-represented and economically disadvantaged students. Despite the increasing number of students entering the pipeline, American Indian and Alaska Native (AIAN) students still have a higher attrition rate compared to other ethnic groups. Educators and government agencies have worked to improve the success rate for AIAN students across all levels and fields by developing various programs aimed at training and mentorship. In 2007, the National Institute of Neurological Disorders and Stroke (NINDS) of the National Institutes of Health (NIH) in Bethesda, MD, increased their outreach efforts for recruiting AIAN students for the summer internship program. Our goal was to develop a culturally tailored research-training program that could recruit and retain AIAN students into STEMM degrees and careers. We adapted an existing program that provides training in biomedical science and mentorship at an NINDS research laboratory. From 2007 to 2016, of the 41 AIAN interns who participated, 35 (85%) remained in STEMM fields. Five interns obtained post baccalaureate positions at NIH and four entered graduate or medical school. These successful outcomes were brought about only after navigating myriad obstacles. We identified obstacles for AIAN student participation, and made adaptations to the summer internship. We made design decisions regarding recruitment, feasibility, lab placement and mentorship, supporting research and social networking, and sustaining AIAN culture. This design case highlights the obstacles and strategies for success that we developed.
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Crusio, Wim E., Cynthia Rubino, and Anna Delprato. "Engaging high school students in systems biology through an e-internship program." F1000Research 6 (January 9, 2017): 20. http://dx.doi.org/10.12688/f1000research.10570.1.
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In this article, we describe the design and implementation of an e-internship program that BioScience Project offers high school students over the summer. Project topics are in the areas of behavioral neuroscience and brain disorders. All research, teaching, and communication is done online using open access databases and webtools, a learning management system, and Google apps. Students conduct all aspects of a research project from formulating a question to collecting and analyzing the data, to presenting their results in the form of a scientific poster. Results from a pilot study indicate that students are capable of comprehending and successfully completing such a project, and benefit both intellectually and professionally from participating in the e-internship program.
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Phalen, Steven. "From Permit to New Knowledge: Improving Institutional Accountability and User Access by Tracking Documentation from Research Projects in Grand Teton National Park." UW National Parks Service Research Station Annual Reports 34 (January 1, 2011): 185–91. http://dx.doi.org/10.13001/uwnpsrc.2011.3895.
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In Summer 2011, the author undertook a number of projects for the Museum & Archives in the Science and Resource Management division of Grand Teton National Park (GRTE[i]). Alice Hart, Museum Curator and Archivist for the Park, supervised the work, which was part of an internship for graduate credit[ii]. The two major project categories were 1) Research Permits and 2) Biological Science Program Files.
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Perteet-Jackson, Alissa, Melissa Jansma, Len Marquart, and Katie Wibbens. "Preparing the Future Nutrition Professional: A Summer Internship Case Study Examining Food Systems." Current Developments in Nutrition 6, Supplement_1 (June 2022): 433. http://dx.doi.org/10.1093/cdn/nzac056.013.
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Abstract Objectives Evaluate the effectiveness of a virtual food systems internship to enhance nutrition undergraduate professional skill development and project management skills management skills. Methods A total of five students participated in a 14-week internship via Zoom with sessions led by academic and industry professionals. Presenters provided an overview of the food system relative to their roles and function within the production of food and processing of ingredients. The virtual format allowed the students to network with experts from across the United States and to learn how to learn together. Students engaged in independent project-work and research culminating in student-led seminars to address barriers and opportunities in the food system. Students evaluated presentation styles to support development of their skills through exposure to agriculture, business, consumer, and regulatory topics. Each week students participated in facilitated dialogue to critique the presenters and communicate research findings and project progress. In addition, students reflected on how the materials and presentation impacted development of their transferable skills in the areas of communication, project management/leadership, interpersonal and intrapersonal skills, and self-management. Results Students were introduced to the pre-farm to consumer food system broadening their understanding of the role of nutrition in food production. Based on a thematic analysis of student reflections, the themes identified include skill development in confidence, communication, working towards collective goals, and appreciation for the flexibility of the virtual format. Conclusions Despite the impact of COVID-19 on education and training, we found that a successful internship can be conducted virtually such that students gained confidence in their ability to communicate concepts related to industry projects and production. Future work should continue to bridge the university-industry training gap. Funding Sources None.
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Kruizinga, Julia, Chloe Coulson, Stephanie Saunders, and Nicole Ning. "SWEP’d up for the Summer: Survey of participants’ experiences of a nursing student research internship." Journal of Nursing Education and Practice 10, no. 9 (June 14, 2020): 65. http://dx.doi.org/10.5430/jnep.v10n9p65.
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Background: Queen’s University (Ontario, Canada) has been offering the Summer Work Experience Program (SWEP) - a subsidized work opportunity for university undergraduate students - since 1995. The Queen’s University Nursing and Health Research Internship program, established in May 2017, involves nursing SWEP students. The program was designed to build research knowledge and experience for nursing students. The aim of this article is to describe the program components, and intern and faculty insights.Methods: To obtain feedback from current and past interns and faculty, an electronic survey was distributed. Data were analyzed for common themes.Results: Themes consolidated from interns (n = 4) included challenges as learning opportunities, new perspectives on research, and successes and opportunities. Themes that emerged from faculty (n = 7) were program challenges and successes, and needs and concerns of interns.Conclusions: Overall, interns and faculty members perceived the program as a valuable learning experience. Suggestions for program development and potential changes are discussed from both an intern and faculty perspective. Further recommendations for program development are explored, with potential changes for future offerings.
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Bhattacharya, Sonali, and Netra Neelam. "Perceived value of internship experience: a try before you leap." Higher Education, Skills and Work-Based Learning 8, no. 4 (November 12, 2018): 376–94. http://dx.doi.org/10.1108/heswbl-07-2017-0044.
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Purpose The purpose of this paper is to examine how internship value is manifested in the context of a business school. The authors have examined the internship experience in terms of experiential learning and employability. Specifically, the authors investigate the factors that determine internship at four phases: design, conduct, evaluation and feedback. Design/methodology/approach The authors have applied a mixed method approach. In all, 110 students of a busines school were first surveyed on their expectation, motivation and level of preparation through a self-administered questionnaire before internship. Based on the survey result, eight of these students were interviewed in details about internship expectations from industry, the selection process for internship, communications or exchanges between intern and companies prior to internship and perceived industry expectation from interns. At the next phase, authors used a qualitative research approach by conducting semi-structured, in-depth interviews with 14 interns and their mentors after internship period. They were interviewed on design, conduct, evaluation and feedback process of the internship. Interviews tried capture what kind of leader-member exchange led to satisfactory internship experience and outcome from view of both inter and mentor. Findings The authors find that at various stages of internship program quality of mentor – intern exchanges (as defined by leadership exchange theory), and task characteristics as indicated by autonomy, task variety, task significance and performance feedback determine intern’s performance. An intern’s performance is antecedent to an intern’s and a mentor’s satisfaction and overall internship value. The authors also found that intrinsic capability of intern such as critical thinking ability and learning orientation result in enhanced value of internship experience. The proposed models, postulate that at designing stage, lower the level of communication from employers, higher the feeling of ambiguity and lower the perceived internship value in terms of experiential learning and perceived employability. Feeling of ambiguity is moderated by existence of prior work experience of interns. At conduction stage, mentor-intern exchange is directly related to flexibility in structure of the program and inversely related to dependency on peer learning. Mentor-intern exchange also related to mentor and intern’s learning value. However, the learning value is moderated by learning orientation of the intern. Originality/value The authors have tried the summer internship experience from the perspective of interns and mentors. This is the uniqueness of the research.
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Kabakov, Vitaliy V., and Diego Felipe Arbeláez Campillo. "Summer internship with university students in the context of COVID-19 restrictions." LAPLAGE EM REVISTA 7, no. 3C (September 28, 2021): 248–55. http://dx.doi.org/10.24115/s2446-6220202173c1603p.248-255.
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The article discusses the advantages and disadvantages of distance learning for staff in connection with the provision of advanced training courses. The purpose of the article is to highlight the most serious problems and advantages that an employee may face in the field of distance learning. The method for solving the problem posed is the analysis of articles and relevant literature in the field of sociology, psychology, information technology, etc. The results define the pressing problems of distance education, including the novelty of the research. One of the problems is associated with a change in ideas about what training is in the era of active digitalization. The second problem is related to the new learning opportunities that technology provides today (VR or AR learning technologies). Thus, modern IT technologies, individually and often together, have changed the concept of problems and learning opportunities and have led to the emergence of new training opportunities in the field of professional development of employees.
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Meyers, C. Kenneth, Sara Kurovski, and Stephen E. Clapham. "Internships: The Nuts And Bolts Of An Effective Program." Journal of Business Case Studies (JBCS) 12, no. 2 (March 31, 2016): 41–56. http://dx.doi.org/10.19030/jbcs.v12i2.9621.
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Braxston Public Engineering and Consulting Group (BPECG) is a nationally known and respected company that is magnate for students who wish to receive a valued internship experience. Under the able direction of Amy Greene, the work experiences were coordinated during the summer and interns were well paid for their contributions. The case study chronicles the trials and tribulations faced by a competent, highly energized engineering intern who faces the malaise of an organization that is unprepared to provide a valid learning experience. As the case unfolds, Greene has an Eureka experience and learns from a colleague how interns can and do make vital contributions (ROI’s) to their assigned organizations. Upon reviewing the contributions that interns made in three organizations, she redesigns Braxston’s Internship program, reviews the State University Intern to Work Program that addresses, among many other factors, the internship purpose, supervision, learning objectives, and intern and employer obligations. The case includes an Intern Evaluation form and a Memorandum of Understanding (MOU) between the university and the company. Last, the Questions and Instructions provide for focused discussion and analysis and the references enable learners to research the top internship programs in the United States.
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Cepanec, Diane, Diana Clarke, James Plohman, and Judy Gerard. "Engaging Undergraduate Nursing Students in Research: The Students’ Experience of a Summer Internship Program Pilot Project." Journal of Nursing Education 52, no. 8 (July 18, 2013): 466–69. http://dx.doi.org/10.3928/01484834-20130718-03.
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McLean, Nicole A., Marilyn Fraser, Nicole A. Primus, and Michael A. Joseph. "Introducing Students of Color to Health Sciences Research: An Evaluation of the Health Disparities Summer Internship Program." Journal of Community Health 43, no. 5 (April 5, 2018): 1002–10. http://dx.doi.org/10.1007/s10900-018-0505-1.
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Holsti, Maija, Sam Hawkins, Kim Bloom, Richard White, Edward B. Clark, and Carrie L. Byington. "Increasing Diversity of the Biomedical Workforce through Community Engagement: The University of Utah Native American Summer Research Internship." Clinical and Translational Science 8, no. 2 (January 15, 2015): 87–90. http://dx.doi.org/10.1111/cts.12258.
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McMiller, Tracee, Tameshia Lee, Ria Saroop, Tyra Green, and Casonya M. Johnson. "Middle/high school students in the research laboratory: A summer internship program emphasizing the interdisciplinary nature of biology." Biochemistry and Molecular Biology Education 34, no. 2 (March 2006): 88–93. http://dx.doi.org/10.1002/bmb.2006.49403402088.
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Mewshaw, Jennifer, Donald E. Bailey Jr., Amber L. Anderson, Ruth A. Anderson, Andrew L. Burd, Cathleen Colón-Emeric, and Kirsten N. Corazzini. "A novel program for ABSN students to generate interest in geriatrics and geriatric nursing research." Journal of Nursing Education and Practice 7, no. 6 (February 4, 2017): 95. http://dx.doi.org/10.5430/jnep.v7n6p95.
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The current shortage of nurse researchers in geriatrics adversely affects the capacity of nurses to conduct research to advance the evidence-based care of older adults. In an effort to generate interest in geriatrics and geriatric nursing research, the Duke University School of Nursing designed a summer internship for four students enrolled in the accelerated baccalaureate nursing (ABSN) program. This paper describes the experience of these ABSN students and the staff and faculty who worked with them. The program design, staff and faculty experiences, benefits and challenges, as well as recommendations for future programs are discussed. The purpose of this article is to highlight the benefits and challenges of offering research experiences to nursing students in an ABSN program to stimulate interest in geriatrics and geriatric nursing research.
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Schroeder, Stephanie, and Jan Amend. "Effective Strategies for Engaging Community College Students in Research via Cutting-Edge Technology." Marine Technology Society Journal 52, no. 1 (January 1, 2018): 28–32. http://dx.doi.org/10.4031/mtsj.52.1.5.
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AbstractAs we train the next generation of Science, Technology, Engineering, and Math (STEM) researchers, it is imperative that we expand our recruitment to community college students. Many of these students are highly motivated and extremely talented, but they often lack exposure to cutting-edge technology found at R1 institutions, much less have the opportunities to participate in original research. The Center for Dark Energy Biosphere Investigations (C-DEBI) at the University of Southern California (USC) started a community college research internship summer program in 2013. The nonresidential and residential programs combined so far have trained 60 students in the biogeosciences, with 46 of them having transferred to 4-year institutions and 95% remaining in STEM fields. Their introduction to and acquired competence in several advanced technologies have further prepared these students to pursue graduate degrees and rewarding careers in research-based STEM fields.
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McLean, Nicole A., Marilyn Fraser, Nicole A. Primus, and Michael A. Joseph. "Correction to: Introducing Students of Color to Health Sciences Research: An Evaluation of the Health Disparities Summer Internship Program." Journal of Community Health 43, no. 5 (July 4, 2018): 1011. http://dx.doi.org/10.1007/s10900-018-0546-5.
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Eeds, Angela, Chris Vanags, Jonathan Creamer, Mary Loveless, Amanda Dixon, Harvey Sperling, Glenn McCombs, Doug Robinson, and Virginia L. Shepherd. "The School for Science and Math at Vanderbilt: An Innovative Research-Based Program for High School Students." CBE—Life Sciences Education 13, no. 2 (June 2014): 297–310. http://dx.doi.org/10.1187/cbe.13-05-0103.
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The School for Science and Math at Vanderbilt (SSMV) is an innovative partnership program between a Research I private university and a large urban public school system. The SSMV was started in 2007 and currently has 101 students enrolled in the program, with a total of 60 students who have completed the 4-yr sequential program. Students attend the SSMV for one full day per week during the school year and 3–6 wk in the summers following their ninth- to 11th-grade years, with each grade of 26 students coming to the Vanderbilt campus on a separate day. The research-based curriculum focuses on guiding students through the process of learning to develop questions and hypotheses, designing projects and performing analyses, and communicating results of these projects. The SSMV program has elevated the learning outcomes of students as evidenced by increased achievement scores relative to a comparison group of students; has provided a rigorous research-based science, technology, engineering, and mathematics elective curriculum that culminates in a Summer research internship; has produced 27 Intel and Siemens semifinalists and regional finalists over the past 4 yr; and has supported the development of writing and communication skills resulting in regional and national oral presentations and publications in scientific journals.
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Perry, Elizabeth. "Creating Communication Conduits: a Greater Yellowstone Science Learning Center Internship." UW National Parks Service Research Station Annual Reports 35 (January 1, 2012): 160–62. http://dx.doi.org/10.13001/uwnpsrc.2012.3953.
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Communicating scientific endeavors in a manner accessible to researchers, managers, and the public alike is an important, yet often neglected, aspect of conducting studies. For research carried out on Americaâs public lands, including the National Park Serviceâs, this communication is even more important, as we are all owners and stewards of these magnificent ecological and cultural landscapes. This summer, I worked with The Greater Yellowstone Science Learning Center, Grand Teton National Park, and researchers from across the country to augment and enhance the information about current park studies and resource status reports available to the Science Learning Centerâs website visitors. This addition of pertinent information to the website is of value to all those interested in the socio-ecological landscapes the National Park Service is tasked to conserve, scientific studies occurring in Grand Teton National Park, and potential implications of these studies and findings beyond park boundaries. The additions not only reach those who are currently invested in stewardship of our national parks, but also potential stewards with whom we have the unique opportunity to communicate with digitally, vastly expanding science communication and involvement opportunities.
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Porter, Lon A. "High-Impact Practices in Materials Science Education: Student Research Internships Leading to Pedagogical Innovation in STEM Laboratory Learning Activities." MRS Advances 2, no. 31-32 (2017): 1667–72. http://dx.doi.org/10.1557/adv.2017.106.
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ABSTRACTTraditional lecture-centered approaches alone are inadequate for preparing students for the challenges of creative problem solving in the STEM disciplines. As an alternative, learnercentered and other high-impact pedagogies are gaining prominence. The Wabash College 3D Printing and Fabrication Center (3D-PFC) supports several initiatives on campus, but one of the most successful is a computer-aided design (CAD) and fabrication-based undergraduate research internship program. The first cohort of four students participated in an eight-week program during the summer of 2015. A second group of the four students was successfully recruited to participate the following summer. This intensive materials science research experience challenged students to employ digital design and fabrication in the design, testing, and construction of inexpensive scientific instrumentation for use in introductory STEM courses at Wabash College. The student research interns ultimately produced a variety of successful new designs that could be produced for less than $25 per device and successfully detect analytes of interest down to concentrations in the parts per million (ppm) range. These student-produced instruments have enabled innovations in the way introductory instrumental analysis is taught on campus. Beyond summer work, the 3D-PFC staffed student interns during the academic year, where they collaborated on various cross-disciplinary projects with students and faculty from departments such as mathematics, physics, biology, rhetoric, history, classics, and English. Thus far, the student work has led to three campus presentations, four presentations at national professional conferences, and three peer-reviewed publications. The following report highlights initial progress as well as preliminary assessment findings.
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Succar, Tony, Virginia A. Lee, Christopher Karmonik, and Andrew G. Lee. "An Academic Ophthalmology Curriculum as a Model for Introducing Preprofessional Students to Careers in Ophthalmology." Journal of Academic Ophthalmology 14, no. 01 (January 2022): e45-e51. http://dx.doi.org/10.1055/s-0042-1743413.
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AbstractOphthalmology is one of the most rewarding and fulfilling medical careers in medicine due to the broad practice scope (including a combination of medicine and surgery); patient population (treatment of pediatric and adult patients); diverse patient and pathology mix (healthy eye exams, refractions, and pathology); high patient and provider satisfaction rates; and highly specialized technology and treatments. Unfortunately, academic exposure to ophthalmology as a career in medical school curricula has had a global decline for decades. While most of the evidence-based interventions found in the literature have resulted in enhanced educational outcomes, ophthalmology exposure should be initiated earlier which provided an impetus for developing and implementing a structured curriculum for introducing preprofessional students to careers in ophthalmology. Educational programs offered in the pipeline from high school to college can reach students who are still undecided about higher education and career choices, thus providing an opportunity for increasing the numbers of students in medical and health professions. We describe a structured, academic curriculum model for pregraduate and undergraduate students to enhance interest and to increase academic exposure to basic clinical, research, and educational domains in ophthalmology. The Houston Methodist Hospital (HMH) Academic Institute offers an unparalleled 10-week summer student research program that matches HMH faculty members with students from multiple levels (e.g., high school, college undergraduates, and medical school). Students undergo prerequisite virtual training; attend weekly didactic lectures given by mentors, invited speakers, and other local leaders; shadow health care providers in active clinical settings as observers; participate in active research projects; present at local conferences; and are encouraged to eventually publish their work. We describe the structured curriculum from our first Summer Internship Program for High Schoolers in ophthalmology. To our knowledge an ophthalmology internship program for preprofessional students has not been previously published in the literature.
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Tsuei, Sian Hsiang-Te, Annalee Yassi, and Jerry M. Spiegel. "Critical reflection on a summer global health research internship: The need for education on global development paradigms in medical schools." Medical Teacher 37, no. 2 (September 2, 2014): 196–98. http://dx.doi.org/10.3109/0142159x.2014.955843.
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Eken, Süleyman, Muhammed Şara, Yusuf Satılmış, Münir Karslı, Muhammet Furkan Tufan, Houssem Menhour, and Ahmet Sayar. "A reproducible educational plan to teach mini autonomous race car programming." International Journal of Electrical Engineering & Education 57, no. 4 (February 19, 2020): 340–60. http://dx.doi.org/10.1177/0020720920907879.
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As autonomous cars and complex features of them grow in popularity, ensuring that analyses and capabilities are reproducible and repeatable has taken on importance in education plans too. This paper describes a reproducible research plan on mini autonomous race car programming. This educational plan is designed and implemented as part of a summer internship program at Kocaeli University and it consists of theoretical courses and laboratory assignments. A literate programming approach with the Python language is used for programming the race car. To assess the educational program’s impact on the learning process and to evaluate the acceptance and satisfaction level of students, they answered an electronic questionnaire after finishing the program. According to students’ feedback, the reproducible educational program is useful for learning and consolidating new concepts of mini autonomous car programming.
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Costas, Amaya Garcia, Devon L. Ragen, and John W. Peters. "Searching for Nitrogen-Fixing Microorganisms: An Original, Relevant, and Successful Early Research Experience." American Biology Teacher 79, no. 3 (March 1, 2017): 191–97. http://dx.doi.org/10.1525/abt.2017.79.3.191.
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A five-week research project was designed as part of a summer internship for high school students, and could also be used with educators or in introductory undergraduate research courses. This is a guided-inquiry-based project, framed within the significant issue of supplementing fertilizer use in agriculture with nitrogen-fixing microorganisms. This experience exposes students to how scientists are studying real-world problems; it teaches them basic research techniques, and promotes inquiry-based learning in a real research environment. It also fills a current gap in K-12 education that lacks enough microbiology emphasis. Research interns collect soil samples from various fields and use culture-dependent and culture-independent techniques to test whether there are nitrogen-fixing microorganisms that can be isolated and identified in each soil sample. Students work in a research laboratory making nitrogen-free media; culturing, isolating, and identifying microorganisms; extracting soil DNA; and amplifying the 16S rRNA and nifH genes. We administer a pre-test and a post-test, and students present their research both in a short talk and with a poster. By hosting high school students in a research laboratory and immersing them in laboratory science, we hope to inspire them to pursue a STEM-related career.
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VanMeter-Adams, Amy, Cara L. Frankenfeld, Jessica Bases, Virginia Espina, and Lance A. Liotta. "Students Who Demonstrate Strong Talent and Interest in STEM Are Initially Attracted to STEM through Extracurricular Experiences." CBE—Life Sciences Education 13, no. 4 (December 2014): 687–97. http://dx.doi.org/10.1187/cbe.13-11-0213.
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What early experiences attract students to pursue an education and career in science, technology, engineering, and mathematics (STEM)? Does hands-on research influence them to persevere and complete a major course of academic study in STEM? We evaluated survey responses from 149 high school and undergraduate students who gained hands-on research experience in the 2007–2013 Aspiring Scientists Summer Internship Programs (ASSIP) at George Mason University. Participants demonstrated their strong interest in STEM by volunteering to participate in ASSIP and completing 300 h of summer research. The survey queried extracurricular experiences, classroom factors, and hands-on projects that first cultivated students’ interest in the STEM fields, and separately evaluated experiences that sustained their interest in pursuing a STEM degree. The majority of students (65.5%, p < 0.0001) reported extracurricular encounters, such as the influence of a relative or family member and childhood experiences, as the most significant factors that initially ignited their interest in STEM, while hands-on lab work was stated as sustaining their interest in STEM (92.6%). Based on these findings collected from a cohort of students who demonstrated a strong talent and interest in STEM, community-based programs that create awareness about STEM for both children and their family members may be key components for igniting long-term academic interest in STEM.
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Schaller, Emily L., J. Ryan Bennett, Donald R. Blake, Raphael M. Kudela, Barry L. Lefer, Melissa Yang Martin, Dar A. Roberts, Richard E. Shetter, Bruce A. Tagg, and Jack A. Kaye. "High-Flying Interns: NASA’s Student Airborne Research Program (SARP)." Bulletin of the American Meteorological Society 103, no. 4 (April 2022): E1061—E1077. http://dx.doi.org/10.1175/bams-d-19-0269.1.
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Abstract NASA’s Student Airborne Research Program (SARP) has completed 13 years of airborne student research since its inception in 2009. The 8-week summer internship program provides students, typically rising undergraduate seniors, with an opportunity to get hands-on experience in making Earth system measurements using NASA’s airborne science platforms. Students also make complementary surface-based measurements, analyze airborne and surface data in the context of related data (e.g. coincident satellite measurements or prior-year SARP data), and present results to peers, program leadership, agency management, and the community. The program splits its time between the NASA Armstrong flight facility in Palmdale, California, and the University of California, Irvine. It is implemented with participation of faculty advisors (who provide many of the instruments used) and graduate student mentors, under the overall leadership of the NASA Earth Science Division. Disciplinary foci include atmospheric gases and aerosols, ocean biology, and terrestrial ecology using both in situ and remote sensing instruments. Students are also taken on site visits to nearby laboratories and facilities and attend lectures from visiting faculty and NASA agency personnel. The program engages approximately 30 students per year, with overall approximate gender balance. The program has a high rate of STEM retention, and its alumni are actively engaged in graduate and postgraduate programs in Earth system science and other disciplines. A summary of scientific and programmatic outcomes and a description of how the program has evolved will be presented.
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Acar-Ciftci, Yasemin. "Bridging Knowledge and Action in the Workplace: An Evaluation on Internship Learning Outcomes of Child Development Associate Degree Program Students." Journal of Education and Learning 9, no. 3 (May 28, 2020): 174. http://dx.doi.org/10.5539/jel.v9n3p174.
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The efficiency of the education systems fundamentally depends on the quality of teaching and learning in classrooms, workshops, laboratories, and other educational spaces. Perfect teachers, well-designed courses, and proper facilities, provision of necessary resources are required for an excellent education, but not enough. This study aims to evaluate child development associate degree program students in their learning during their summer internships the scope of Raelin’s Work-Based Learning Model. The individual level of this model takes place two types of learning (theory and practice) and four types of individual learning (conceptualization, experimentation, experience, and reflection) that arise from a matrix of two forms of knowledge (explicit and implicit). This research was designed as a case study, one of the qualitative research methods. Depending on the tradition of qualitative research, observation, semi-structured interview, and document review strategies were used to increase the reliability of this study. In the analysis of the qualitative data, the descriptive analysis technique was used to define and interpret the data in line with the predetermined themes. The findings obtained in this study revealed that although the students made various observations and practices during their internships, it has been identified that these studies did not include the learning types in the context of the model.
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Koenders, Sedona L., Linda L. Barnes, Lance D. Laird, Bayla Ostrach, and Gemmae M. Fix. "Applied Training in a Medical Anthropology Master's Program." Practicing Anthropology 42, no. 1 (January 1, 2020): 43–47. http://dx.doi.org/10.17730/0888-4552.42.1.43.
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Abstract Learning practical skills is key to becoming an applied anthropologist. For my MS degree, I chose a program at Boston University School of Medicine that incorporates skills development into the curriculum through its Service-Learning Internship Program (SLIP). The SLIP facilitates students' familiarity with their field site throughout the first year, before they start summer fieldwork. My SLIP and thesis fieldwork took place in a VA hospital's pain clinic—a placement ideal for my interest in researching pain management during an opioid epidemic. This paper describes my training, developing a research question, meeting theoretical and logistical requirements, handling the unpredictable nature of research, data collection, analysis, and writing. I use getting Institutional Review Board (IRB) approval for my thesis project as an example of how these skills came together. Guided by my mentors, this experience afforded me hands-on training. I can now bring my anthropological approach into the work force.
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Xu, Jay, Jian Pei, and Zicun Cong. "Finding Multidimensional Simpson's Paradox." ACM SIGKDD Explorations Newsletter 24, no. 2 (November 29, 2022): 48–60. http://dx.doi.org/10.1145/3575637.3575645.
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Finding and analyzing Simpson's paradox, a well known statistical phenomenon, has found many applications. While the existing literature focuses on only analyzing the causes of identi ed Simpson's paradox, there is no systematic analysis on Simpson's paradox in multidimensional spaces. In this paper, we develop a simple yet practical approach to automatically identify all Simpson's paradox instances formed by various sub-populations and separator attributes in a multidimensional data set. Moreover, we analyze the distribution of the multidimensional Simpson's paradox instances on three real data sets with respect to dimensionality, size of sub-populations, participation of individual records, redundancy, and more. We obtain a series of interesting observations about a few questions that have never been asked before. The results open doors to a few interesting directions for future study. Moreover, this paper is an outcome from a high-school student summer research internship. It re ects our on-going e ort in promoting data science research to youth and high school students.
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Ward, Doriel D., Orsolya Garrison, Chamia Gary, Memory Bacon, and Tim Sobotka. "2468 CTSI 500 Stars Initiative (CTSI of SE-Wisconsin)." Journal of Clinical and Translational Science 2, S1 (June 2018): 53. http://dx.doi.org/10.1017/cts.2018.201.
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OBJECTIVES/SPECIFIC AIMS: Our Goal is to enroll 500 students over 10 years into the CTSI 500 Stars Initiative. Student family members and community members are essential to career achievement and success; as such, the program also engages student families, along with key community members, as part of an Advisory Group, throughout the entire student experience. Besides programmatic and planning activities, students, family, and community members participate in our CTSI Community Engagement Science Café monthly series, where students may also present on a number of research and health-related topics of interest. The Advisory Group meets every 3–4 months in ensuring continuous engagement and overall program success. METHODS/STUDY POPULATION: Our Initiative takes both direct and supportive roles in offering 2 educational and training pathways; namely, our Summer Internship Program (6–8 wk duration) and our Students Modeling a Research Topic (SMART) Year-round Education Program (usually offered in Fall and Spring academic semesters) for high school students only. In the SMART Teams program, we work with regional public and private school districts to train science teachers, and assist them in developing and/or enhancing their science curriculum, thus creating pathways towards careers in translational science settings. Our aim is that students who participate in the year-round program (along with additional students) subsequently participate in our summer program. Therefore, overall program engagement is continuous throughout the year. In Summer, 2017 we engaged with well-established regional partners and collaborators (CTSI affiliated numerous public school districts, and community-based organizations) to move the translational workforce along existing regional diversity education and training pipelines. A Kick-off event was held on June 15, 2107 and attended by students and family members. We offered 6–8 weeks of hands-on experiences working with faculty researcher mentors and their research teams conducting real-life studies, in addition to professional experiences in research “support” settings, as well as in the community. We also developed established a “Summer” SMART (Students Modeling a Research Topic) Teams Program and a Summer “Advanced” SMART Teams Program, where a number of students were placed at 2 CTSI partner and collaborator institutions. The primary goal of the SMART Teams experience is to introduce students to translational science by building upon laboratory research to better understand clinical and community impact of disease within a patient population. Overall, internship sites included research labs, protein modeling labs, numerous research support settings, clinical care settings, and community sites for those students who were interested in population health sciences. In addition, students were offered career enrichment and professional development lunch and learn sessions, career panel sessions presented by long term, expert professionals in various fields translational science, and confidence building and networking sessions. Students also participated in a community volunteer day activity, a trip to the Chicago Science Museum, and numerous CTSI engagement activities (Science Cafés, simulation lab tours, etc.). RESULTS/ANTICIPATED RESULTS: The 2018 year-round program will initiate in the Fall. Our 2017 Summer Internship Program received 192 students/trainees applications of whom 133 were underrepresented minorities (URMs). We enrolled 109 participants, including 83 URMs (84 high school students and 25 college students). A total of 53 Wisconsin high schools and 19 colleges and universities (local and out of state) participated. Students engaged in all activities as outlined in the Methods section. At the end of the summer program, students created and presented posters as part of the closing ceremony. Certificates of completion were given to the students by program leadership and the Al Hurvis/ADAMM leadership (program funding agency). Students wore white lab coats to create an atmosphere of cohesion and accomplishment. Parents and other family members attended the closing ceremony, demonstrating strong support for students and the program. Our anticipated results for CTSI 500 Stars Initiative is to increase diversity in the Translational Science Workforce via education and training of 500 high school and college students over 10 years. We will also remain engaged and track student’s various venues for at least 10 years to determine the outcome of their experiences towards careers in Translational Science settings. We will continue to engage community members and community-based organizations as collaborators and advisors to participate in every stage of our activities. Moreover, we plan to broaden our reach by establishing additional relationships with additional high schools and middle schools to further enhance the 500 Stars Initiative. In addition, we will develop metrics by which to measure the validity and success of our program. DISCUSSION/SIGNIFICANCE OF IMPACT: The aim of the CTSI 500 Stars Initiative is to provide real-life, practical experiences in translational science settings as a part of our efforts to train and cultivate the translational science workforce, while also engaging patients, families and community members in every phase of the translational process. Targeting under-represented minority students contributes towards increasing diversity in the workforce. It is also our hope that by increasing URMs in the workforce, there will be positive impact on communities of color, with respect to increasing participation in their health care decision making and in clinical/translational research; thus, ultimately leading to better health outcomes in the communities we live and serve. Our overall framework is to engage, educate, enrich, empower, elevate, enable students towards careers in clinical and translational settings.