CASE STUDY 1

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CASE STUDY 1

机译：案例研究1

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When the NSF Center for Layered Polymeric Systems (CLiPS) was established at Case Western Reserve University (CWRU) in 2006, staff members set their sights on improving diversity across the center. At that time, the PhD program in Macromolecular Science and Engineering ("Macro") had no minority students. In fall 2014, African Americans comprised 12% of Macro PhD students, which is on par with the national population. How did they achieve this parity? CLiPS created vertically layered research teams. Within each team, faculty members define and direct the research, and graduate students and postdocs have individual projects. Undergraduates and high school students work together on a graduate student's project, with each student being responsible for a part of the project that is commensurate with that student's level of learning. Based on recommendations from their science teachers, high school students in the Cleveland Metropolitan School District (CMSD) were invited to participate. CMSD is a challenged, urban school system with a minority enrollment of ～80%. Upon program completion, students are aggressively recruited to enroll at CWRU. Upon college graduation, the undergraduate researchers are again aggressively recruited, this time to the PhD program.

机译：当凯斯西储大学（CWRU）于2006年建立了NSF分层聚合物系统中心（CLiPS）时，工作人员就着眼于改善整个中心的多样性。当时，大分子科学与工程学博士学位课程（“宏”）没有少数民族学生。在2014年秋季，非裔美国人占Macro PhD学生的12％，与全国人口持平。他们如何实现这种均等的？ CLiPS创建了垂直分层的研究团队。在每个团队中，教职员工定义和指导研究，研究生和博士后拥有单独的项目。本科生和高中生在研究生的项目中共同工作，每个学生负责与该学生的学习水平相称的项目部分。根据理科老师的建议，克利夫兰都市学校区（CMSD）的高中学生被邀请参加。 CMSD是一个受挑战的城市学校系统，少数民族入学率约为80％。计划完成后，将积极招募学生加入CWRU。大学毕业后，将再次积极招募本科生研究人员，这次是博士课程。

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《Oceanography》 |2014年第4期|11-11|共1页
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CASE STUDY 1

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