& r " ; re a ea Tp pf ; ectronic location: . | ey) Bl | d pd : H- a y ie a ‘ http: //www.hrsa.dhhs .gov/bhpr/dda/hcop/hcophome . htm grees f% { Freshman and j Sophomores ) Ly phe, ¢ Division of Disadvantaged Assistance “High School Bureau of Health Professions “{ Seniors and _ Health Resources and Services Administration | Graduates } ''$3" LITA 27pl} Lit A WLI § fies ss LIBRARY '' — HEALTH RESOURCES AND SERVICES ADMINISTRATION "HRSA——Helping Build A Healthier Nation” The Health Resources and Services Administration has leadership responsibility in the U.S. Public Health Service for health service and resource issues. HRSA pursues its objectives by: Supporting states and communities in delivering health care to underserved residents, mothers and children and other groups; Providing health services for Native Americans; Participating in the campaign against AIDS; Serving as a focal point for federal organ transplant activities; Providing leadership in improving health professions training; Tracking the supply of health professionals and monitoring their competence through operation of a nationwide data bank on malpractice claims and sanctions; and monitoring developments affecting health facilities, especially those in rural areas. '' ''FOREWORD Structured programs to help minority and disadvantaged students enter into and graduate from health professions schools have been supported by the Federal Government since 1972 -- currently through the Health Careers Opportunity Program (HCOP) and in earlier years through Special Health Career Opportunity Grants. The aim of the HCOP effort is twofold. It seeks to train minority and disadvantaged individuals to become health professionals because they are the most likely to work with and provide care for underserved populations and underserved areas of the Nation. It also seeks to increase proportionately the representation of minority and disadvantaged populations in the health and allied health professions. Educational institutions and community groups that have organized HCOP efforts have received Federal support for as few as one and as many as 14 years. Since 1978, nearly $173 million have been invested in almost 400 different HCOP programs designed to assist students in obtaining the preliminary and professional education needed to begin careers in Medicine, Osteopathy, Dentistry, Optometry, Pharmacy, Podiatric and Veterinary Medicine, and a range of allied professions. This year, 156 institutions in 37 States, the District of Columbia and Puerto Rico will mount HCOP programs with financial support from the Bureau of Health Professions in the Health Resources and Services Administration. The HCOP sponsors range from tiny Wiley College of Marshall, Texas, to the sprawling California university and college systems. They include 4-year colleges and universities, community organizations, health and allied health professions training programs, community colleges, professional associations and agencies of State and local governments. Nearly 13,000 high school, college, graduate and professional students — in various phases of their career planning and preparation -- will benefit this year from HCOP programs. About 76 percent are Blacks and another 16 percent are Hispanics. Some three percent are American Indians or Alaska Natives; another three percent are Asian Americans or Pacific Islanders; and two percent are disadvantaged Whites. These programs provide career information and introduce students to minority professional role models. They offer preliminary education and expose students to clinical settings. They help students manage admissions and financial aid requirements and, once in school, provide the support these students need to perform successfully and become qualified health professionals. ''Over the years, HCOP programs have developed considerable sophistication in preparing minority and disadvantaged students. They know that support systems are critical if these students are to consider health careers and persevere toward their goals. They realize the effort required to identify viable prospective candidates from a limited target population. They understand the necessity of recruiting students who, early in school, may be considered academic risks, yet have the potential to succeed in school and in the profession. They know the importance of efforts to remedy educational deficiencies that must be overcome if these students are to earn admission. They have experienced the difficulties of guiding students through the maze of standardized tests and admissions requirements. And they have learned the commitment needed to deliver the personal counseling and attention essential to support and retain disadvantaged students in school. In the following pages, the 156 active HCOP programs, their purposes and methods are briefly highlighted. The digest was developed under the direction of Clay E. Simpson, Jr., Ph.D., Director of the Bureau's Division of Disadvantaged Assistance, which administers HCOP. It was prepared by Ms. Rosemary Diliberto, Ms. Jacquelyn Williams and Ms. Mimi Chafin of his staff. On behalf of the Bureau, I am pleased to issue this digest in the hope that it will generate a better understanding of HCOP and its purposes, foster communication among the programs and encourage other institutions’ to participate. I hope it will help stimulate new ideas and program designs. Most of all, I hope it will assist disadvantaged students to aim for health careers, search out the resources they need if they are to succeed, and commit themselves to helping build a more equitable health care system and a healthier Nation for all, including disadvantaged Americans. J. y ett Clinton, M.D. Assistant Surgeon General Director 1a ''CONT ENTS EORCWONCS Sere. c ccd a ceo eat eeocve Callao: SPave ereleigus. ce wipie oie Abstracts. eevee ie oo eteie cUeE Te cisie pine Sion woke Geb oe shoal Acronyms... eevee gd SU EN 1a Ce eee 8 dds LR OE naa eel iii '' ''THE UNIVERSITY OF ALABAMA AT BIRMINGHAM School of Health Related Professions University Station Birmingham, AL 35294 (205) 934-5614 Allied Health Careers Opportunity Pathway Program The goal of this project is to assist students from disadvantaged backgrounds who are enrolled in six historically Black colleges and universities in Alabama to enter and graduate from the baccalaureate level allied health programs of cytotechnology, medical records administration, medical technology, nuclear medicine technology, occupational therapy, radiologic sciences and surgeon's assistant. Educational Assistance Agreements are established with Alabama A&M University, Alabama State University, and Miles, Oakwood, Stillman and Talladega Colleges for the purpose of carrying out activities to increase students' competitiveness in the application process. A Weekend Scholars Program conducted at each of the six campuses focuses on diagnostic testing and evaluation, and on the development of skills in reading comprehension, study and note-taking, test-taking, interviewing, and time management. Visits to the facilities of the School of Health Related Professions expose students to the environment in which they will be expected to function. At the professional level, the School of Health Related Professions conducts a four-week pre-entry program providing study and test-taking guidance, instruction in basic medical terminology and concepts of logic and reasoning, on-site clinical observation, personal and social adjustment activities, basic competency skills and individually prescribed instruction. A counseling and retention program for enrolled trainees offers personal and academic counseling through both individual and group sessions, and a peer and professional tutoring component. BISHOP STATE JUNIOR COLLEGE 351 North Broad St. Mobile, AL 36690 (205) 690-6840 Health Careers Opportunity Program Bishop State serves as a feeder school channeling minority and disadvantaged, predominantly Black students to health and allied health professions schools. Some students from this junior college program enter the Regional Technical Institute-School of Health-Related Professions of the University of Alabama-Birmingham and other associate degree and baccalaureate degree allied health programs. Others transfer to the senior college level to pursue ''pre-professional programs such as medicine, dentistry, pharmacy or veterinary medicine. The program objectives include recruitment, facilitating entry, preliminary education and dissemination of financial aid information. Activities are undertaken both during the summer and the academic year. Targeted students are afforded opportunities to explore on-the-job dynamics, to gain an understanding of recruitment procedures and how to plan a career in the health professions. They are offered preview courses in mathematics and science in the quarter prior to enrolling and specialized seminars on health careers and their relevance to society. Academic enrichment/career exploration is provided through faculty mentors. Opportunities are provided for clinical site observations, volunteer work and specialized courses designed according to student need. Advocacy for admissions to professional schools and personal and academic counseling services are also afforded each disadvantaged participant. The summer enrichment program, for both rising high school seniors and for recently graduated high school seniors, lasts for eight weeks for those seeking to enter the health professions, and includes computer-aided instruction in mathematics and instruction in biology, chemistry, reading/comprehension, communication skills, learning skills, medical terminology and Becoming a Master Student. Similar courses are offered throughout the academic year. Specific activities to facilitate entry include counseling regarding test taking and interviewing. Application assistance and academic counseling is provided. Formal linkage agreements with Xavier, Dillard, Miles College, Howard University and The University of Alabama-Birmingham provide continuity along the educational pathway. ALABAMA A&M UNIVERSITY School of Education Post Office Box 540 Normal, AL 35762 (205) 859-7367 Health Careers Opportunity Program This project is designed to assist disadvantaged students, primarily Blacks, gain admission to the graduate level speech-language pathology program at Alabama A&M University and assist in their retention. College seniors majoring in speech-language pathology are advised and counseled on admissions processes and on completion of applications and financial aid forms. A one-semester course during the senior year is offered to improve performance on standardized and non-standardized tests and enhance competitiveness in the admissions process. Content focuses on test-taking skills, and a review in anatomy, phonetics and normal language development. Prior to fall enrollment,students participate in a Six-Week Enrichment Institute on "Basic Skills in Communications Disorders.” The program provides an intensive review ''of basic undergraduate coursework in communication disorders (anatomy/physiology, phonetics, normal language development, articulation); preparatory coursework in statistics and research; and development of time management, study, and test taking skills. Once enrolled in the graduate program, a host of retention services is available to program students, including regularly scheduled counseling sessions, both individual and group; a weekly “How To” skills development series; tutorials and group study forums; a bimonthly Syntactical Review class to increase oral/aural and written communication and diagnostic skills and overall ability to correctly identify disordered syntactical structures from correct syntactical structures; and study sessions for Departmental Exit Exams and the National Exam for Speech-Language Pathology. Other program activities include a monthly lecture series focusing on areas of importance in the field; sponsorship of a regional colloquium presented by a nationally known expert; bimonthly seminars on computer usage; facilitating internship placements with various agencies; student attendance at professional meetings; visits to model diagnostic-treatment centers; a demonstration therapeutic/diagnostic program; development of an instructional video tape and journal library; and an incentive program to encourage student participation in HCOP activities. TUSKEGEE UNIVERSITY School of Veterinary Medicine Tuskegee, AL 36088 (205) 727-8176 Health Careers Opportunity Program The goal of this project is to increase the number of disadvantaged students enrolling in and completing the veterinary medical curriculun. Participation is targeted to rural Black, Hispanic, Native American, Asian-American, and economically disadvantaged white students who have completed at least two years of college. The three major components of the program are: 4 coordinated recruitment effort, focused primarily in the states of Alabama, Georgia, Mississippi, Arkansas, South Carolina, Maryland and West Virginia; a pre-admission activity, designed to facilitate the entry of "high risk” students and provide the skills necessary for successful transition to the professional school; and a post-admission phase designed to achieve maximum retention and acceptable performance on national board examinations. The pre-admission phase consists of an eight-week Pre-entry Summer Enrichment Program which provides for diagnosis of learning deficiencies, development of survival skills (medical terminology, organizational skills, test-taking skills) and basic science enrichment by veterinary school faculty. Instruction focuses on the development of those critical thinking skills that are the major components of scientific thought (conceptualization, judgmental and problem solving processes). Educational and psychosocial counseling are provided, and students are involved in "hands-on" clinical activities. The post-admission phase offers a number of support activities, including faculty-peer tutorials, a “buddy” program, supplemental review sessions, syllabi/multimedia autotutorial components and comprehensive counseling. ''Computerized self-assessment examinations, comprehensive examinations, organized review sessions and workshops on examination-taking techniques are conducted in preparation for the national and state board examinations. TUSKEGEE UNIVERSITY School of Nursing and Allied Health Tuskegee, AL 36088 (205) 727-8494 Matriculation Allied Health Careers Opportunity Program (MAHCOP) The MAHCOP is designed to increase the pool of qualified applicants entering the baccalaureate degree programs of Medical Technology, occupational therapy, and radiologic technology at Tuskegee University, and improve their performance on national certification examinations and in professional practice. Program activities are targeted to Black students already enrolled at Tuskegee, either in the preprofessional or professional phase, as well as to interested students attending eight affiliated colleges, seven of which are historically Black institutions (Bethune-Cookman College, Jackson State University, Mary Holmes College, Paine College, Prentiss Normal and Industrial Institute, Rust College and Bishop Junior College). Students who have completed their freshman year will be selected in equal numbers from Tuskegee and the affiliated colleges for participation in the eight-week Summer Allied Health Program. The program includes an orientation to the three targeted disciplines; communication skills reinforcement; instruction by Tuskegee faculty in biology, chemistry and physics; reading comprehension; study skills reinforcement; test-taking skills/strategies; and personal and financial aid counseling. Clinical observations are scheduled in the discipline targeted by individual students. For those students returning to one of the affiliated colleges, the MAHCOP Conference/Monitoring Segment monitors academic progress and refers students to services designed to ensure successful transfer and matriculation into the professional phase at Tuskegee. For Tuskegee students, the Tutorial System offers individual sessions in those preprofessional courses with the highest failure rates. The Content Review Program conducted during the last semester of the professional phase is designed to improve students' integration, analysis, synthesis and summation of knowledge in preparation for the national certification examinations. ''CALIFORNIA UNIVERSITY OF CALIFORNIA-BERKELEY School of Public Health 19 Earl Warren Hall Berkeley, CA 94720 (405) 642-2525 Minority Enrollment Program The goal of the Minority Enrollment Program is to increase the number of well-prepared Black, Hispanic and American Indian students applying to, accepted, enrolling in and graduating from the School of Public Health. Through formal relationships with five undergraduate institutions, a continuum of support is provided students from the freshman year of college through graduation from the professional program. At the undergraduate level, Educational Assistance Agreements with the University of California, Berkeley, Undergraduate Affairs, and California State University undergraduate units at Fresno, Hayward, Sacramento and San Francisco serve to facilitate the identification, recruitment and selection of target students; provide enrichment through state-supported activities, including reading comprehension, writing and oral communication; and track students' progress. Activities during the academic year include recruitment visits to the feeder schools, other institutions and public health work sites; campus visits by potential applicants; a public health conference for prospective students; application and financial aid advisement; and an annual conference for college counselors. Four GRE preparatory workshops are offered at the feeder schools and UC-Berkeley over a six-week period during the fall, focusing on the improvement of test-taking, vocabulary, computational and analytic reading skills. A six-week summer program at UC-Berkeley for feeder school students who have completed their sophomore or junior year is designed to provide the skills to improve grade point averages, earn high scores on the Graduate Record Examination (GRE) and succeed in a graduate program in public health. Courses are offered in quantitative analysis, technical writing, scientific problem solving involving indepth study of a public health problem and GRE preparation. Minority professionals provide an introduction to the various public health careers. At the graduate level, a three-week program for accepted students focuses on quantitative methodology, scientific writing, and research methods. Retention services for enrolled students include study groups and tutorials. ''UNIVERSITY OF CALIFORNIA-DAVIS School of Medicine Medical Sciences 1-C Davis, CA 95616 (916) 752-8119 Health Resources Development Program Minority and other disadvantaged students, primarily from the Central Valley of Northern California, are targeted for activities designed to assist in their preparation and admission to medical school through Educational Assistance Agreements with the University of California-Davis, California State University-Sacramento, Sacramento City College and Laney Community College. A six-week Summer Academic Study Program for rising sophomores provides instruction by feeder school faculty in biology, chemistry, math and physics; development of learning skills utilizing an integrated problem-based, critical thinking format; a microcomputer orientation; and career related workshops. For juniors and seniors, bi-monthly workshops focus on MCAT review, test-taking skills, interviewing skills, the admissions process, completion of applications and the medical school curriculum. Other activities include a seminar series, an applicant hospitality program, and clinical exposure through year round work experiences in a minority medical student-operated community clinic, Clinica Tepati. A Summer Pre-Entry Program exposes entering medical students to the basic science curriculum. This six-week program provides faculty instruction in physiology, anatomy, physical examination and survival skills involving problem-based learning and problem solving techniques, as well as seminars on health care issues. A clinical experience is also scheduled. Retention services for enrolled medical students include academic, financial and personal counseling; tutoring; and a National Board, Part I review. In addition, a Pre-Clinical Retention program places first and second year students in assignments with the Clinica Tepati. UNIVERSITY OF CALIFORNIA-DAVIS School of Veterinary Medicine Davis, CA 95616 (916) 752-1800 Recruitment of Minorities into Veterinary Medicine Increasing the numbers of minority veterinarians in the state of California is the goal of this HCOP project. Black, Hispanic and American Indian students who are state residents or residents of states participating in the WICHE program are targeted for activities designed to increase the pool of well-qualified applicants, facilitate their entry and retain them in the School of Veterinary Medicine. Such activities include the development of pre-veterinary clubs on eight targeted state college and university campuses. ''Project involvement in these clubs is for the purpose of maintaining consistent contact with students and providing updated information on admissions criteria and process. The Summer Enrichment Program I is designed to prevent academic difficulty from occurring during the first two years of college. Entering freshmen and sophomores participate in the four-week program which emphasizes learning skills development, academic advising, admissions counseling and veterinary medical career development. The Summer Enrichment Program II prepares juniors and seniors to enter the School of Veterinary Medicine, and includes instruction in advanced biology, verbal and quantitative skills in preparation for the GRE; admissions counseling, financial aid information, and interviewing techniques; and a veterinary medical awareness component involving hands-on experience. A one-week pre-entry program assists entering students in finalizing financial aid award packages and offers mini-courses in subject areas which traditionally pose the most difficulty during the freshman year. Retention services for enrolled students include counseling support and an Academic Support Group which encourages group study, offers sessions on time management and study techniques and pairs students with faculty for assistance. The Simulated Minority Admissions Exercise will be conducted for faculty and admissions committee members, as well as pre-health advisors in the California State Universities and other feeder institutions. This exercise is designed to heighten awareness of the factors that aid in the prediction of a successful minority applicant. CALIFORNIA STATE UNIVERSITY-FRESNO School of Natural Sciences Fresno, CA 93740-0090 (209) 294-3936 Fresno Health Careers Opportunity Program The purpose of this project is to increase the number of qualified disadvantaged/minority Hispanic, Black and other students from rural areas entering medical school. The project conducts preliminary education activities for undergraduate freshmen and sophomores and activities to facilitate entry for upper division juniors and seniors. The summer preliminary education enrichment program consists of four weeks of instruction for targeted freshmen and sophomores. Curriculum includes instruction in mathematics, biology, bioethics, chemistry, reading, writing, study skills and library research. Academic and study skills material are taught by tenured track faculty from the Schools of Natural Science and Humanities and other university staff. Services to facilitate entry are provided throughout the academic year and include workshops on test-taking, science note-taking, interview skills, the application process, writing the personal statement and financial management. Preprofessional academic and peer advisement is likewise provided throughout ''the academic year. All students are tracked through a computerized tracking system. In addition, survival skills, family interaction seminars and stress management workshops are held. Students are introduced to role models through guest lectures and field trips. UNIVERSITY OF CALIFORNIA-IRVINE College of Medicine Irvine," €A 92717 (714) 856-6196 Comprehensive Program to Facilitate Entry and Retention The goals of this project are to: 1) increase the size and enhance the competitiveness of the pool of minority/disadvantaged students who are potential applicants to health professions schools; 2) maintain the high rate of enrollment and retention of minority/disadvantaged students at the College of Medicine, and 3) maintain the high retention rate and decrease the failure rate of such students on Part I of the National Boards Examination. Activities directed toward the development of the pool are carried out through Educational Assistance Agreements with the California State Universities at Fullerton, Long Beach and Dominquez Hills; California State Polytechnical University, Pomona; Chapman College; and the University of California, Irvine (UCI). In addition, the UCI-School of Medicine conducts a yearly Undergraduate Survival Skills Conference, career days, health professions Information conferences, mock interview workshops, a medical school re-applicants conference for rejected applicants and a Premedical Advisors Conference. Assistance and support is provided to minority pre-health clubs at seven colleges in providing members with information on medical schools and the application process. A six-week Summer Premedical Program conducted at the College of Medicine provides instruction in chemistry, conceptual physics, biology and learning skills to rising juniors. Clinical and research experiences, admissions workshops and simulated MCAT tests round out the program. A Postbaccalaureate Program of one to two years in length is offered to rejected applicants and is designed to assist them in becoming competitive applicants. The first phase, a six-week summer program, focuses on diagnostic evaluation and MCAT preparation in the areas of biology, physics and chemistry, and includes individualized programs designed to strengthen reading, writing and quantitative skills. The second phase provides an opportunity for postbaccalaureate students to enroll in undergraduate coursework in the university. Tutoring, counseling and advisement are offered on a regular basis throughout the program. Minority students accepted into the College of Medicine may participate in the six-week Summer Pre-Entry Program, designed to facilitate their transition to a medical school setting. The curriculum includes coursework in gross anatomy, biochemistry, microanatomy, neuroanatomy and study, communication and test taking skills. Academic year services for enrolled students include the Medical Student Enrichment Program, individual and small group tutoring, learning skills instruction, and academic ''counseling. A National Boards, Part I review is offered to students throughout the state who have failed the examination at least once. The five-week program focuses on self-study in relevant subject areas and practice examinations with faculty assistance. UNIVERSITY OF CALIFORNIA-SAN DIEGO School of Medicine Medical Teaching Facility La Jolla, CA 92093 (619) 534-4171 Special Admissions Support Program The goal of the Special Admissions Support Program is to increase the number of physicians returning to underserved Black, Hispanic and American Indian communities. Activities focus on the identification, recruitment, admission and retention of target students in the University of California-San Diego School of Medicine. Through a consortium arrangement with the University of California's Los Angeles and Irvine campuses, UCSD conducts workshops and conferences designed to inform undergraduate students of activities and strategies for becoming more viable applicants. Other project activities designed to assist students in gaining admission to the medical school include individual counseling, review of application materials and assistance in preparing personal statements, interviewing strategies and tours of the campus. Scholarship support is available for MCAT review courses and for the medical school. Entering students participate in an eight week summer pre-entry program designed to introduce students to the more difficult concepts and topics encountered in the first year. Faculty provide instruction in physiology, pharmacology and biochemistry. Tutorial assistance is available to enrolled students during their first two years. CALIFORNIA STATE UNIVERSITY-LOS ANGELES 5151 State University Drive Los Angeles, CA 90032 (213) 224-3381 Health Careers Opportunity Program This university is a prime feeder of underrepresented students to health professions schools of medicine, dentistry, optometry, veterinary medicine, podiatry and allied health. The objectives of its Health Careers Opportunity Program is to provide preliminary education and facilitate entry support to Black, Hispanic, American Indian and Pacific Islander undergraduate college students. ''Students attend a comprehensive orientation session during the two days preceding their initial fall quarter matriculation at California State. The session involves interviewing skills, note taking skills, stress management and financial aid. Interspersed are individual sessions with academic and peer counselors. Preliminary education activities held during the summer and academic year stress science learning, problem solving skills, writing, verbal skills and simulated MCAT reading, writing and quantitative tests. Science enrichment courses are provided in the late afternoons and early evenings in subjects such as general chemistry, organic chemistry, physics, biology and mathematics. In addition, a series of science skills videotapes are available for student use to supplement their learning. Other year-round facilitating entry activities include an MCAT Review Course, mock video interviews and a weekly seminar series with guests speakers. CHARLES R. DREW UNIVERSITY OF MEDICINE AND SCIENCE Medical School 1621 East 120th Street Los Angeles, CA. 90059 (213) 563-4974 Careers In Health Program The Careers in Health Program provides a continuum of support services designed to address specific academic and counseling needs of targeted minority and educationally disadvantaged students from high school through health professions school. The program targets students at the King/Drew Medical Center and throughout the South Areas of Los Angeles County. Prospective high school and college participants are contacted by the King/Drew Preprofessional Society which recruits targeted students and provides information about sources of financial aid. The “ACE” Learning Skills Development Course is an intensive four-week course designed to assist 25 high school students, undergraduates, and graduates develop a coherent approach to academic study through the strengthening of analytical and problem-solving skills. This course is offered both in the summer and winter and consists of study skills; analytical reading and reasoning skills; short-term and long-term test-taking strategies; and active problem-solving skills applicable to mathematics, science and written texts of all kinds. During the summer 20 to 30 college juniors and seniors participate in the eight-week Health Profession School Exam Preparation (HPSEP) program which focuses on test-taking skill development in preparation for the MCAT and other health professions school admissions examinations. Students completing the HPSEP program have increased knowledge of examination content areas in biology, organic and inorganic chemistry, mathematics, physics, quantitative analysis, reading and writing. 10 ''The Prematriculant Reinforcement in Medical Education (PRIME I) program is a four-week summer activity for 24 Drew/UCLA medical minority students who will be entering medical school in the fall. This activity is designed to provide a preview of the medical school anatomy, physiology and biochemistry courses, strengthen individual learning skills in the basic sciences, refine reading skills, introduce students to long-term goal planning and strategies for successful passage of the NBME Part I, and teach time and stress management techniques. The Prematriculant Reinforcement In Medical Education (PRIME II) program is an intensive four-week summer program for 12 to 15 minority students with less than a 3.0 grade point average that begins immediately following the completion of the first year of medical school. This consists of individualized prescriptive activities such as tutorials in basic science courses, computer-assisted instruction and study skills such as memorization, reading comprehension and analysis and synthesis of information. CHARLES R. DREW UNIVERSITY OF MEDICINE AND SCIENCE School of Allied Health 1621 East 120th Street Los Angeles, CA 90059 (213) 563-5851 Allied Health Careers Opportunity Program The goal of the program is to facilitate the enrollment and retention of disadvantaged Black and Hispanic Americans from the Los Angeles area into the Drew School of Allied Health. The School of Allied Health provides programs at both the associate degree and baccalaureate degree levels in the following disciplines: medical records and radiology technology at the associate degree level, physician assistant at the baccalaureate level, and medical technology. The program directs recruitment activities to area high schools and community colleges, Hispanic health organizations, and various community centers. It offers two concurrent six-week Summer Institutes (Levels I and II) for disadvantaged minorities interested in allied health careers. Students participating in the Level I Summer Institute are either high school seniors or post-high school students who have not been exposed to the pre~allied health curriculum. They attend workshops on skills development (reading, writing, test-taking, time management), stress reduction and intermediate level chemistry, anatomy, physiology and physics. Students participating in the Level II Summer Institute are either currently taking allied health prerequisite courses or have previously taken such courses. Their Summer Institute consists of advanced skills in test-taking and note-taking; time management and stress—management sessions; language arts, medical terminology, and library research; and a computer literacy workshop. Clinical field observational rotations which are designed to provide exposure to the health care delivery system are also offered. During the academic year, the program provides a number of activities for students who complete the Level I and Level II Summer Institutes. These activities include monthly tutorials, 1l ''instruction in study skills and problem solving, financial aid advising, career counseling and life planning, admissions application preparation and discussions on relevant health topics. Students matriculating to the allied health program receive tutorial assistance and counseling as needed. In addition, the program provides a refresher board review course which meets on a weekly basis during the six months prior to the various allied health board examinations. UNIVERSITY OF CALIFORNIA-LOS ANGELES School of Medicine 405 Hilgard Avenue Los Angeles, CA 90024 (213) 825-6381 Comprehensive Enrichment and Retention Program The goal of this program is to increase the numbers of underrepresented minority students applying to and completing medical and dental school. Educational Assistance Agreements with UCLA, Loyola Marymount University, California State University-Northridge and the University of California-Santa Barbara utilize existing minority pre-health clubs to provide services aimed at strengthening the competitiveness of students for admission to health professions schools. The clubs schedule regular sessions with program staff and medical student teams for career-related presentations; curriculum planning; interviewing, test-taking and other skills building; MCAT preparation; assistance in the application process; financial aid counseling; etc. Students from the feeder schools who have completed their freshman year have preference in participating in the eight-week Summer Pre-Medical Enrichment Program (PREP). Instruction is provided by UCLA basic science faculty and faculty from the feeder schools in math, chemistry, biology and physics. Additional PREP activities include clinical exposures, skills development activities and career guidance. An Application and Admission component serves to track and assist club members and other students in the process of applying to medical school. At the postbaccalaureate level, California students who have been rejected by medical schools receive counseling services and participate in conferences designed to assist them in re-applying. Retention services for enrolled medical students include a two-week Prologue to Medicine Program designed to assist entering students in making the adjustment to the professional school environment; tutorial assistance; a review course for the National Boards Part I involving test-taking strategies and weekly practice exams; a Minority Medical Student Enrichment Component involving a speakers series, student-faculty colloquia, relevant workshops, the minority alumni network, a Big Brother/Big Sister program and the clinical preceptorship program; and academic and personal counseling. For enrolled dental students, retention services include tutoring and academic and personal counseling. 12 ''UNIVERSITY OF CALIFORNIA-LOS ANGELES School of Public Health 405 Hilgard Avenue Los Angeles, CA 90024-1772 (213) 825-7449 Graduate Public Health Minority Enrollment and Retention Program The goal of this project is to increase the number of well-prepared Black, Hispanic and American Indian students applying to, accepted, enrolled, retained and graduating from the School of Public Health. To this end, Educational Assistance Agreements have been established with the University of California campuses at Irvine, San Diego, Santa Barbara, and Davis; and California State University at Los Angeles. Regularly scheduled recruitment presentations focusing on the various public health disciplines are made by public health students, alumni and faculty to minority pre-health clubs and other minority student organizations at these schools. In addition, project personnel at each school are available to provide information on preparation for careers in public health, to track potential applicants and provide followup to juniors and seniors in curriculum planning, as well as assessing their progress in prerequisite coursework. The School of Public Health also conducts recruitment presentations at 10 secondary undergraduate schools, and carries out a number of activities designed to facilitate the entry of students into the public health program, including a Counselor Conference for college prehealth advisors and counselors. An eight-week residential Summer Enrichment Program is offered to 25 underrepresented minority students to improve their basic academic skills, inform them about career opportunities, provide guidance in career planning and motivate them to successfully complete undergraduate work. The summer program includes a basic preparatory course in chemistry or biology; test-taking skills development in quantitative and verbal areas; a survival skills course; a writing skills course; tutoring and study hall sessions; academic and career guidance seminars; field trips to observe public health professionals; and the assistance of student peers through a buddy system. The program offers an Application Conference which emphasizes prerequisite coursework, the application and the admissions process, financial aid information, GRE preparation courses, and a Re-Applicant Forum for Rejected Applicants. An Internal Minority Admission and Enrollment component carries out activities designed to insure that an adequate number of applicants are accepted, receive financial aid and actually enroll. Activities designed to achieve retention goals include a three-week Summer Residential Program for entering students which focuses on strengthening problem-solving, mathematics, writing, computer and study skills; library and research techniques; and medical sciences preparation common to many courses, particularly epidemiology and biostatistics. Support services for enrolled students include the Student Mentor Progran, tutorial assistance, academic and personal counseling, a writing workshop, review sessions for comprehensive examinations, and internship program, a Toastmaster's Club, an orientation program and the Educational Monitoring Program. 13 ''UNIVERSITY OF SOUTHERN CALIFORNIA School of Medicine Keith Administration 200 1975 Zonal Avenue Los Angeles, CA. 90033 (213) 224-7038 USC Medical School Comprehensive Health Professions Program This program is designed to increase the number of underrepresented minority applicants to medical school. Prospective disadvantaged students are identified through existing health clubs and through coordination with prehealth advisors and various campus coordinators from tthe University of Southern California's Undergraduate College, Occidental College, Loyola-Marymount University, California State University-Northridge, and California State Polytechnic University—Pomona (Cal Poly). The university offers such students courses in study skills development, sessions on medical curriculum planning and the application process, as well as lectures by role models on various health issues. The program conducts the eight-week Health Education Preparation Program (HePP) in the summer for college freshmen and sophomores to strengthen their academic skills. The HePP program consists of courses in chemistry, biology, mathematics and writing skills, as well as clinical laboratory experiences. Lectures are offered on health care topics related to cultural differences and include case presentations using X-ray and lab studies. College juniors and seniors attend workshops on test-taking skills and reviews on biology, chemistry and physics, participate in MCAT preparation sessions; and are encouraged to participate in the Kaplan MCAT Preparation Course which is supported through scholarships from the institution. The program also offers a four-week summer Bridge Program for 20 entering medical students which is designed to introduce them to the first-year medical school courses covering the autonomic nervous system, the cardiovascular system and biochemistry, and simulate the pace of the medical school curriculum. Disadvantaged students enrolled in medical school may participate in the tutorial assistance program which consists of individual and group tutoring in all basic science courses. The program also encourages students to take the Kaplan NBME Part I Preparation Course. Furthermore, it assists students who fail the NBME Part I on the first attempt by placing them in alternative NBME Part I review courses either in California or New Mexico. 14 ''UNIVERSITY OF SOUTHERN CALIFORNIA School of Medicine Physician Assistant Program 1975 Zonal Avenue, KAM B-5 Los Angeles, CA 90033 (213) 224-7101 Physician Assistant Preparation and Education The goal of the program is to increase the number of students from disadvantaged backgrounds entering and completing physician assistant programs. The program targets college level disadvantaged persons who have had health care experience. It contacts students through advisors primarily at East Los Angeles Community College and Southwest Community College. Participants in need of prerequisite clinical experience may be placed in clinical facilities prior to acceptance to the physician assistant program. Students enrolled in the pre-physician assistant program participate in a one-week preparatory summer session which consists of testing in mathematic and verbal skills, provision of learning and test-taking skills and opportunities for clinical visits and observations. Students completing their second year in the pre-physician assistant track and students accepted into either the university's or another physican assistant program attend a two-week preparatory summer training session. The intent of the session is to provide training in subjects directly connected to the students' needs in the physician assistant program. This summer program begins with a brief review of learning and test-taking skills and a series of lecture and review sessions on anatomy, physiology, microbiology, pathophysiology and medical terminology. It is scheduled early enough for participants to be able to take additional summer coursework prior to entering a physician assistant program in the Fall. Disadvantaged students enrolled in the physician assistant program may participate in individualized tutorial assistance sessions which include usage of a computerized patient data system that reviews patient problems and appropriate care interventions. In addition, students having academic or clinical problems participate in remediation sessions during the three-month break between the two nine-month academic year sessions. i5 ''CALIFORNIA STATE UNIVERSITY - NORTHRIDGE Department of Health Science, Engineering 200 18111 Nordhoff Street Northridge, CA 91330 (818) 885-3101 Health Careers Opportunity Program The California State University - Northridge Departments of Health Science and Communicative Disorders Health Careers Opportunity Program provides a comprehensive recruitment and retention program which is designed to increase the number of underrepresented minority students applying, admitted and completing allied health and public health professional training. The departments offer bachelor's degrees in health science in: environmental and occupational health, health administration, health education, radiologic technology, physical therapy and speech language/pathology and audiology. Masters programs are offered in health administration, public health, environmental and occupational health, speech language/pathology and audiology. The program targets current eligible health science and communicative disorders majors and transfer students (freshmen and sophomores) from seven community colleges located in Los Angeles and Ventura Counties, including College of the Canyons, Los Angeles Mission College, Los Angeles Valley College, Santa Monica College, Moorpark College, Oxnard College and Ventura College. The program's recruitment activities focus on support for pre-health clubs which offer bi-monthly health career and admissions presentations, as well as study skills, goal setting, stress management and financial aid sessions during the academic year. The pre-health clubs are coordinated by undergraduate student coordinators located on each of the seven campuses. During the academic year, the program offers a preadmissions remedial program on each of the seven community college campuses which is taught by faculty from those community colleges. The purpose of the preadmissions enrichment program is to strengthen science, mathematics and English skills of community college eligible disadvantaged students who have completed or are in the process of completing one year of college. The program also offers a minimum of two workshops on health career topics and skill development strategies in writing and time management. Prospective applicants to the professional schools are counseled by personnel from the Departments of Health Science and Communicative Disorders as to their potential for admittance. The program also plans to conduct a Re-Applicant Forum for minority students in cooperation with the state-based HPCOP office and the UCLA School of Public Health HCOP office. Eligible students enrolled in the university utilize tutorial programs offered on campus and participate in individual and small group tutorial sessions which are led by a resource person. Services available to professional level students include a student mentoring program, academic and personal counseling and minority student enrichment programs which include a speakers series, workshops on various topics such as GRE preparation, a minority alumni network and informal meetings with students and faculty. 16 ''SAN DIEGO STATE UNIVERSITY Department of Communicative Disorders San Diego, CA 92182 (619) 265-6477 Disadvantaged Students in Speech Pathology and Audiology The purpose of the program is to increase the numbers of disadvantaged/minority students graduating as speech-language pathologists and audiologists. The program recruits prospective disadvantaged Black, Hispanic, Native American, Pacific Islander students during career days at San Diego State University (SDSU), at area community colleges and at conventions held for paraprofressioanals such as speech aides. The program also conducts a series of one-day on-campus recruitment workshops in the fall and spring semesters of each year where prospective candidates have an opportunity to tour the clinic, interact with speech professionals/language/audiology professionals and receive career counseling from the staff. Pre-clinical college junior and senior students participate in a six-week summer program which focuses on study skills, basic reading and writing skills, self-expression/communicative skills and field observations in hospitals and clinics. The program sponsors a course on preparation for the GRE during the final senior semester in college which is designed to enhance their GRE score and improve their competitiveness for entrance to graduate school. The program provides training for an alternative entry program for prematriculants who have not obtained Classified Graduate Standing. This requires participation in a six-week summer program. The summer program previews the key concepts and knowledge required in a number of the basic Communicative Disorders courses. Students are also participate in literacy and study skills courses offered during the summer, as well as previews of other courses that will improve retention in the graduate program. Disadvantaged students enrolled in the graduate program receive supplemental class instruction, tutoring, advisement and counseling, as well as involvement with mentors from the community and from other students enrolled in the program who serve as role models. During the final semester of the second year of graduate school all students participate in a series of Employment Workshops that offer information on clinical certification, state licensure and employment options. 17 ''SAN DIEGO STATE UNIVERSITY College of Health and Human Services Graduate School of Public Health 6505 Alvarado Road, Suite 205 San Diego, CA. 92108 (619) 229-2443 Health Careers Opportunity Program The purpose of the program is to recruit and support the retention, through completion of the Master of Public Health (MPH) degree, of underrepresented minorities, especially Hispanic and Black students in the Graduate School of Public Health at San Diego State University. The program recruits at career fairs and seminars held at various four-year colleges and universities throughout San Diego, Orange and Imperial Counties. The program also relates to other schools of public health in the state such as the University of California at Berkeley and the University of California at Los Angeles. In addition, area high schools, especially Lincoln High School, are contacted periodically. Prospective applicants are encouraged to provide application materials early to assure that all potential sources of financial aid are exploited. Students accepted to the Graduate School of Public Health attend an eight-week summer Orientation Program which is designed to enhance their successful completion of the MPH program. The summer program includes orientation to the School of Public Health, a library research project, assistance in writing a term paper, study skills development approaches, discussion of health status statistics, introduction to basic statistical concepts, presentation of public health issues by administrators and consumers, introduction to student support networks and student/mentor work groups. During the academic year enrolled disadvantaged public health students participate in small group tutorial and review sessions in the quantitative areas of biostatistics and epidemiology. Participants are paired with fellow upperclass students and public health mentors. They are encouraged to participate in student support groups and to attend seminars conducted by public health practitioners. UNIVERSITY OF CALIFORNIA-SAN FRANCISCO School of Dentistry, Student Affairs Box 0429, S-619 513 Parnassus Ave. San Francisco, CA 94143-0429 (415) 476-2712 Retention and Facilitation of Disadvantaged Students This program is designed to facilitate entry and retain disadvantaged Black, Hispanic and Asian students into dental school. The project methodology reveals a series of activities designed to maintain potential 18 ''students along the educational pathway by recruiting, facilitating their entry, enrolling and retaining them in the preprofessional and professional dental curriculum. Activities to facilitate entry include a five-week summer enrichment program composed of a series of mini workshops. Topics such as interview behavior, assessment of academic strengths and weaknesses and review for the Dental Admissions Test with simulated examinations are addressed. Also included are review sessions in reading comprehension and the natural sciences and critiques of quantitative and perceptual ability. The school also conducts “Interview Day" in which school representatives travel to the University of California, Los Angeles, to interview potential dental students. Through the retention component, tutoring and counseling services are made available. A National Board Review Program consisting of a diagnostic mock examination and structured review sessions is provided. All provisionally admitted students can attend a five-week summer enrichment program covering anatomy, biochemistry, physiology, morphology, operative dentistry and dental hygiene. Nine one~hour sessions on stress management theory and practice are also provided. COLORADO UNIVERSITY OF COLORADO HEALTH SCIENCES CENTER Office of Minority Student Affairs 4200 E. 9th Avenue, B-176 Denver, CO 80262 (303) 270-8558 University of Colorado Health Sciences Center Health Careers Opportunity Program The University of Colorado Health Sciences Center program facilitates the entry and the retention of minority and disadvantaged students in the Schools of Medicine and Dentistry. The staff from the Office of Minority Student Affairs work closely with the preprofessional advising and counseling staff from undergraduate schools in the State of Colorado to identify prospective students for the medical and dental schools. The program provides an eight-week Pre-Entry Summer Course for 12 entering medical and dental students which is designed to prepare them to be academically successful upon matriculation into either the medical and dental school. The summer course consists of introduction to courses encountered in the first year of medical or dental school such as biochemistry, anatomy, physiology, genetics, microanatomy, embryology and neuroanatomy. Other activities include study skills and time management sessions, memory, test-taking strategies and stress management. 19 ''Medical/dental terminology lectures, tutorials and lectures correlated with clinic visits are also offered. Disadvantaged students enrolled in the medical and dental schools participate in the Learning Assistance Program where academic support services are dovetailed with individual and group supplemental instruction. In addition, study skills such as note-taking, listening skills, study management and methods of coping with academic and personal concerns are addressed. HCOP students who fail either the Part I or Part II of the National Board of Medical Examiners participate in special small group sessions before taking the examination a second time. Medical students must pass the National Board Part I prior to admission to the third year, and pass Part II prior to residency training. Prior to the National Dental Boards, the program offers a review program which covers Parts I and II of the examination. FORT LEWIS COLLEGE Department of Biology Durango, CO. 81301 (303) 247-7340 Minorities in Health Careers Minorities in Health Careers is a program designed to provide knowledge about and to develop incentives for careers in the health and allied health professions among ethnic groups who are presently underrepresented in health and allied health fields. The program targets Native American and Hispanic students and other minority groups within the Four Corners region. The program identifies rising and graduating high school seniors from 500 regional high schools through correspondence with high school counselors and community-based organizations. Thirty of the students identified through this method are invited to attend the five-week Pre-Collegiate Summer Orientation Program introduces pre-health students to college studies and to the health field. It consists of workshops and seminars on study habits, test-taking skills, interpersonal and intercultural relationships. It also includes enrichment courses in mathematics, communication skills (reading, writing and speech) and basic science (biology and chemistry) with an emphasis on laboratory experiences to develop analytical skills. In addition a short course in computer literacy, including simple programming and use of graphics software, is offered. Presentations from health professionals and opportunities to observe professionals at their worksites are also offered. Students who matriculate to Fort Lewis College participate in weekly counseling and advising sessions and may be referred, when appropriate, to the Learning Assistance Center for peer tutoring, personal counseling and employment placement services. Lower division students attend a series of workshops on study skills and other topics deemed necessary to enhance academic progress. Students who matriculate to other colleges are visited by the program and are assisted in locating advisors. Upper division students participate in a series of workshops on professional school application preparation and sources of financial 20 ''aid. The program also offers workshops focusing on MCaI, DAT and GRE preparation with the assistance of faculty and staff. COLORADO STATE UNIVERSITY College of Veterinary Medicine and Biomedical Sciences Department of Physiology Fort Collins, CO 80523 (303) 491-6187 Veterinary Medical Prematriculation Enrichment Program The primary purpose of the Veterinary Medical Prematriculation Enrichment Program (VETPREP) is to retain minority and/or disadvantaged (Black, Hispanic, American Indian, Asian and Pacific Islander and White) students in professional veterinary medical curricula and to assist them in graduating from the program with the degree of Doctor of Veterinary Medicine. The program provides a preparatory program which facilitates the entry of minority and/or disadvantaged students into the professional veterinary medical curricula. It recruits 12 minority or disadvantaged students who are matriculating into the professional veterinary medicine programs in the United States. In some cases matriculation is contingent on satisfactory completion of the summer VETPREP program. Admissions officers from veterinary medicine schools refer prospective students to the program. As an incentive for students to attend the summer program, VETPREP offers a modest scholarship upon completing the summer program which can be applied to future educational costs. The VETPREP program is an eight-week summer academic experience for accepted minority and disadvantaged veterinary medicine students that provides an intensive preview of biomedical scientific subjects usually encountered during the first year of the professional curriculum. The summer courses include such topics as medical terminology; cytology; cell physiology; basic anatomy and physiology of the muscular, nervous, skeletal, cardiovascular and respiratory systems; gross anatomy of the canine and equine thoracic limbs; physiology of the autonomic nervous and endocrine/metabolic systems; regulation of the body fluids; and acid-base balance. The study skills course focuses on time management, note-taking and test-taking strategies, the improvement of reading skills, problem solving models, memory and information retention and stress and anxiety management. 21 ''CONNECTICUT YALE UNIVERSITY 155 Whitney Ave. New Haven, CT 06510 (203) 785-2867 Facilitating Health Careers For Disadvantaged Students Part I of this project is designed to facilitate the entry of and retain economically and educationally disadvantaged undergraduate students, particularly Blacks and Hispanics, into the Yale School of Public Health. In part II of the project, the grantee is studying the pathway to health careers using the Health Careers Opportunity Program (HCOP) students as a population base. In addition to recruitment and information dissemination, the project as part of its facilitation of entry activities, designates selected students as HCOP admittees in their junior year of college. It applies admissions standards that recognize students' disadvantaged backgrounds. It provides personal contact and mentoring services to provisionally admitted students and financial aid information. The program also counsels students not selected about other pathways to careers in the health field. To retain admitted students, Yale makes available academic advisors who suggest appropriate course work and load based on student interest and ability. The program makes available other academic resources as necessary such as special tutoring in biostatistics and writing instruction. It arranges for experiential learning opportunities, uses a tracking system to monitor student progress, makes its Resource Center a focal point for student learning and designs a special course for all students about minority health problems. The program encourages interaction between HCOP students and minority academic and health professionals as well as other minority students within the university. In addition, the school provides students with information concerning available employment opportunities upon graduation and assists them with developing the skills to present themselves as health professionals. 22 ''DISTRICT OF COLUMBIA ASPIRA ASSOCIATION, INC. 1112 16th Street, N.W. Suite 2900 Washington, DC 20036 (202) 835-3600 ASPIRA National Health Careers Program The National Health Careers Program strives to increase the number of Hispanic and other underrepresented students entering and completing a health professions education, and to encourage them to return and use their skills to serve their communities. Multiple funding sources and linkages with secondary and postsecondary institutions, health professions schools and health institutions are utilized to provide a continuous network of support to students from their senior year of high school through completion of a health professions program. Services of the Prehealth Professions Unit are offered through ASPIRA's associate offices in Illinois, New Jersey, New York, Pennsylvania and Puerto Rico. The program focuses on the identification and recruitment of students, dissemination of financial aid information and admission to professional programs. Recruitment of high school and college students is accomplished through outreach activities and cooperative efforts with other education programs. Students selected for the program receive career and academic counseling at regularly scheduled times throughout the year and participate in such co-sponsored activities as financial aid workshops and counseling; study-skills assistance; application process workshops; college conferences; interview skills seminars; campus visits; career workshops; lecture series; health fairs; field trips; ASPIRA Health Careers Club activities; college placement; and an MCAT review course. These activities involve college and health professions schools representatives, admissions officers, faculty, students, parents and others. ASSOCIATION OF AMERICAN MEDICAL COLLEGES Office of Minority Affairs One Dupont Circle Washington, DC 20036 (202) 828-00572 Minority Medical Recruitment, Admission and Retention The Association of American Medical Colleges (AAMC) conducts an HCOP project to assist U.S. medical schools in the development of programs to ensure the recruitment, retention and graduation of underrepresented 23 ''minorities and to foster cooperative educational ventures which would increase the number of underrepresented minorities in medical education. Four regional workshops are held at AAMC medical schools each year, during which the Simulated Minority Admissions Exercise (SMAE), Counseling and Development for Counselors and Advisors and Minority Medical Outreach Program workshops are conducted. Attendees include deans of admissions, deans of student affairs, minority affairs directors, premedical advisors, counselors and others concerned with the admissions process and the retention of minority students in medical education. The SMAE is designed to assist medical schools in selecting potentially successful minority applicants and improve their retention by ensuring that they enter medical school under positive circumstances and with high likelihood of success. The half-day workshop employs an educational technique to train participants in identifying specific non-academic or noncognitive variables in the student's application file and to explore these in greater detail during the personal interview. The one-day Counseling and Development workshop is designed to provide information about ethnic and racial minority students to those counseling and advising such students and to train them in the latest techniques appropriate for each group. The Outreach Program invites minority junior and senior high school students to a local medical school for a half day orientation program in health careers, with emphasis on medical education. Workshop topics focus on selecting appropriate courses in high school, applying for college admission, sources of financial assistance, role of the premedical/prehealth advisor, and academic requirements for medical school admission. Once a year, a national Student Support Program for Minority Students is conducted for staff or faculty members who are directly involved in providing support services to minority students. The five-day retention and learning skills workshop focuses on such areas as note-taking, topic organization, memorizing, time management and exam-taking techniques. Participation in this workshop is expected to lead to the development of medical school retention programs or the enhancement of existing programs. HOWARD UNIVERSITY Office of the Vice President for Health Affairs 6th and Bryant St. NW Freedmen's Square, Annex II, Room 203 Washington, DC 20059 (202) 636-7470 Howard University Health Careers Program The Howard program provides enrichment, facilitating entry and retention services to Black and Hispanic senior high school, undergraduate and graduate students interested in pursuing a career in medicine, dentistry, pharmacy and health services administration. 24 ''In the College of Liberal Arts, a prefreshmen academic eight-week summer enrichment program provides introductory instruction in mathematics, biology, physics, chemistry, English composition, reading comprehension and analytical reasoning. Skills development seminars are also included. During the academic year, a series of skills development workshops/seminars are offered for preprofessional disadvantaged students that focus on college survival skills. An academic support program for advanced preprofessional students is held on Saturdays, evenings and weekends to prepare them for professional school entrance examinations and to provide advanced enrichment courses in mathematical biology, biochemistry, physiology, medical terminology and other related areas. The College of Pharmacy and Pharmacal Sciences in concert with five historically Black institutions is engaged in a special project for prospective pharmacy students. This project involves preparation for the Pharmacy College Admission Test (PCAT) during the first and second semesters of the academic year, as well as a tutorial assistance program _for students enrolled in the Dual Degree Science/Pharmacy program. The college also offers pre-application workshops for high school and college students, and a six-week Summer Enrichment program for pre-pharmacy students. The Summer Enrichment program is an intensive academic program providing instruction in basic mathematics, chemistry, computer science, medical technology, English, time management and study skills. During the academic year the college provides an Academic Reinforcement program which offers tutorial assistance for students in any of the first or second year courses in the professional pharmacy program. For students enrolled in the graduate health services administration program, an academic reinforcement program offers group teaching sessions, tutorials and counseling. Seminars include content in Management accounting, economic analysis, epidemiology and biometrics and health systems research. Coping skills, mathematics and English are also addressed. The cooperative educational arrangements with undergraduate feeder institutions are critical aspects of this program. The College of Dentistry holds an eight-week summer reinforcement program for students previously unsuccessful in gaining entry to dental school. They are provided instruction in physiology, biochemistry, microbiology, anatomy and skills development. A determination is then made regarding their matriculation into the dental school. Each student has an assigned instructor who acts as an advisor. During the matriculation phase, tutorial assistance is offered in all academic, laboratory and clinical areas. Review sessions for the first and second national board examinations are also offered. The College of Medicine provides a preliminary academic reinforcement program. Selected students with GPA and/or MCAT scores that are not fully competitive are given preliminary acceptance. During a six week summer program, they receive instruction in gross anatomy, histology, biochemistry and microbiology. They also engage in learning skills seminars. Following successful completion of the enrichment experience, they are matriculated into the medical school. The College of Medicine 25 ''also conducts a summer academic reinforcement program for target students who have failed one or two freshmen course. The program includes learning skills seminars, test-taking techniques, time management, note-taking, stress management, the use of the computer for review, examination drills, problem solving and physiology, as well as remediation of the failed courses. HOWARD UNIVERSITY College of Allied Health Sciences 6th and Bryant Streets, N.W. Washington, DC 20059 (202) 636-7565 Allied Health Careers Opportunity Program The Allied Health Careers Opportunity Program focuses on black students who are pursuing training in clinical nutrition, medical technology, occupational therapy, physical therapy, physician assistant, radiological technology, and radiation therapy technology. Activities are designed to enhance students' competitiveness and provide the academic skills necessary for retention in the allied health sciences curricula. A six-week Facilitate Entry Summer Program (FESP) offers two sections for two different groups of students. The first focuses on written and oral communication skills of students who have completed at least one preprofessional year of study. Successful completion of the program guarantees admission into the discipline of choice. Classes are of fered in reading and comprehension of technical/scientific matter, general and research writing and exposure to basic research techniques, as well as improvement of study skills, note-taking and problem-solving abilities, library use and time and stress management. Experiential works hops expose students to each of the seven targeted disciplines. A "research" project is intended to develop and/or improve familiarity with, and understanding of, the research process and concepts. Other activities include a mini-course in the use of computers, field visits and advice and counsel on FESP performance, career choice, courses and their sequencing and financial aid. The second component of the program is offered to preprofessional students who are at risk, having demonstrated prior difficulty or academic deficiency in chemistry and/or mathematics. Coursework will introduce students to the concepts they will need to master material in general chemistry and mathematic functions required for allied health majors, and will assist them in making the necessary transition from their high school courses. Introductory exposure to the targeted disciplines is also planned. Academic year retention services include tutorial assistance through individual and group sessions and computer-assisted instruction; counseling; and workshops or seminars for enrichment and reinforcement. Workshops and seminars focus on developing test-taking and note-taking skills, oral skills, non-verbal communciation and obtaining information from others. In an effort to expand opportunities to target students, the College of Allied Health Sciences 26 ''has developed working relationships with a number of traditionally Black institutions which do not have professional level allied health programs. Such relationships are intended to facilitate the tracking and followup of summr student participants, promote interaction of faculty on such issues as course content and student preparation, expand selected allied health prerequisites at these schools, and explore the possibility of developing dual degree programs. UNIVERSITY OF THE DISTRICT OF COLUMBIA Department of Communication Arts and Science 916 G St. N.W. Washington, DC 20001 (202) 282-7364 Health Careers Opportunity Program The University of the District of Columbia (UDC) project is designed to recruit, enroll and retain disadvantaged, Black and minority students in the associate degree level of allied health in radiologic technology, respiratory therapy and medical technology. It also provides services to facilitate entry for enrolled undergraduates wishing to pursue a graduate degree in Speech-Language Pathology (SLP). At the associate degree level, the project works both with newly admitted students who choose an allied health major upon admission to UDC and students matriculating in allied health with identified academic problems. Students are enrolled in an eight-week summer enrichment program that focuses on a non-credit orientation in anatomy and physiology, mathematics and statistical skills, medical terminology, English composition, group and personal counseling, allied health field assessment, financial assistance, test-taking techniques and study skills development. For students matriculating into an allied health field, a retention program entitled Continuous Reinforcement in Study Skills (CRISS) Program is implemented during September to May which covers personal counseling, time management, study skills, financial assistance and academic advisement. In regard to the SLP undergraduates, a facilitating entry component has been implemented that encompasses peer study groups, a tutoring program, writing skills, library research, peer mentoring, reading comprehension, test-taking and the GRE, counseling, time management and note-taking. 27 ''FLORIDA UNIVERSITY OF FLORIDA College of Dentistry Box J-406, JHMHC Gainesville, FL 32610 (904) 392-2673 Recruitment and Retention of Black Students into Dentistry This project addresses the HCOP funded objectives of recruitment, facilitating entry and retention for Black and other disadvantaged college undergraduates interested in the dental profession. Recruitment is directed at targeted students in area community and four year colleges. Bethune Cookman College-Daytona Beach, Edward Waters College-Jacksonville, Florida A&M and the Atlanta University Center are some of the linked schools. Visits to the schools usually occurs during health career days or at other times arranged by local coordinators. The College of Dentistry offers a four-week Predental Summer Program to increase the students' confidence in mastering the knowledge base and psychomotor skills inherent to clinical dentistry, and to strengthen the student as a qualified admissions candidate. Students have opportunities to observe in dental clinics, to prepare for the Dental Aptitude Test and to improve their test-taking and study skills. Students are also introduced to the college's modular curriculum, dental terminology and dental anatomy. They work on the application process, review various financial resources and are introduced to minority support services. Retention activities include, peer tutoring, faculty advisement, counseling services and two group activities arranged in cooperation with the Student National Dental Association. BARRY UNIVERSITY School of Podiatric Medicine 11300 Northeast Second Ave. Miami Shores, FL 33161 (305) 758-3392 x 332 Health Careers Opportunities for Disadvantaged/Minority Students This project is designed to increase the number of disadvantaged, primarily Black and Hispanic, students entering and graduating from podiatric medical school. The project involves an Educational Assistance Agreement with the undergraduate science division at Barry University. 28 ''Undergraduate pre-podiatry students are assisted in improving their intellectual skills and science knowledge by attending a six-week summer program featuring basic science (biology, physics, organic and inorganic chemistry) and mathematics content. Students also attend courses in test taking, reading improvement, study skills and quantitative review. MCAT review and computer-assisted learning are offered. They participate in an application process seminar, experience practice interviewing techniques and attend a seminar on the podiatric medical school curriculum. Targeted students also receive financial aid information, group and individual counseling and learn stress management techniques. They have assignments which give them contact with local practitioners and they attend seminars on medical specialties, minority medicine and clinical science. The retention component helps assure that targeted students enrolled in the School of Podiatric Medicine complete their education. The first of seven phases of the retention program is a six-week summer prematriculation course. Its content includes study, note taking and test taking skills, reading comprehension and use of the library. Orientation in medical terminology, basic science including human anatomy, physiology, bacteriology, biochemistry, histology and neurosciences is offered. Students also attend a podiatry seminar, receive individualized counseling and are introduced to ways of coping with stress. The other six phases in the retention component are a two-track academic program, a “Big Brother/Big Sister” Program, orientation and a study skills workshop, tutorial assistance, a counseling program and National Boards I and II reviews. FLORIDA A&M UNIVERSITY School of Allied Health Sciences 103 Ware Rhaney Building Tallahassee, FL 32307 (904) 599-3818 FAMU Allied Health Careers Opportunity Program Increasing the number of disadvantaged students, primarily Blacks, into the allied health professions of physical therapy, respiratory therapy, medical record administration or health care management is the objective of this project. To accomplish this goal, the program has implemented facilitating entry and retention components. The facilitation of entry phase focuses on students not yet admitted to the allied health program. Students attend a six-week summer institute to enhance their competitiveness for admission to the School of Allied Health Sciences (SOAHS). Participants receive an orientation in medical terminology, reading, mathematics for health science, computer skills, logical reasoning/problem solving and research. Classes related to 29 ''specific majors are offered in each division, including gross anatomy and medical physiology for physical therapy aspirants, physiology for respiratory therapy aspirants, computer systems and health care research for those interested in medical record administration and health care management. The Institute relates academic components with corresponding clinical experiences. Following successful completion of the summer program, students are granted preferential treatment when they apply for entry into the upper-division allied health professional programs. The retention component beginning with students entering the upper division program in the SOAHS includes tutorial and counseling services provided during the academic year. Retention packets are distributed to all students listing all tutorial services and tips on test taking and study skills. Students are tracked and referred to tutors if problems develop. The university has formal linkage agreements with five traditionally Black colleges and universities. The Allied Health Careers Opportunity Program staff is in close contact with advisors at these institutions, and offers them assistance in identifying qualified students who might benefit from the program. GEORGIA CLARK COLLEGE Department of Allied Health Professions 240 James P. Brawley Drive, S.W. Atlanta, GA 30314 (404) 681-3080 ext. 323 Allied Health Professions-Career Opportunity Program This program is designed to provide educationally and economically disadvantaged students at the college entrance level which skills and content learning experiences needed for successful matriculation into and completion of an undergraduate training program in one of the allied health professions. The college offers allied health training in medical technology, medical records administration, community health education, medical illustration, physical therapy, and nutrition. Incoming college freshmen are introduced to the Allied Health Professions Program by way of a six-week summer session. The summer session consists of enrichment courses in mathematics, chemistry and biology, as well as skills courses in communications. A clinical component of the summer program includes exposure to role models, hands-on experiences, and introduction to the health-team concept in various affiliate settings in the the metropolitan Atlanta area. Students also receive special counseling and assistance as they solidify their health career choice. 30 ''Allied health majors are provided with counseling, tutorials, workshops , seminars, field trips and lectures on various allied health issues during the academic year. Academic enrichment activities include clinical skills and techniques, research tools and allied health content enhancement. MOREHOUSE COLLEGE Office of Health Professions P.O. Box 710 830 Westview Drive. S.W. Atlanta, GA 30314 (404) 688-1441 Health Careers Opportunity Program The aim of this program is to identify, recruit and enroll disadvantaged college freshmen and rising high school seniors in a summer program designed to increase their awareness of health careers and enhance their general academic and problem-solving skills. An eight-week summer program is offered to: strengthen general analytical and problem solving skills in biology, chemistry and pre-calculus; and improve English, reading, vocabulary and scientific communication skills. Test-taking skills are presented in two workshops and reinforced in all the classes. Counseling activities include weekly group counseling sessions, a peer counseling and buddy program, faculty-student conferences and personal and career counseling both through individual sessions and weekly seminars held by health professionals. During the academic year, program activities include a review of standardized tests for professional schools, a mock interview workshop, an MCAT Essay Workshop, letter of recommendation, field trips to health professions schools and health centers, an Alternative Health Careers Seminar and an Annual Summer Program Conference to review all summer opportunities which enhance and expand academic abilities and improve competitiveness for entrance to health professions schools. 31 ''MOREHOUSE SCHOOL OF MEDICINE Office of Admissions and Student Affairs 720 Westview Drive, S.W. Atlanta, GA 30310 (404) 752-1651 Academic Aid for Disadvantaged Students The Academic Aid for Disadvantaged Students program is designed to increase the number of individuals from minority and/or disadvantaged groups admitted to, enrolled in, and graduating from health professions schools, particularly medicine. In addition, the program targets minority and/or disadvantaged freshmen and sophomores from the Atlanta University Center, primarily, through formal agreements with Clark College and Morris Brown College. Both Clark College and Morris Brown College provide six-week summer programs supported by the program. Morris Brown College's summer program is designed to strengthen the academic skills and abilities of twenty-five minority disadvantaged pre-freshmen students, primarily Black Americans. They offer courses in biology, chemistry, mathematics, English and learning/study strategies. Clark College's summer program is intended for students accepted to the college who indicate a desire to pursue a health career field. The program offers a chemistry course with laboratory exercises which enhance successful completion of first-semester freshmen Chemistry, a mathematics course which dovetails the freshmen course in calculus and a biology course with laboratory experiences which introduce students to the freshmen course in biology. Other activities include a communications and reading course which enhances verbal, communicative and written skills and the ability to think critically; an introduction to computer literacy which enables students to access computer-aided instructional materials in chemistry, biology and mathematics; and motivational and information experiences through field trips to health centers, exposure to role models and health careers exploration seminars. The Morehouse School of Medicine offers an seven-week summer MCAT program for 15 to 20 rising college seniors, which provides enrichment and reinforcement in the basic sciences and improves their performance on medical school admissions tests. The Morehouse School of Medicine also provides a five-week Pre-Matriculation Program during the summer for 32 disadvantaged students accepted to the entering medical school class, as well as 10 rising senior or postbaccalaureate students. The purpose of the summer program is to assist students in the transition to the medical school curriculum and to identify potential barriers to the timely completion of the medical program. The summer program includes introductory courses in histology, biochemistry and human values. Other activities include reinforcement in learning/study skills techniques such as test-taking methods and time management, peer study groups, and counseling and academic advisement. Students enrolled in the medical school may receive assistance through the tutorial programs in mastering basic science 32 ''courses. The school offers a decelerated program for students requiring more time to complete the first-year basic science courses. The school also provides an academic year NBME Part I review program for second-year students, as well as a five-week intensive structured board review program in the summer for students who must retake the examination in September. SPELMAN COLLEGE Division of Natural Sciences 350 Spelman Lane, S.W. Box 1288 Atlanta, GA 30314 (404) 681-3643 ' Increase Minority Females in Health Professional Schools Spelman College is part of the seven-institution consortium of Black colleges which comprise the Atlanta University Center. Spelman College is dedicated to the education of Black women. The purpose of this project is to significantly increase the number of Black females entering schools of medicine, dentistry, osteopathy, optometry, pharmacy, veterinary medicine, public health and other related schools. Participants are recruited from the college's student population with an emphasis on those individuals who are science or math majors. In addition, students are recruited from metropolitan Atlanta high schools, including schools that traditionally serve as feeder schools for the Spelman summer program. The project provides an eight-week Skills Up Program on Saturdays for metropolitan area high school students interested in enhancing learning skills capabilities. The program consists of science and mathematics-based study skills including reading, writing, analytical skills, problem-solving methods and test-taking strategies. The project also provides an eight-week Pre-Freshman Summer Science Program for participants entering the college in the fall. This program is designed to strengthen the math and science backgrounds of participants. Selected topics in biology and chemistry are used to teach note-taking methods, reading comprehension, study methods, interpretation of charts and graphs, test-taking strategies, ways of responding to essay questions, problem-solving and vocabulary building. Successful Pre-Freshman Summer Science Program participants receive advanced placement in mathematics, biology and chemistry and exemption from reading requirements. Academic year activities include an MCAT/DAT preparatory course and review sessions for college juniors, mock interview sessions, exposure to role models; and an introduction to the various health professions through lectures and seminars. 33 ''MEDICAL COLLEGE OF GEORGIA School of Dentistry Laney Walker Boulevard Augusta, GA. 30912 (404) 721-2813 Entry and Retention of Disadvantaged Dental Students The Medical College of Georgia's program increases the number of Black dentists in Georgia by facilitating entry and retention of Black dental students. The School of Dentistry has established dental study clubs in Albany State College, Clark College, Fort Valley State College, Paine College and Savannah State College. These dental clubs serve as a recruitment mechanism for the college. Each club meets six times during the year. Such meetings include presentations by Black alumni and Black dental students who discuss such topics as dental terminology, preparation of applications to dental school and the preadmission interview. During the summer up to 75 of the club members may attend a two-day invitational conference at the School of Dentistry. This two-day program includes opportunities for hands-on clinical experience (e.g., plaque check and impressions), laboratory experience (e.g., carving a wax tooth) and academic and financial aid counseling. Dental Club participants who are well-qualified and affirm their intent to enroll in the School of Dentistry may participate in the Reserved Admission Progran. In cooperation with the School of Medicine's Student Educational Enrichment Program (SEEP), newly admitted dental students attend a four-week academic reinforcement program prior to matriculation. This summer program focuses on study skills and basic science content areas and presents an overview of the dental technique courses in the first year. Students are assisted in obtaining financial aid, because the demanding dental schedules effectively preclude part-time employment. Students enrolled in the School of Dentistry may receive tutoring in the basic and dental sciences by peer tutors who are monitored by dental faculty in anatomy, microbiology, biochemistry, pathology, occlusion, restorative dentistry and prosthodontics. The school also offers in-course remediation which permits all students to improve their performance and goals through additional practice and testing during technique courses. 34 ''GEORGIA SOUTHERN COLLEGE Office of the President Landrum Box 8033 Stateboro, GA 30460 (912) 681-5389 Georgia Health Sciences Consortium The Georgia Health Sciences Consortium is a statewide organization whose purpose is to identify, recruit and select minority and disadvantaged students for summer science enrichment programs, clinical and research opportunities, and to assist them with entry to health and allied health programs and schools. The consortium is comprised of Albany State College, Fort Valley State College, Georgia Southern College, Georgia State University and Savannah State College. Affiliated health professions schools include Georgia State University's College of the Health Sciences, the Medical College of Georgia, Mercer University's Schools of Medicine and Pharmacy, and the University of Georgia's Colleges of Pharmacy, Veterinary Medicine and Social Work. The consortium serves a maximum of 125 high school juniors, graduating high school seniors and college undergraduate students. These students are selected by the Advisory Council of the consortium. The consortium recruits high school students from the states of Florida, Georgia and South Carolina through visits to high school counselors, advisors and science teachers. It selects potential candidates from a pool of approximately 450 students identified through the recruitment network. The consortium offers summer programs for high school and pre-freshmen students at Fort Valley State College, Albany State College, Savannah State College and Georgia Southern College. It offers a Two Year-Sequential High School Summer Enrichment Program for 40 high school students at Albany State College. The first phase for entering high school seniors consists of a reinforcement of high school mathematics, interdisciplinary science (covering basic food and nutrition science, the blood and lymphatic systems, the role of water), experiments, test-taking skills and a communication appraisal. Other activities include seminars, field trips and clinical preceptorship/research experience under the guidance of a faculty member. The second phase is offered the following summer to high school graduates. This consists of a biomedical science course, medical terminology, test-taking skills and clinical research experiences. The consortium also offers an eight-week summer science enrichment program for 20 minority and disadvantaged pre-freshmen and high school senior students at Savannah State College. This summer program includes basic biology, chemistry, mathematics, basic English and reading. Both Fort Valley State College and Georgia Southern College offer eight-week summer programs to students who will take college-level science courses in their freshman year of college. The summer programs consists of courses in chemistry, biology, reading and writing, and an Introduction to the Health Field course. Other activities include a career assessment, workshops, tutorials and computer-assisted science instruction. 35 ''During the academic year Albany State College offers a one-day workshop designed to promote career awareness and motivation to college freshmen and sophomores. The college also offers a one-day workshop for college juniors preparing for professional school admissions tests and interviews. The consortium provides test-taking and application preparation workshops twice annually in three locations in Georgia to assist students preparing for entrance to health professions schools. In addition, it offers a six-week summer program for 20 students enrolled in the Georgia State University's College of Health Sciences. Faculty from Georgia State University teach medical physiology, computer application in the health sciences, a survey course in medical technology, scientific and medical writing and gross anatomy. ARMSTRONG STATE COLLEGE School of Health Professions Savannah, GA 31419 (912) 927-5254 Health Careers Opportunity Program Armstrong State's program is designed to increase the number of disadvantaged and minority students enrolling in the allied health professions program and to enhance their potential for successful completion. The School of Health Professions offers allied health programs in dental hygiene, community health education, medical technology, radiologic technology, and respiratory therapy. The program recruits disadvantaged students from high schools located in rural areas in Georgia and South Carolina. It invites 45 minority students to attend the six-week summer Allied Health Awareness Program. This program consists of an overview of biology, chemistry, mathematics, reading and writing. Other activities include an overview of each of the allied health program by faculty and observations at clinical facilities to reinforce the career orientation. Orientation to the school is provided to ease transition to the selected allied health program, and networking is established with students attending other summer programs on the campus, as well as minority faculty. During the academic year, several support services are available to students including individualized and small group tutorials. Interaction with minority faculty, upperclassmen and significant others in the Black community is arranged. Student issues seminars are held and individual counseling is provided. The school also offers a flexible curriculum which enables students to extend a two-year or four-year program by an additional year. 36 ''HAWAIT UNIVERSITY OF HAWAII AT MANOA Department of Psychology 2430 Campus Road Honolulu, HI 96822 (808) 948-6806 Clinical Psychology Training for Disadvantaged Students This project attracts minority and disadvantaged Hawaiians, Pacific Islanders, Filipinos, Koreans and Southeast Asians to into and graduate from a program in clinical psychology. The major HCOP objectives include recruitment and retention. The project disseminates announcements and newsletters to a variety of educational institutions and health-related agencies in the region. Tt provides recruitment workshops at community colleges and universities throughout the state, makes presentations at college fairs and orientations and uses an “informal network” of younger health workers throughout Micronesia. Retention activities include counseling, guidance and support through the chairs of the undergraduate studies and the graduate studies departments. There is.also a faculty mentor program and student tracking system to monitor student progress. Two-day career and professional development workshops are held encompassing financial aid, application procedures, preparing for the GRE and test-taking. Workshops are taught by the undergraduate and graduate chairs and outside consultants. Professional tutors are used and study skills seminars are scheduled. Two three-week summer orientations are held just prior to the second year fall term and just prior to the third-year fall term. These orientations are presented by representatives from minority groups and program consultants. Topics include study skills, exposure to professional role models and cultural issues in health care delivery. 37 ''UNIVERSITY OF HAWAII at MANOA School of Medicine 1960 East-West Road Honolulu, HI 96822 (808) 948-7423 Health Careers Opportunity Program This project encompasses recruitment, facilitation of entry and retention services which are primarily for postbaccalaureate minority and disadvantaged Hawaiians, Filipinos, Samoans and Micronesians pursuing a medical education. A facilitating entry program of ten months' duration includes testing and assessment of all trainees in chemistry, biology, English and study skills. Daily formal lectures are provided in a review of premedical biology and chemistry and English. Courses in the scientific basis of medicine, medical ethics, anthropology and study skills are also offered. There are mandatory laboratory sessions. A field trip is taken to an historic leper colony. Counseling is provided concerning alternatives to a medical career for those unable to gain admittance to medical school. Project staff serve on the admissions committee of the medical school. Strong linkages exist with high schools, community organizations and universities. All HCOP students admitted to medical school are required to take specialized tutorials in neuroanatomy, histology, gross anatomy and biochemistry. Where necessary, a four-week preview in neuroanatomy is held prior to to the formal course. A national board review course is offered for targeted students in the spring of their sophomore year. UNIVERSITY OF HAWAII School of Public Health 1960 East-West Road Biomed D209 Honolulu, HI 96822 (808) 948-8914 Special Health Careers Opportunity Grant Native Hawaiians, Filipinos and Pacific Islander undergraduate, postbaccalaureate and graduate students interested in a career in public health are the target groups of this project. It focuses on facilitating entry, preliminary education and retention. The program has internal and external linkages with entities within the grantee university and other undergraduate institutions, and community organizations within the state and outer Islands. 38 ''Preliminary education activities are conducted at the campuses of the University of Hawaii at Manoa and Hilo for undergraduate students. A six week summer enrichment program targeting different levels of achievement for freshmen and sophomores (Track I) and juniors and seniors (Track IIL) run concurrently. The Track I group is provided with activities on health careers, developmental skills such as decision-making and problem-solving, writing, communication, mathematics and study skills development. The Track II group experiences career exploration opportunities through volunteer "shadowing." Also included are offerings focused on writing skills, scientific article reading comprehension and mathematics. Study groups are utilized and academic and personal counseling provided. Facilitation of entry activities include reading, time management, study and mathematics skills development, completing the application process and introduction to public health. This component is designed to enable participants to perform satisfactorily on graduate or health professions school examinations. Retention activities center on academic, financial and personal advising. Tutorial assistance is provided through faculty members. A peer group provides on going student support. All students are tracked and monitored. IDAHO IDAHO STATE UNIVERSITY College Of Health Related Professions Department of Allied Health Professions Box 8082 Pocatello, ID 83209 (208) 236-4029 x 403 Health Careers Opportunities for Minorities This project targets Native American, Hispanic, Black and disadvantaged White high school and undergraduate students living in Idaho and Wyoming who are interested in health and allied health professions. The allied health disciplines addressed are dental hygiene, dietetics, health care administration, medical technology, physical therapy, radiographic science, speech pathology and audiology at the associate, baccalaureate and master's degree levels. Targeted health professions are medicine, dentistry, osteopathy, optometry, veterinary medicine, podiatry, public health and chiropractic. The program encompasses both preliminary education and facilitation of entry components. 39 ''A five week summer preliminary education program offers coursework in reading and study skills, mathematics, biology, English composition and other communication skills, physics, computer literacy and chemistry. Health professions seminars are also offered to better acquaint students with each of the health and allied health professions. The facilitating entry component for college students includes spring semester workshops to prepare them for standardized admission examinations and academic aad career counseling. Academic year study skills workshops are also offered. For those students preparing for entrance into the professional phase of the health professions schools, workshops are offered on interviewing, preparing a resume, selecting references and locating sources of financial aid and housing. ILLINOIS CHICAGO STATE UNIVERSITY 95th Street at King Drive Chicago, IL 60628 (312) 995-2371 Health Careers Opportunity Program This project is designed primarily to prepare slack urban disadvantaged students to both enter the health professions of medicine, dentistry, veterinary medicine, optometry, podiatry, pharmacy and public health and to successfully enter and complete allied health professions programs at Chicago State University in occupational therapy, dietetics, medical records administration and radiation therapy technology. Students are recruited through contacts at all metropolitan Chicago schools, selected churches and community organizations, and at health fairs, career days and college nights. The project provides a five-week summer program for high school graduates which includes preview courses in biology, chemistry, mathematics and physics using analytical reasoning and problem-solving approaches, »xpository and technical writing and an introduction to health professions course. Workshops focusing on personal development and ethics, effective study and learning skills including textbook reading, time management, note-taking, test-taking strategies and stress reduction techniques are provided. Field trips and supervised observations in health care and clinical settings, peer counseling and role modeling programs are also offered. Program participants enrolled at Chicago State University during the academic year participate in structured reviews for admission to professional schools which include the MCAT and DAT. They also participate in reinforcement learning skills sessions in test-taking and 40 ''time management. Tutorials, peer study groups, and mentorship programs with practicing physicians and allied health professionals are arranged for program participants. Among the other programs/services available to students are the biomedical research internship program for prehealth students and workshops on resume preparation and interviewing techniques for allied health students. All students are provided with academic and career advise and their progress is closely monitored by staff. ILLINOIS INSTITUTE OF TECHNOLOGY 3300 Federal Street Chicago, IL 60616 (312) 567-3438 Chicago Area Health and Medical Careers Program This project is designed to increase the number of qualified Black, Hispanic, Native American, Asian, and economically disadvantaged students accepted by medical and other health or allied health professional schools. The project is coordinated by the Illinois Institute of Technology in cooperation with seven Chicago area medical schools and several community and professional organizations. The project consists of ten health-oriented programs which include: 1) the Young Scientist Program for grades six through nine; 2) the Sophomore Program for high school sophomores; 3) the Pre-Senior Program for high school juniors; 4) the Senior Program for high school seniors; 5) the Preceptorship I Program for college prematriculants ; 6) the Preceptorship II Program for college freshmen; 7) the Preceptorship III Program for college sophomores; 8) the Preceptorship IV Program for college juniors and seniors; 9) the Preceptorship V Program for college graduates; and 10) the Postbaccalaureate Program for college graduates. Each year selected high school juniors from area schools participate in a six-year program which begins with a seven-week summer Pre-Senior program. The Pre-Senior Program includes mini-courses in mathematics and chemistry which are supplemented by structured review sessions, a library research paper, visits to medical schools and career counseling. As high school seniors, the students attend Saturday sessions which include a mini-course in chemistry and courses designed to improve reading and writing skills. Following high school graduation, they enter an eight-week summer program for college prematriculants which focuses on problem-solving, communication and study skills. During the summers which follow each of the first three years of college, the students participate in a health-related experiential activity to reinforce career aspirations. In addition, they receive tutorial services during the academic year to improve academic competencies. MCAT review sessions are held in the summer for college juniors, seniors and postbaccalaureate students. Upon graduation the students either enter a prematriculation program at a professional school or a postbaccalaureate reinforcement program. 41 ''UNIVERSITY OF ILLINOIS College of Medicine 1853 West Polk Street Chicago, IL 60612 (312) 996-2450 Urban Health Program The objective of this project is to substantially increase the number of minority physicians, primarily Black and Hispanic, who are graduated from the College of Medicine. The College of Medicine is comprised of four sites: Chicago (basic sciences and clinical training), Champaign-Urbana, Peoria and Rockford (clinical training only). The project offers two summer programs. The first summer program is an eight-week Summer Enrichment Program for rising college sophomores and rising college juniors who are enrolled in accredited colleges and indicate an interest in a career in the health professions, especially medicine. The summer program includes courses in biochemistry, gross anatomy, immunology, physiology and tissue biology, as well as intensive sessions devoted to MCAT preparation. Other activities include study skills and stress management sessions; presentations from the Colleges of Dentistry, Allied Health, Pharmacy and Public Health; and experiential activities. The project offers two six-week Summer Prematriculation Programs for accepted matriculating medical students that are designed to strengthen their knowledge of biochemistry, gross anatomy, immunology, physiology and tissue biology. One summer program is held on the Chicago campus and the other is held on the Champaign-Urbana campus. In addition, the project provides a five-week intensive review program for students who must retake the National Board Medical Examination, Part I. During the Academic year, the project provides an Academic Assistance Program for all matriculated minority medical students at all four campuses which consists of tutorials, counseling and review sessions for the National Board Medical Examination, Part I. UNIVERSITY OF ILLINOIS Early Outreach Program Room 107 (m/c 969) 1919 West Taylor Street Chicago, IL 60612 (312) 996-0979 High School/College Transition Program The project is designed to increase the number of minority high school seniors who enter college and successfully complete college requirements for careers in health. Students identified to participate in the program primarily come from the existing Early Outreach Saturday College Program 42 ''as well as from referrals. The program is conducted during the high school senior year and includes workshops on preparing college applications and financial aid forms, budget management, stress management and career exposure. In addition, the high school seniors participate on six consecutive Saturdays in study skills courses consisting of reading, writing/communication and time management. College tours and preceptorships are available through the Early Outreach program. During the summer following graduation from high school, the project provides a six-week residential program consisting of a preview of college calculus and student internships. The project maintains contact with participants while they are enrolled in the colleges of their choice through a newsletter, telephone calls and visits to the colleges. INDIANA INDIANA UNIVERSITY School of Optometry Clinical Sciences Department Bloomington, IN 47405 (812) 335-4475 Indiana University Summer Institute in the Health Related Professions The goal of the Indiana University Summer Institute in the Health Related Professions is to increase the enrollment, retention and graduation of minority and disadvantaged students (Blacks, Hispanics, Native American and disadvantaged Whites) from health professions schools. Although the primary focus of the Institute is optometry, options such as medicine, osteopathy, dentistry, veterinary medicine, podiatry, pharmacy audiology, speech pathology, occupational/physical therapy, optometric technician, mental health and health administration are also emphasized. Students selected to participate in the residential six-week summer institute are referred through an extensive informal network with various undergraduate institutions, professional associations and community organizations around the country. The program selects a maximum of 65 students to participate in the summer institute. Students eligible to apply must have completed at least one year of college level education in an accredited university, college or junior college and have a minimum grade point average of 2.0 on a 4.0 scale. Among the academic courses offered in the Summer Institute are Abnormal Psychology; Human Anatomy; Embryology; Mathematics and Physics; Microbiology; Introduction to Optics; the Anatomy, Physiology and Pathology of the Auditory System; Opthalmic Optics and Visual Science. Other activities include assistance with professional school entrance examinations such as the OAT (including sessions on test-taking skills), writing application letters to health 43 ''professions schools, interviews with School of Optometry admissions committee members and advice on sources of financial aid. In addition, career exposure activities include forums with practicing health practitioners and field trips to health care facilities. Minority and disadvantaged students enrolled in the School of Optometry receive tutorial assistance from the teaching faculty and counseling from program staff. IOWA THE UNIVERSITY OF IOWA College of Medicine 101 CMAB Iowa City, IA 52242 (319) 335-8056 Medical Education for Disadvantaged Persons This project addresses the issue of parity for underrepresented Black, Mexican American, Mainland Puerto Rican and Native American undergraduate college students interested in a medical education. It encompasses preliminary education, facilitation of entry and retention oriented objectives. A career awareness workshop of two and a half days is conducted each spring for college and high school students from the Midwest States and their advisors to provide information concerning the obtaining of a medical education. Content sessions include study skills, time management, note taking and reading strategies During March of each year, an MCAT awareness program is held for college participants which focuses on test-taking strategies. The retention component consists of an eight week summer enrichment and reinforcement program offered to incoming disadvantaged medical school freshmen to introduce them to the medical curriculum and provide workshops for personal and career development. The program includes skills assessment that focuses on reading ability, learning style, stress threshold, study approach, learning techniques, biochemistry and biostatistics. Also included is a course in histology and basic science reviews in anatomy, physiology, pathology, neuroscience and microbiology. Tutorial assistance, a financial aid workshop, staff and peer advising sessions, weekly seminars with staff physicians, hospital observations and an assessment of career decision making are also provided. Academic year support activities include tutorial assistance, self-directed study groups, academic and career advisement, debt 44 ''management and personal counseling. Support groups and planned student/faculty dialogues are also provided. UNIVERSITY OF KANSAS MEDICAL CENTER 39th and Rainbow Blvd. Kansas City, KS 66103 (913) 588-1206 or 588-1236 Health Careers Pathway Program The University of Kansas Medical Center program is designed to admit, retain and graduate Black, Hispanic and otherwise disadvantaged minority students who have the aptitude and interest ina health professions career in medicine or allied health. Initiatives for high school participants take place during the school term and include health career clubs, student workshops and conferences concerning various training programs, admission and financial aid information, classroom presentations and field trips. The undergraduate school component provides students with academic counseling, requirements for admission, skills in test-taking, assistance with admission and financial aid applications, MCAT workshops and interview techniques. Entering sophomores are selected to participate in an eight-week summer Health Sciences Enrichment Institute (HSEI) which includes diagnostic testing, skill development in reading and communication and course instruction in mathematics, biology, chemistry and physics, as well as note-taking and test-taking strategies, listening and time management skills. An eight-week summer Pre-Admissions Program (PAP) is provided for ten of those participating in the HSEI program. The junior year component consists of courses in calculus, organic chemistry, physics and a reading/writing laboratory. Prior to the senior year, students participate in MCAT and AMCAS application preparation, survival skills courses and mock interviews. An eight-week prematriculation program is offered to students who have been accepted at the Medical Center or any other US medical school. The first week concentrates on learning skills, problem solving and personal development activities. The remainder of the program offers courses in anatomy, physiology and biochemistry. Support services are offered to ensure that all minority/disadvantaged students graduate. The retention components include a two-day 45 ''post-admission workshop to preview courses, review types and frequency of examinations, discuss assignments and texts and explain the grading system. The program also provides a review of study skills, support services such as tutorial and counseling, and a two-week review program for the National Board Medical Examination, Part I. THE WICHITA STATE UNIVERSITY College of Health Professions Box 43 Wichita, KS 67208 (316) 689-3600 Health Careers Opportunity Program This project is designed to assist qualified Blacks, Native Americans, Hispanics, Asians and White disadvantaged students interested in pursuing an allied health professions career in dental hygiene, health administration, medical record administration, medical technology, physical therapy, physician assistant and respiratory therapy. Preliminary education experiences are provided for targeted high school students. Facilitating admission and retention activities are the focus for university students at the preprofessional and professional level of allied health programs. A six week summer preliminary education program of 200 classroom hours in academic and skills development is offered. Course content includes algebra, biology, chemistry, critical thinking, communications, allied health career education, personal development and independent laboratory work. Facilitate-entry initiatives involve interfacing targeted allied health professions departments with disadvantaged students applying for admission to one of the professional programs. Associated activities include the monitoring of academic progress and assessment of eligibility for admission to a professional program. Scheduled workshops and seminars on the application process, interview skills and oral and written skills are provided. Sensitizing admissions committee members to non-traditional factors and cross cultural elements essential to consideration of underrepresented minorities and providing admission committee members with recommendations on student ability and potential are further critical components of the program. Retention services for professional students include individual tutorial assistance, regular academic counseling and a peer relationship program. 46 ''WESTERN KENTUCKY UNIVERSITY Ogden College of Science, Technology and Health Department of Health and Safety Bowling Green, KY 42102 (502) 745-4797 Western Kentucky University Health Careers Opportunity Program The Health Careers Opportunity Program focuses on disadvantaged White and Black Kentucky residents who are interested in training in medicine, dentistry, health care administration, community health, dental hygiene, medical record technology and medical technology. Students targeted for program services are contacted through high school visits, media announcements and through existing Western Kentucky University advising offices. The program enrolls students interested in health care administration, medical record technology, dental hygiene and medical technology in the university's Area Health Systems (AHS) program for four to eight weeks. The AHS program provides opportunities for students to gain experience working in health care facilities in disadvantaged counties under the supervision of a preceptor. The objective of this program is to encourage students to consider locating in a disadvantaged county after graduation. The AHS experience also improves the likelihood that medical technology students are accepted to the fourth year of education at a professional school for medical technology education. Premedical and predental students preparing for medical or dental school enroll in a special non-credit course each semester titled, “Making Application to Professional Schools." This course reviews the subject areas for the MCAT and DAT, assists students in writing personal statements, offers interview and test-taking hints, and provides information on important dates and deadlines. In addition, program students enrolled at Western Kentucky make use of a special campus study center where tutorials and other student support services are offered. LEES COLLEGE Science/Mathematics Department 601 Jefferson Avenue Jackson, KY 41339 (606) 666-7521 Ext. 46 Health Careers Opportunity Program The goal of the Health Careers Opportunity Program at Lees College is to increase the enrollment of disadvantaged Appalachian students in the health professions schools (medicine, dentistry, pharmacy) and the allied 47 ''health professions schools (physical therapy, medical technology, radiation science, clinical associate and health care administration). The program recruits students from the high schools in its Appalachian service area and has established linkage agreements with the University of Kentucky Medical Center, the University of Kentucky College of Allied Health, Morehead State University and the University of Louisville Medical Center. Each summer Lees College holds a six-week preliminary education program for 20 disadvantaged Appalachian high school graduates. The summer program consists of analytical learning exercises in chemistry and mathematics taught by the program director. Communication and analytical skills (reading and writing assignments) and problem-solving relative to achievement and aptitude tests are taught by the student coordinator and communications specialist. Weekly field trips to various health care delivery facilities are arranged by the experiential education coordinator. The fall following the summer program students either enroll at Lees College or other colleges in the the local area or state. During the academic year, Lees College students receive academic and personnel counseling. Interested students may participate in the Lees College Health Careers Club and take field trips to various health care sites. Participants are also encouraged to explore voluntary experiential activities during the college sophomore year. UNIVERSITY OF KENTUCKY Vice Chancellor for Minority Affairs 207 Administration Building Lexington, KY 40536 (606) 257-1991 or 257-1078 Kentucky Health Professional Development Program The University of Kentucky with the cooperation of the University of Louisville Health Science Center and several undergraduate institutions throughout the state (Eastern Kentucky University, Western Kentucky University, Kentucky State University and Lees College) participate in the Kentucky Health Professional Development Program. The goal of the program is to increase the number of disadvantaged White and minority students enrolling in and graduating from medicine, dentistry and pharmacy schools in Kentucky. It is a comprehensive initiative which includes the Professional Education Preparation Program (PEPP), the Health Careers Opportunity Program (HCOP), a MCAT-DAT Training Conference and the Biochemistry Summer Supplemental Program. The program is designed to assist students upon graduation from high school, during their preprofessional preparation in college and through their tenure as professional school students. 48 ''The PEPP program consists of three residential summer programs conducted for up to 100 outstanding rural high school graduates over a period of six weeks at Kentucky State University, five weeks at the University of Louisville and six weeks at the University of Kentucky. With some variation among the three PEPP programs, the summer programs include courses in calculus, physics, chemistry, biology, study skills and problem-solving, as well as exposure to health careers in hospital and clinical settings. The Health Careers Summer Program is an eight-week residential program for 35 minority and disadvantaged undergraduate students who have completed at least two years of undergraduate preparation (if premedical or predental) and at least one year of preparation, if prepharmacy. Courses in general biology, chemistry and physics are designed to prepare students for more advanced science coursework and strengthen their science knowledge in preparation for standardized professional school admissions examinations. The program also includes learning skills development courses in problem-solving, analytical reasoning, quantitative reasoning, perceptual reasoning and medical-dental terminology, as well as seminars devoted to developing an application to professional schools and improving interview techniques. Other activities include experiential activities in hospitals, clinics and private offices, tours of hospitals or other health facilities and seminars on current health issues. The Program also offers a five-week MCAT/DAT Training Conference at the University of Louisville to 25 disadvantaged students. This summer program is supplemented by a two-day seminar with practice MCAT/DAT examinations during the semester break in January at the University of Louisville. In addition, 15 entering medical, dental and pharmacy students accepted by the University of Kentucky may participate in the four-week Biochemistry Summer Supplemental Program on Saturdays. This course is taught by biochemistry faculty in a self-paced format with weekly assignments and quizzes. During the academic year the University of Kentucky offers special one-day workshops preceding the administration of the MCAT, DAT and PCAT admissions examinations and assistance in developing professional school applications. Students enrolled in the professional schools receive tutorials as needed, study skills (particularly test-taking eermpee ten) and individual and group seminars. UNIVERSITY OF LOUISVILLE Division of Allied Health Carmichael Building Louisville, KY 40292 (502) 588-5299 Health Careers Opportunity Program The University of Louisville Health Careers Opportunity Program in concert with other statewide programs such as the Kentucky Health 49 ''Professional Development Program, the Professional Education Preparation Program and the Area Health Education Centers, assists disadvantaged students who are preparing for careers in allied health, medicine or dentistry. University of Louisville prehealth and pre-allied health students enrolled on the Belknap Campus receive academic counseling through an advisor who serves as a link with the Health Science Center. During the academic year, the program offers a Supplemental Instruction program through the Center for Academic Achievement for undergraduate students enrolled in high-risk courses such as biology, chemistry, mathematics, physics and human anatomy and physiology. Supplemental instruction is provided three to four hours each week. Disadvantaged students who have been accepted to the University of Louisville medical and dental schools may participate in a five-week Prematriculation Summer Program which is designed to introduce them to first-year basic science courses. Basic science courses such as biology and chemistry are taught primarily as a review with emphasis on specific topics encountered in medical or dental school. Math review and reading exercises include an analysis of skill deficiencies, as well as methods of improving mathematics performance and reading comprehension and speed. Study skills techniques such as note-taking, memorization, test-taking strategies and the development of study plans are also offered during the Prematriculation Summer Program. LOUISIANA LOUISIANA STATE UNIVERSLTY LSU Medical Center School of Allied Health Professions 1900 Gravier Street New Orleans, LA. 70112 (504) 568-4269 Allied Health Careers Enrichment and Retention Program The Louisiana State University (LSU) School of Allied Health Professions is located on two campuses -- Shreveport in the northern region of the State and New Orleans in the southern region. The program recruits Black students throughout the state who are interested in pursuing allied health careers in medical technology, occupational therapy, physical therapy and respiratory therapy. Preprofessional students may complete prerequisites for these professional programs on either the undergraduate campuses of the LSU System or through joint allied health programs on cooperating campuses such as Grambling State University, Southern University in Baton Rouge and Southern University in New Orleans. Students are contacted through allied health counselors from the three cooperating universities. A five-week Summer Preparation Program for 40 high school graduates recruited from throughout the state is held on the 50 ''Southern University-Baton Rouge campus. The program includes a review of high school chemistry, biology and mathematics, as well as an introduction to major concepts in introductory college chemistry, biology and mathematics. Other summer program activities include group and individual counseling sessions, stress management, coping techniques and financial aid resources presentations. In addition, the program conducts two concurrent two-week workshops at Southern University-Baton Rouge and Grambling State University for 30 disadvantaged students who have completed 30 hours of undergraduate coursework. The workshops include the preparation of applications to allied health professions schools, preparing for professional school admissions interviews, introduction to allied health curricula, a recap freshmen mathematics and science, exposure to role models, counseling and information on employment opportunities. Furthermore, disadvantaged students who have been accepted into the LSU programs in occupational therapy, physical therapy, and respiratory therapy are invited to participate in a two-week summer prematriculation program prior to their entry in June. This prematriculation program includes learning skills, technical communication, coping techniques, individual and group counseling sessions, introduction to computer assisted instruction, medical terminology and tutorials. Another summer prematriculation program is offered to disadvantaged students accepted to the medical technology program in their junior year of college. The medical technology prematriculation program is designed to strengthen science skills in professional school courses such as clinical analysis, clinical sciences (immunology, pathogenics, hematology, clinical chemistry) and orient students to medical technology support services such as campus learning resources and counseling. Disadvantaged students enrolled in the LSU School of Allied Health Professions receive special support services during the academic year such as guidance counseling, note-taking services, tutorials, review sessions, intensive microscope sessions, comprehensive review sessions, study skills sessions and instruction in professional report writing. LOUISIANA STATE UNIVERSITY School of Dentistry 1100 Florida Avenue New Orleans, LA 70119 (504) 948-8563 Dental Career Assistance Program The Dental School contacts disadvantaged students through already established recruitment networks with the University of New Orleans, Xavier University, Dillard University, Southern University at New Orleans and Southern University at Baton Rouge. Interested students attend a career day presentation at the School of Dentistry which includes tours a1 ''of the facilities and discussion of financial aid and other pertinent issues. The program offers a four-week Summer Access Program to 15 disadvantaged students each year. The Summer Access Program is designed to enhance the admission competitiveness of disadvantaged predental students by offering Dental Admission Test (DAT) preparation, test-taking skills sessions, dental admission interview preparation, chalk carving practice, orientation to the dental curriculum, financial aid information presentations and support services including the involvement of a minority faculty member. Disadvantaged students accepted to the freshmen class participate in a three-week Summer Entry Program. Because the dental school classes begin in July, the Summer Entry Program is intensive and includes basic science mini courses in anatomy, biochemistry and physiology, as well as study skills courses, stress management and survival skills sessions, financial aid packaging and the assistance of Big Brother and Big Sister networks. Academic retention assistance is offered to all Dental Careers Assistance Program students in the form of tutorial assistance; note-taking services; academic, personal and career counseling; summer make-up courses; and National Board of Dental Examinators (NBDE) test preparation. LOUISIANA STATE UNIVERSITY School of Medicine Office of Minority Affairs Rm 221 1542 Tulane Avenue New Orleans, LA 70112 (504) 568-8501 Inroads to Medicine Program The program focuses on socioeconomically and educationally disadvantaged and minority students who desire to pursue a career in medicine. The program recruits primarily Black and other minority students from high schools and undergraduate colleges in the state. Through orientation meetings with high school students and undergraduate premedical majors, premedical advisors and other interested students, potential applicants are identified. The program staff works closely with the premedical advisors to ensure that undergraduate courses coordinate with basic medical school requirements. Disadvantaged students preparing for entry to the medical school must apply through the American Medical College Application Service (AMCAS) and they must take the MCAT. The program counsels students during this critical phase and arranges MCAT reviews. The university sponsors an eight-week summer residential program for high school students in order to motivate and encourage them to consider a health career. This summer program consists of hospital and laboratory employment experiences and motivational activities. 52 ''Entering minority medical students attend a two-week Prematriculation Program which is designed to ease their entry to medical school. This summer program involves an assessment of reading skills and learning styles, as well as academic course concepts critical to histology, anatony, physiology, gross anatomy and biochemistry. During the academic year, students enrolled in the medical school are provided with academic counseling, tutorials, study skills sessions on test-taking strategies and financial aid assistance. A National Board Review Program is conducted by the Office of Minority Affairs to prepare students for optimal performance on the National Board Part I examination. TULANE UNIVERSITY Medical Center, MO 55 1430 Tulane Avenue New Orleans, LA 70112 (504) 588-5327 Medical Education Reinforcement and Enrichment Program The purpose of the Medical Education Reinforcement and Enrichment Program (MEdREP) is to increase the educational opportunities in medicine for minority and disadvantaged students. The project's recruitment component focuses on undergraduate and professional students whose interest, backgrounds and commitment make it reasonably certain that they will practice medicine in a severe health shortage area. The project recruits at colleges and universities within the southeastern and southwestern regions of the United States through contacts with premedical advisors and counselors and visits to the college campuses. The project assists up to 50 college junior and senior premedical and postbaccalaureate students through the Summer Reinforcement and Enrichment Program (SREP). The SREP program is a ten-week residential program which is comprised of laboratory research experience where the student is assigned to an on-going research team headed by a Tulane faculty member. Laboratory research experiences cover such topical areas as cancer research, pharmacology, clinical immunology, renal physiology, biology, biochemistry, genetics, neurology, orthopedics, microbiology, anatomy and community health. The purpose of the laboratory research experience is to introduce students to technical applications and to the scientific method. Students are required to make oral presentations and submit a final written report on their assigned laboratory project. In addition, workshops on learning, study and test-taking skills, as well as MCAT review sessions which cover mathematics, biology, molecular biology, inorganic chemistry, organic chemistry, physics, problem-solving, vocabulary building, reading and composition and learning/test-taking skills are conducted throughout the ten-week program. Sessions on admissions, mock interviewing techniques, as well as academic, career, financial aid and personal counseling are available to all participants. 53 ''Students also have the opportunity to participate in clinical experiences in local hospitals, take tours and field trips to health facilities, interact with local practicing physicians and other role models and attend weekly seminars concerning topical medical issues. The summer Prematriculation, Reinforcement in Medical Education Program (PRIME) is a voluntary six-week academic program which is offered to incoming medical students, particularly minority and disadvantaged freshmen. The program includes a preview of first-year courses such as anatomy, biochemistry and physiology; learning, study and test-taking skills sessions; the formation of peer study groups; and orientation to medical school facilities and services. Enrolled medical students are provided academic support services such as the note-taking service and tutorials from junior faculty, graduate and upperclass student tutors both during the six-week Summer Directed Study Program and during the academic year. Tutorials encompass instruction in gross anatomy, neurosciences, histology, embryology, biochemistry, physiology, microbiology and immunology, parasitology, pharmacology, pathology, preventive medicine and public health, psychiatry and physical diagnosis. XAVIER UNIVERSITY OF LOUISIANA College of Pharmacy 7325 Palmetto New Orleans, LA 70125 (504) 486-7411 Ext. 431 Xavier University's Educational Pathway to the Health Professions Xavier University's Educational Pathway to the Health Professions program is a comprehensive effort designed to address the national need to increase the number of disadvantaged individuals in the health professions. The program largely focuses on the recruitment of Black students for Project SOAR (Stress On Analytical Reasoning). Project SOAR is a six-week residential summer program designed to strengthen the analytical abilities of at least 60 prefreshmen college students who plan to enter Xavier University. Project SOAR consists of three components: (1) laboratory experiments that are organized to systematically move students through the exploration, invention and application phases of the learning cycle; (2) a stepwise process of teaching the logical reasoning and critical reading skills needed to comprehend material presented on standardized examinations; and (3) motivational/careers awareness activities which include tours of health professions schools and interaction with health care practitioners. Academic year activities include a variety of workshops on problem-solving and learning skills, professional school admissions test preparation sessions, assistance preparing applications to professional schools and interview strategies. 54 ''In addition the program offers a four-week summer prematriculation program for 20 first-year pharmacy students. The prematriculation program consists of problem-solving techniques which are correlated with pharmaceutical calculations, and a review/preview of organic chemistry and biochemistry. During the academic year, the program offers intensive pharmacy calculation sessions and tutorials for pharmacy students. MARYLAND AMERICAN ASSOCIATION OF COLLEGES OF OSTEOPATHIC MEDICINE 6110 Executive Blvd., Suite 405 Rockville, MD 20852 (301) 468-0990 Health Careers Opportunity Program This project is a consortium of eight osteopathic medical schools and their association. The purpose is to provide a preprofessional educational experience for minority and other disadvantaged students to facilitate entry into a professional medical school environment and to provide assistance to consortium institutions to admit and retain target students. The eight participating medical schools are: The Kirksville College of Osteopathic Medicine, New York College of Osteopathic Medicine, Oklahoma College of Osteopathic Medicine, Southeastern College of Osteopathic Medicine, West Virginia School of Osteopathic Medicine, Texas College of Osteopathic Medicine, Chicago College of Osteopathic Medicine and the College of Osteopathic Medicine of the Pacific. The national eight-week summer preprofessional/prematriculant educational program is located on the campus of the Texas College of Osteopathic Medicine at Ft. Worth and conducted by the staff of the college. The summer curriculum is comprised of courses in biochemistry, anatomy, physiology, microbiology, pharmacology, osteopractices and principles, learning strategies and general study skills. A number of workshops and courses are offered at varying times to a limited number of students such as Kaplan tape sessions; CAI-medical terminology, reading, vocabulary, thinking and problem-solving skills; radiology, test-taking skills and an Honors Class in Clinical Problem-Solving. Other workshops were conducted in CPR training, financial aid and interviewing techniques. Visits and rotations were arranged with a number of health care facilities. Students also spend a 10 hours per week in MCAT review sessions. Other consortium activities are conducted on the individual campuses of the participating colleges and include lectures, seminars, small and large group counseling, tutorial sessions and workshops. 55 ''CUMBERLAND AREA HEALTH EDUCATION CENTER 11 Columbia Street Cumberland, MD 21502 (301) 777-9150 The Eastern Alleghenies HCOP Program The Cumberland Area Health Education Center (AHEC), which received supplemental Federal AHEC funds from 1980-1983 bringing it to parity with other Federally funded AHECs in the State, is a community-based organization with a network of relationships with health care institutions, health care providers and other regional educational institutions. Its structure encompasses six professional disciplines (medicine, dentistry, nursing, pharmacy, psychology and medical social work). The goal of its HCOP project is to develop educational and career pathways to the health professions for disadvantaged high school students -- predominantly disadvantaged White individuals living in eight Northern Appalachian counties in Maryland, Pennsylvania and West Virginia. Project components include recruitment, financial aid dissemination, facilitation of entry activities and preliminary education. In cooperation with the University of Maryland at Baltimore and the Maryland Statewide Medical and Education Training System, the Cumberland AHEC emphasizes motivational career activities, individual, career and educational counseling, skill development, enrichment programs and a four-week preliminary education summer seminar. It also has established linkages with more than 11 universities and colleges offering health career education programs, support services and tracking along a negotiated pre-health, health and allied health educational pathway. Students are provided with health career information and vocational assessment assistance. They are exposed to health career role models. They attend financial aid and admission application workshops. In addition, students attend a four-week summer program prior to matriculation at a university/college of their choice. The summer program includes reading, writing, language, arts, mathematics, test taking, problem solving, decision making, self confidence, stress management, academic survival and success skills and the construction of long term career goals. All summer courses are conducted at Frostburg State University in Maryland and are targeted at the level of college freshmen. 56 ''MASSACHUSETTS NORTHEASTERN UNIVERSITY College of Pharmacy and Allied Health Professions 360 Huntington Ave. 206 Mugar Building Boston, MA 02115 (617) 437-4185 Northeastern University HCOP This project focuses on obtaining minority and disadvantaged high school students, predominately Black, Hispanic and Asian high school students into the pharmacy and eight allied health programs (dental hygiene, community health education, medical record administration, medical technology, physical therapy, medical laboratory technology, radiologic technology and respiratory therapy). It incorporates all of the Health Careers Opportunity Program objectives with the major focus on the preliminary education, facilitation of entry and retention components. The university operates a preliminary education program for prematriculated senior high school students which stresses psychological and academic preparation. Included are self-motivation workshops and instruction sessions, role model lectures and participation in the Career Beginnings Mentoring Program. Academic content includes reading comprehension, study skills, language arts, mathematics (calculus), science (chemistry, biology) and college laboratory experiences. Facilitation of entry focuses on test-taking skills, an admissions workshop encompassing the application process, financial aid and personal interview. It also involves an optional freshman year program which has a reduced academic load for students needing special preparation in critical areas. The retention component includes orientation and diagnosis/advising activities, tutorials, a study skills seminar, individual and group counseling, and social/cultural activities involving peer mentoring, a speaker series, awards and recognition. oF ''HARVARD UNIVERSITY 20 Garden St. Cambridge, MA 02138 (617) 495-2954 Harvard Health Professions Program This project encompasses a comprehensive eight-week summer enrichment program with preliminary education and facilitation of entry segments designed to enlarge the minority/disadvantaged applicant pool to health professions schools. Participants represent diverse social, academic and ethnic groups from across the country. All are considered “marginal” candidates for admission to health professions schools. Typical participants come from a small, publicly funded institution where he/she is a junior or rising college senior. The Harvard Health Professions Program is a preparatory pre-professional training and enrichment program designed to provide an individualized program of academic study, pre-professional exposure and skills enrichment to enable disadvantaged and minority participants to become more competitive vis-a-vis the traditional health professional school admissions process. The program has several components including a choice of a course in science or mathematics offered at the Harvard Summer School. Courses taken include physiology I, physiology II, genetics, cell biology, neurobiology, pre calculus, statistical analysis and calculus II. In addition, students choose a small-group seminar in a wide array of topics in the medical sciences or other areas of the health professions. They participate in a research seminar with laboratory exposure and participate in clinical placements. Participants interview with representatives of professional schools from all over the country, review for the MCAT examination, attend Sunday seminars on health career topics addressed by successful practitioners and have study skills assistance. Each participant has an assigned tutor and an advisor to work closely with during the eight weeks. MIDDLESEX COMMUNITY COLLEGE Bedford, MA 01730 and Unitas Inc. Lowell, MA 01852 (617) 275-8910 x 366 Health Careers Opportunity Program The purpose of this project is to increase the number of underrepresented minority and disadvantaged, predominantly Black and Hispanic senior high school students who enter allied health career associate degree programs (medical laboratory technician, radiologic technician, medical assisting, dental hygiene, dental assisting, dental laboratory technician) at 58 ''Middlesex Community College (MCC). It also encompasses a program designed to facilitate entry into baccalaureate programs either in allied health or in other health professions programs. Unitas as the subcontractor undertakes recruitment and career advising efforts and the community college provides preliminary education, facilitation of entry and retention services. The preliminary education component is an after-school and Saturday activity for senior high school students. It consists of oral and written skills instruction, mock interviews, a course in the biological sciences, mini-courses in verbal and mathematics content in preparation for the Scholastic Aptitude Test and an orientation to the allied and other health careers. During the summer, a seven-week facilitation of entry program is held for prematriculant high school seniors and college level students. It is an on-site program held at MCC. The emphasis is on reading strategies and study skills, college mathematics for the health careers, medical terminology and science for health careers such as chemistry, biology, microbiology, anatomy and physiology. Retention emphasizes a wide range of tutorial and academic support in the form of mini-courses in areas of academic weakness. Individual tutoring through peer support, academic advising services and career-motivation workshops are also provided. Students wishing to transfer to four-year institutions after completion of their courses at MCC are assisted through the use of a transfer counselor. MICHIGAN THE UNIVERSITY OF MICHIGAN MEDICAL SCHOOL Office of Student and Minority Affairs 1301 Catherine Road 2703 Furstenberg Center 0611 Ann Arbor, MI 48109 (313) 764-8185 Health Careers Opportunity Program This project offers a postbaccalaureate program for rejected applicants to the University of Michigan Medical School who come from disadvantaged backgrounds. Participants include Black, Hispanic, and Native American students whether resident or non-resident, and members of ethnic groups not underrepresented in medicine who are Michigan residents and are economically disadvantaged and/or rural. The Post-Baccalaureate Program 53 ''consists of a two-semester curriculum which incorporates formal upper level undergraduate and graduate courses for credit as non-degree candidates in the College of Literature, Science, and the Arts, supplemented by special overview courses in physics, chemistry, biology and mathematics/biostatistics; practice MCAT examinations; a study skills enhancement program which incorporates time-management, effective studying, organization and note-taking techniques; and opportunities to attend lecture series and conferences at the medical school, hospitals and other health care settings; assignments with clinical preceptors; and a personal development component to develop those non-cognitive skills which, along with the cognitive skills, have been identified as predictors for success in medical education programs. Students who perform successfully receive favorable consideration for admission in the next entering medical school class. The project also offers a four-week Pre-Matriculation Program for minority and disadvantaged students who are accepted to the medical school. This program includes mini-courses in embryology, genetics, biochemistry and mathematics/biostatistics and an orientation to the medical school. During the academic year students are provided retention support services through the Study Skills Office which includes study skill enhancement, personal development and computer-assisted learning in such areas as medical terminology and patient-care simulations. THE UNIVERSITY OF MICHIGAN School of Dentistry Ann Arbor, MI 48109 (313) 764-7242 Recruitment, Retention and Graduation of Disadvantaged Students This project is designed to increase the number of disadvantaged students admitted to and enrolled in the The University of Michigan School of Dentistry. The project recruits disadvantaged students at several traditionally Black institutions, as well as at institutions within the state such as Wayne State University, Eastern Michigan University, Michigan State University, University of Michigan-Dearborn and University of Michigan-Flint. Recruitment activities include academic advising, counseling and the provision of financial aid information to interested college students. Students accepted to the School of Dentistry participate in a four-week Summer Academic Orientation Program which is designed to improve their preparation for first year science courses such as gross anatomy, microscopic anatomy and biochemistry. In addition, study skills techniques are provided to strengthen such areas as reading, medical and dental terminology, listening, note-taking, memorization, problem solving, test-taking, and self-management skills to assist the participant in becoming an independent and effective learner. Academic year tutorial support services are available for matriculants experiencing academic difficulty. - 60 ''FERRIS STATE UNIVERSITY School of Allied Health VFS 200 Big Rapids, MI 49307 (616) $592-2256 Health Careers Ladder Program This project is designed to increase the number of Black, Hispanic and other economically disadvantaged individuals enrolling in and completing baccalaureate allied health programs at Ferris State College in environmental health, health systems management, medical technology, medical record administration and nuclear medicine technology. This is achieved through a series of program activities which may be viewed on a continuum from health career familiarization to retention strategies. The project recruits students from its service area as well as from community colleges within the state which have large numbers of Black, Hispanic and other economically disadvantaged students with associate degrees who are interested "“laddering" into a baccalaureate program at Ferris State University. The project provides a preliminary education program comprised of two phases. The Phase I program is offered to high school students in their locale during the mid-point of their senior year to strengthen learning skills competencies. This program includes reading, writing, study skills, decision-making, goal-setting and time-management sessions during the spring quarter. Phase II of the program is an eight-week residential program for students matriculating to Ferris State in the fall who need additional science reinforcement and academic support. Students participating in the Phase I program have priority while others are selected on a space available basis. The Phase II program includes- courses in mathematics, biology and chemistry and field trips to clinical settings. Students who successfully complete the first year of college are guaranteed admission to the School of Allied Health. Students admitted to the School of Allied Health are provided with counseling and advising and tutorial support services. WAYNE STATE UNIVERSITY School of Medicine 540 East Canfield, Suite 1320 Detroit, MI 48201 €31397577=1598 Recruitment and Retention of Disadvantaged Men and Women in Medicine This project is designed to facilitate the entry of disadvantaged students, predominantly Blacks, into the medical school curriculum and retain them through graduation. The project encompasses several components commencing in high school throygh the completion of medical school. The project provides a Developmental Counseling Program aimed at 61 ''strengthening basic science and learning skills through counseling and workshops on such topics as test-taking, the admission process and preprofessional attitudes. Students who participate in this component are either attending high schools in the area, enrolled at Wayne State as undergraduates, or enrolled in the Wayne State Postbaccalaureate Program. The Outreach/Enrichment Skills Development program addresses such topics as problem solving, critical thinking, writing, reading, study methods, note-taking, and reasoning skills integrated with MCAT preparation. This component is provided in the spring for college students for six weeks and concurrently for high school students for the first three weeks. The project provides a Postbaccalaureate Program for students who have completed an undergraduate degree, applied to and been denied admission to the School of Medicine. The first two semesters consist of courses designed to remedy any medical school admission deficiencies and may include required additional science courses. Students who successfully complete the first two semesters participate in the Spring-Mini Program which consists of an overview of first-year medical school courses in gross anatomy, human cell biology, human physiology and human biochemistry, as well as reading, study skills and personal development activities. The project also offers a six-week Incoming Freshmen Summer Program for successful postbaccalaureate students along with other minority and disadvantaged students who have been admitted to the College of Medicine to reinforce their knowledge of science and survival skills. The program provided lectures in gross anatomy, histology/embryology, biochemistry, physiology and mathematics; study skills and problem solving sessions; and academic, financial aid and personal development counseling. The project provides tutorial assistance, counseling and skills enhancement support services for enrolled participants. MICHIGAN STATE UNIVERSITY College of Human Medicine B-106 Clinical Center East Lansing, MI 48824 (517) 353-9620 Medical Education Support Project The Medical Education Support Project is designed to strengthen the efforts of the College of Human Medicine in identifying, selecting, retaining and graduating disadvantaged students. The Medical Education Support Project creates a pathway which includes students who are college juniors through students graduating from medical school. The project recruits prospective college students who are enrolled in Michigan institutions with high minority enrollments, as well as at colleges with large Hispanic student enrollments and at historically Black institutions. The project provides an eight-week summer Science Education Enrichment and Knowledge (SEEK) program for rising college 62 ''juniors and seniors who are preparing to apply to medical school. This summer program includes an intensive basic science review, learning skills development and application preparation components. The basic science review component includes basic anatomy and physiology, inorganic and organic chemistry, physics, algebra, trigonometry and data analysis. The learning skills development component includes such topics as time management, note-taking and test-taking techniques, supplementary review sessions and clinical observations designed to solidify and integrate basic science knowledge with learning skills techniques. The application preparation component includes assistance with medical school application preparation, interview workshops, counseling and opportunities to participate in recruitment sessions conducted by representative of various medical schools. The project provides the Advanced Baccalaureate Learning Experience (ABLE) postbaccalaureate program for underrepresented minority students who had been marginally unsuccessful in gaining admission to the College of Human Medicine. The ABLE program is a three quarter academic year postbaccalaureate program. Participants enroll as second degree students in the College of Natural Science and take such courses as biochemistry and physiology. They also have the opportunity to enroll in selected medical school basic science courses. ABLE students are required to participate in special seminars on problem solving, study skills development and personal development. The College of Human Medicine will guarantee admission to students who successfully complete the progran. The project provides the six-week Summer Orientation and Retention (SOAR) program for underrepresented minority students who have been accepted into medical school. The purpose of the SOAR program is to increase the students' level of readiness for rigorous medical school coursework. The program includes an overview of anatomy, physiology and chemistry, as well as skills development techniques such as effective listening and note-taking, time management and study strategies; seminars on test-anxiety, test-taking, self-learning, reading comprehension; and analysis of patient care problems and special topics on medical care issues. Academic year counseling, tutorial assistance and clinical transition activities are provided for matriculated medical students. In addition, a special mini-course in learning strategies and NBME review sessions are offered to assist students in completing medical school. 63 ''MICHIGAN STATE UNIVERSITY College of Osteopathic Medicine C-110 East Fee Hall East Lansing MI 48824 (517) 353-4730 Medical Access and Support Program The main thrust of the project is facilitating the admission of eligible students and increasing their preparedness for the medical college curriculum. This goal is accomplished through maintaining and increasing the pool of disadvantaged applicants through expanded outreach and information dissemination activities. The project also offers “alternates” facilitated entry upon the successful completion of the Summer Pre-Matriculation Program which emphasizes the medical sciences and learning/study skills. Admission to the college is guaranteed upon successful completion of the summer program. These students fill the spaces the inevitably open to top alternates. Prospective osteopathic medical students are identified through information distributed to high schools and colleges within the State of Michigan, as well as through college supported recruitment at historically Black colleges and universities and other institutions with high minority enrollments. Once identified and supported through the admissions process, any students who have successfully competed to the level of being placed on the alternate list are eligible to participate in the Summer Pre-Matriculaton Program. (Students admitted without the summer program are still offered college-funded supportive services), The summer program accelerates the students and gives them a very strong competitive edge as they begin medical school. Coursework includes laboratories and lectures in anatomy, biochemistry, physiology, learning/study skills reinforcement; the history and ‘asic concepts of osteopathic medicine; clinical exposure; a personal/ professional development series; and counseling and exposure to the medical school environment and role models. Nightly recitations and tutorials are also offered to the students, as well as academic and financial counseling. In addition, the program provides an intensive two-week Summer Review Program for previous summer program students who were unable to matriculate the prior fall either through choice or lack of available class seats. This is an intensive refresher program which focuses on anatomy, physiology, biochemistry, survival skills, learning/study skills reinforcement and orientation to the College. After admission to the college, the focus is on retention not only throughout the didactic years, but also during the clinical clerkships in the third and fourth years. Activities include counseling, tutorials, workshops and interaction with role models; and academic monitoring and organized group activities emphasizing collegial interactions. 64 ''Students not admitted to the college are offered continued assistance through the development of an Individual Academic Plan which maps out the particular improvements to be made and strategies for success. This enables students to show a more competitive profile when they re-apply for admission. MICHIGAN STATE UNIVERSITY College of Veterinary Medicine A-128 East Fee Hall East Lansing, MI (517) 353-9793 Vetward Bound Program The goal of the Vetward Bound Program is to develop a pool of well-qualified minority and disadvantaged students interested in veterinary medicine, facilitate their admission into the professional program of the College of Veterinary Medicine and retain those admitted. The Vetward Bound Program targets underrepresented minorities such as Black, Hispanic, Native American, Alaskan Native and Asian American/Pacific Islanders, as well as economically disadvantaged White students. Underrepresented disadvantaged students are recruited through formal cooperative arrangements with Hampton University and the Office of Undergraduate Education at Michigan State University. Consultative networks have also been established with Tuskegee University and Michigan State's Colleges of Human Medicine and Osteopathic Medicine. Special recruitment efforts are directed at in-state high school and college students and four-year institutions outside the state with high minority populations. During the academic year, cooperating institutions offer three Academic Discussion Seminars each semester for pre-veterinary students. These seminars provide a forum for students to present the results of independent studies in veterinary medicine, develop a peer support group and interact with role models. The program offers a five-week Enrichment Summer Program (ESP I) on the Michigan State campus for up to 10 students participating in the Academic Discussion Seminars. Priority is given to students who are two academic years away from making application to a professional veterinary program. The summer program consists of courses in animal science with laboratory; basic science (biology, physics, inorganic chemistry and organic chemistry); a computerized reading comprehension activity; workshops on stress and anxiety management; and field trips. Students planning to apply to veterinary school within the next academic year participate in a seven-week Enrichment Summer Program (ESP II). This program includes MCAT Preparation, veterinary clinical experience, comparative veterinary physiology, veterinary histopathology, study 65 ''skills, interaction with role models, field trips and admission workshops. Academic year support activities for undergraduates include interpersonal development workshops, MCAT reviews and preparation for professional school interviews. Minority and disadvantaged students selected for admission to the College of Veterinary Medicine may attend a seven-week prematriculation Enrichment Summer Program (ESP III). This summer program consists of intensive preview courses in canine and gross anatomy, histology, physiology, epidemiology and public health, veterinary parasitology, veterinary pharmacology and toxicology, as well as comparative veterinary physiology and histopathology, a clinical experience with senior veterinary students and study strategy reinforcement. Students enrolled in the College of Veterinary Medicine are paired with faculty mentors, and they may receive tutorial assistance as needed and participate in counseling and other support activities. WESTERN MICHIGAN UNIVERSITY College of Health and Human Services Center for Human Services Kalamazoo, MI 49008-5184 (616) 387-2640 Allied Health Careers Opportunity Program The Allied Health Careers Opportunity Program (AHCOP) is administered through the Center for Human Services as an interdisciplinary progran. The ACHOP is designed to enhance the academic preparedness of students from disadvantaged backgrounds (Black, Hispanic and Native American) interested in pursing education in the allied health programs of occupational therapy, physician assistant and speech pathology and audiology; to facilitate their entry into the programs; and to assist students to successfully complete their allied health education. However, support services for students enrolled in the School of Social Work and the Blind Rehabilitation and Mobility Department are provided by the College of Health and Human Services. The AHCOP program enhances and expands existing identification and recruitment efforts by involving staff from junior and community colleges. Western Michigan is centrally located to the undergraduate institutions which include: Grand Rapids Junior College in Grand Rapids, Michigan; Kalamazoo Valley Community College in Kalamazoo, Michigan; Kellogg Community College in Battle Creek, Michigan; and Lake Michigan College in Benton Harbor, Michigan. The program provides support by making available activities designed to enhance the students' academic preparation. These activities include a series of academic skills enrichment workshop presentations on such areas as science and mathematics, critical reading, note-taking and test-taking strategies, learning and study skills reinforcement including time Management, organization and study skills techniques and stress-management, as well as presentations by allied health 66 ''professionals and tours of worksites. All targeted students enrolled in the participating institutions receive academic and career counseling services. The project also provides services to students preparing to apply to allied health programs which include workshops on interviewing skills, assistance with application preparation, assistance in preparing for the Allied Health Professions Admissions Test (AHPAT) required for the occupational therapy program and suggested options for satisfying clinical prerequisites required by both the occupational therapy and physician assistant programs. In addition, students accepted to the College of Health and Human Services participate in a six and one-half week summer program prior to matriculating in the fall. This program comprises courses in chemistry, physiology, anatomy and mathematics which are designed to prepare students for the professional curriculum of their majors, as well as learning skills reinforcement in such areas as study skills, note-taking and textbook reading. Participants enrolled in the professional school receive academic advising and tutorials, participate in personal and self-development sessions and are provided with opportunities to interact with health professionals. MINNESOTA UNIVERSITY OF MINNESOTA~DULUTH Center of American Indian and Minority Health School of Medicine Duluth, MN 55812 (218) 726-7234 Native Americans into Medicine The goal of this project is to identify and support disadvantaged American Indian students with an interest in enrolling in and completing health professions schools such as medicine, osteopathy, dentistry, veterinary medicine, optometry, pharmacy, podiatry, clinical psychology, public health and health care administration. Its Health Career Opportunity Program (HCOP) objectives address recruitment, preliminary education, facilitation of entry and retention. The Native Americans into Medicine (NAM) is part of a newly established Center of American Indian and Minority Health at the University of Minnesota School of Medicine. The preliminary education component assists college prematriculants, college freshmen and sophomores to complete undergraduate pre-health requirements through the use of computer-assisted instruction in science 67 ''and mathematics. It provides reading and writing skills as well as enhancement of study skills through peer learning. Students participate in support group activities and have mini-clinical experiences. They also have exposure to Indian role models and a mentoring, advising and counseling system. Facilitation of entry activities focus on assisting college juniors and seniors with health professions schools application development, improving admission test scores and acquiring interview skills. Students are prepared to make a smooth transition by becoming familiar with the professional school environment and taking introductory mini-courses in medical school basic sciences. Staff of the project work with various health professions admissions committees to evaluate applicants. In regard to retention activities, students are assisted with their preparation for the National Board Examination Part I and are counseled to recognize potential academic problems and alleviate them through tutoring and other mechanisms before they become serious obstacles. MISSISSIPPI UNIVERSITY OF MISSISSIPPI MEDICAL CENTER Office of Minority Student Affairs 2500 North State Street Jackson, MS 39216 (601) 984-1340 Health Careers Opportunity Program The overall goal of the program is to increase the number of well-prepared minority or disadvantaged students who apply to, enter and complete medical or dental school at the University of Mississippi Schools of Medicine and Dentistry. The Health Careers Opportunity Program primarily targets Black students, starting with high school graduates, who are followed through college undergraduate programs and medical and dental schools. The program recruits students throughout the area, as well through linkage arrangements with the University of Southern Mississippi, the University of Mississippi, Mississippi Valley State University, Jackson State University and Alcorn State University. The program offers a Level I summer program and a Level II summer program at Jackson State University through a linkage arrangement. The eight-week Level I summer program is offered to 15 prefreshmen college students to introduce them to college level coursework. The academic courses include general biology, general inorganic chemistry, mathematics, basic composition, english composition--written and oral communication, basic vocabulary, study skills and learning styles. 68 ''Motivational activities include seminars conducted by health care professionals and visits to the University of Mississippi Medical Center and other health care facilities in the area. The eight-week Level II summer program is offered to 15 rising college sophomore students to reinforce skills in college level coursework. This includes courses in molecular biology, Organic Chemistry I, advanced mathematics, physics, Scientific Methods of Study, advanced vocabulary, English composition-- Written and Oral Communication II, critical reading, and Learning Skills Il. Motivational activities include a tour of the University of Mississippi Medical Center and the opportunity to spend a day accompanying a medical or dental student. Level III and Level IV summer programs are conducted at the University of Mississippi. The Level III eight-week summer program for 15 rising college juniors is designed to introduce students to curricula such as human anatomy and physiology, Organic Chemistry II, Physics II and Elementary Statistics. It also attempts to strengthen competencies in analytical reading, medical terminology and the analysis and application of information. Motivational activities include participation in hospital rotations, dental clinic rotations and a cardiopulmonary resuscitation training course. The eight-week Level IV summer program for 15 rising college seniors is designed to prepare them for standardized medical and dental school admissions tests. Courses include MCAT and DAT review, cell biology, scientific communication and oral communication. An admissions seminar and an interview seminar are also offered. In addition, preceptorships with minority physicians are arranged for interested college students. Minority and disadvantaged students accepted to the University of Mississippi's medical or dental schools may participate in an eight-week Summer Pre-Entry program which is designed to strengthen conceptual skills in preparation for first-year medical and dental school coursework. The 15-20 participants attend classes in gross anatomy, biochemistry, materials science, dental morphology and occlusion and gain general learning skills and strategies used in preparation for the national board examinations. Students also participate in clinical experiences, receive preprofessional counseling and interact with minority professionals. Throughout the academic year, professional students receive a variety of student support services such as tutorials, counseling and survival skills workshops. 69 ''TOUGALOO COLLEGE Chemistry Department Tougaloo, MS 39174 (601) 956-8065 Health Careers Opportunity Program This program recruits Black students from high schools in Mississippi and provides academic support and motivation in order to facilitate their entry to health professions schools such as medicine, dentistry, pharmacy, public health, optometry, veterinary medicine and the allied health professions. The program provides a six-week Summer Science Program for 50 high school senior and matriculating Black college students. It includes introductory biology, chemistry, physics, computer science and mathematics. Special seminars designed to reinforce reading and writing skills are offered. Opportunities to explore various health careers through presentations from Black health professionals and field trips to clinical facilities are provided. Students enrolled in the college in the academic year receive support services in the form of individual counseling and tutorials. They also attend special test-taking and reading skills sessions; attend mini-classes led by students, faculty and guest speakers; and receive preadmissions counseling on admission requirements for health professions and allied health professions schools. The college has an arrangement with both Brown University's Early Identification Program and Boston University's Early Medical School Selection Program which facilitate the admission of Tougaloo sophomores to their medical schools. MISSOURI UNIVERSITY OF MISSOURI-KANSAS CITY School of Dentistry 650 E. 25th Street Kansas City, MO 64108 (816) 276-2080 Dental Education Awareness Program The overall purpose of the Dental Education Awareness Program is to identify minority and disadvantaged students (primarily Black and Hispanic) who are interested in a career in dentistry. The program recruits students from local high schools and colleges and minority organizations, as well as through a formal arrangement between the School of Dentistry and Educational Opportunity Centers in St. Louis, Missouri; - Little Rock, Arkansas; and Albuquerque, New Mexico. The program offers - an eight-week residential Dental Admission Test Preparation Program 70 ''taught by the Kaplan Education Center to 15 minority and disadvantaged students. The summer course includes review of the subject areas (biology, inorganic chemistry, organic chemistry, mathematics, reading comprehension and perceptual ability) for the Dental Admission Test. The courses involve classroom instruction, the use of self-study notes and audio tapes, supplementary sessions on test-taking skills and field trips to dental facilities. Ten minority and disadvantaged dental students who have been either accepted or provisionally accepted by the School of Dentistry participate in the four-week summer Educational Enhancement Program. This program is designed to assist entering dental students overcome deficiencies in science concepts which are prerequisites to the regular first-year curriculum. It is also designed to strengthen learning skills and facilitate the development of basic perceptual-motor skills. The summer program includes courses in biochemistry, histology, gross anatomy, dental anatomy and waxing, as well as a Supplementary Instruction program which assists students in mastering course concepts and learning strategies. Students enrolled in the School of Dentistry receive individual and small group tutorial assistance, and participate in learning skills workshops and “rap" sessions. WASHINGTON UNIVERSITY School of Medicine Office of Minority Student Affairs 660 South Euclid Avenue, Box 8023 Room 100 St. Louis, MO 63110 (314) 362-6854 Health Careers Opportunity Program The Health Careers Opportunity Program targets Black students who are either enrolled in area high schools, undergraduate colleges in Missouri, or other undergraduate colleges throughout the nation. These students are recruited through career presentations on both high school and college campuses, referrals from high school personnel, and contacts nationwide with college student advisors. The program offers a six-week summer program for approximately 20 Black rising college juniors which is designed to strengthen basic mathematics and science skills. During this intensive mini-course, students receive instruction in biology and chemistry, precalculus, MCAT preparation sessions, and communication/study skills such as reading and writing, time management, stress management, test-taking and study strategies. The program also offers a six-week summer program for 20 rising college seniors to prepare them for entrance to medical school. This summer program consists of intensive mini-courses in organic chemistry, calculus and MCAT preparation, as well as counseling on the medical school admission process, interviewing skills and financial aid sources. 71 ''The program also offers a six-week summer program for 15 Black students accepted to Washington University School of Medicine. This program is designed to help students master the conceptual background of the first-year curriculum and reinforce and strengthen study skills, thereby facilitating the transition from undergraduate school to medical school. The program consists of an intensive and indepth curriculum which includes gross anatomy, cell biology, biochemistry, analysis and problem solving and medical terminology. It also includes study skills courses such as note-taking, outlining and organizing content, time and stress management, test-taking strategies and memorization and concentration. Other activities include special health care seminars, interaction with enrolled minority medical students and visits to St. Louis area health facilities. During the academic year, medical students may receive tutorials, participate in test-taking sessions in preparation for the National Board of Medical Examinators Part I, and participate in time and stress management sessions. UNIVERSITY OF MISSOURI-ST. LOUIS School of Optometry 8001 Natural Bridge Road St. Louis, MO 63121 (314) 553-5603 Minorities in Optometry This Minorities in Optometry program focuses on disadvantaged and minority students who have applied to the School of Optometry and were not admitted, and retention of such students once admitted. The program offers a Postbaccalaureate Program for selected disadvantaged and minority students who were not admitted to the School of Optometry. It is designed for students who need only supplementary assistance, not remediation. Students who successfully complete all the provisions of the Postbaccalaureate Program are guaranteed admission to the School of Optometry. Students are required to enroll in the University of Missouri College of Arts and Sciences in order to participate. The Postbaccalaureate Program is a one to two year individualized educational program that includes advanced sciencé courses and weekly counseling sessions. Students who are subsequently admitted to the School of Optometry's first-year class attend a six-week prematriculation summer enrichment program which is designed to strengthen their mathematics and science skills and facilitate their transition to professional school. Courses offered include anatomy, physiology, biochemistry, neuroanatomy and study skills such as note-taking and listening skills, time management, test-taking, and library skills. Laboratory and clinical “hands-on” exercises are also provided. Students enrolled in the School of Optometry receive a full range of counseling services and attend monthly 72 ''workshops on topics such as stress management, time management, conflict resolution, assertion training, leadership training and financial resources. NEBRASKA CREIGHTON UNIVERSITY - School of Medicine Department of Pharmacology California at 24th. St. Omaha, NE 68178-0225 (402) 280-3185 Creighton University Health Careers Program This project represents a comprehensive plan to increase the numbers of disadvantaged, predominantly Black students, to gain admission and be retained by the health professions schools of medicine, dentistry and pharmacy. To accomplish this goal, the program operates a postbaccalaureate program, a summer enrichment program and a pre-dental program. Selected students have been rejected by all medical schools to which they had applied. The postbaccalaureate component provides instruction from September to April including an intensive review of biology, chemistry, physics and mathematics. In addition, instruction in improving reading and writing skills is provided. Academic counseling services are scheduled to acquaint students with available support services and to aid in the assessment of study and examination habits. The summer prematriculation enrichment program is nine weeks in duration and is designed for students accepted to the Creighton University School of Medicine and Dentistry whose credentials indicate that they may have difficulty handling the first-year curriculum. The program introduces the students to the basic science components of the curriculum which generally cause problems. These include anatomy, biochemistry and physiology. They also receive psychological support and counseling and receive instruction in improving reading ability and relevant vocabulary. The pre-dental summer preparatory program is seven weeks in duration and has two tracks. One reviews basic science courses. The second is for more advanced students and addresses upper-division course content. The summer program assists participants in understanding the relevance of their college studies to future dental study, strengthens their knowledge in basic and advanced sciences, develops skills for future science study and provides exposure to preclinical and clinical disciplines. The target population is primarily pre-dental undergraduate disadvantaged students in Iowa, Kansas, Missouri and Nebraska. 73 ''UNIVERSITY OF NEBRASKA Medical Center 42nd and Dewey Aves Omaha, NE 69105 (402) 559-4437 Minority Health Careers Program The focus of the University of Nebraska Medical Center Health Career Opportunity Program (HCOP) is to increase minority enrollment, particularly of Blacks, Hispanics and American Indians, in medicine, pharmacy, dentistry and allied health. Its objectives focus on recruitment, facilitation of entry, preliminary education and retention. A summer six-week program is offered each year for college juniors. Course work includes an intensive review of introductory biology, chemistry (organic and inorganic), college physics, gross anatomy and language skills with emphasis on reading comprehension, vocabulary and writing. In addition, students are introduced to the health care needs of ethnic minorities and culturally disadvantaged populations through a series of hands-on experiences. Seminars provide the students with information on financial aid, test-taking, study skills and making application to professional schools including interview techniques. Retention services for enrolled minority students include tutorials, test packets and study skill materials, financial aid programs, personal counseling through peer support groups, academic counseling and student social activities. NEW JERSEY UNIVERSITY OF MEDICINE AND DENTISTRY OF NEW JERSEY New Jersey Medical School 185 South Orange Ave. Newark, NJ 07103 (201) 456-5431 x33 Students For Medicine and Dentistry Program This project is designed to increase the number of qualified minority/disadvantaged persons who enter and graduate from the New Jersey medical and dental schools. In addition to recruitment and financial aid efforts, the project offers an eight week summer program for students primarily at the junior and senior level of college. The curriculum consists of a comprehensive review in preparation for the MCAT/DAT, including advanced biology, histology, anatomy, physiology, general and 74 ''organic chemistry. It also includes biochemistry, physics and mathematics review. Students also participate in clinical/ laboratory experiences/settings. Learning skills development is designed to the needs of individual students and consists of reading and comprehension, annotation of medical and dental textbooks, note taking, listening skills, scientific English, medical and dental terminology, library science, examination skills and memory aids. Academic counseling is also provided. For entering health professions freshmen, the project conducts an eight week summer program which includes content in gross anatomy, micro-anatomy, physiology, preclinical skills for dental students, biochemistry and learning skills. Retention services for current students include formal and informal counseling, faculty advisor sessions, big brother/sister activities, educational materials services, tutorials and special education programs as needed. UNIVERSITY OF MEDICINE AND DENTISTRY OF NEW JERSEY School of Health Related Professions 65 Bergen Street Newark, NJ 07107-3006 (201) 456-5454 Health Careers Opportunity Program This project is designed to increase the number and level of preparation of disadvantaged students recruited, accepted into and graduated from allied health professions programs at the School of Health Related Professions (SHRP). These programs include medical technology, physical therapy, cytotechnology, dental assisting, dental hygiene, radiography and respiratory therapy. To accomplish its goals, the School operates Project Excel. In addition to recruitment, its objectives include facilitation of entry and retention. The facilitation of entry component consists of a fifteen-week program in the fall semester between 5:00 pm and 8:30 pm, Monday through Friday. The program is open to high school diploma, or graduate equivalency recipients meeting certain specified criteria and applicants with some college studies. Content includes introduction to the health sciences, career planning in the health professions, academic skills enhancement, mathematics, tutorials, counseling and supervised study. Offering the program in the fall semester allows program participants to enroll in professional program prerequisite courses in the spring and summer sessions. The retention component provides supportive services to participants in the form of counseling, tutorials and developmental skills. Services are conducted on a year-round basis. The retention counselor teaches a 15 hour college survival skills seminar. In addition to scheduled seminars dd ''and group counseling sessions, students encountering academic difficulties or who are late or absent from class are referred to the professional program faculty or Excell staff for counseling or tutorial assistance. UNIVERSITY OF MEDICINE AND DENTISTRY OF NEW JERSEY- ROBERT WOOD JOHNSON MEDICAL SCHOOL Department of Biochemistry 675 Hoes Lane Piscataway, NJ 08854-5635 (201) 463-4511 Comprehensive Health Careers Training Project The goal of this project is to increase the pool of qualified minority/disadvantaged students, with a focus on Black and Hispanic students, who enter and graduate from medical and osteopathic schools in New Jersey. The project conducts a Biomedical Careers Program (BCP) which is a preliminary education component for rising sophomores, juniors and seniors in college. It also encompasses a retention component including a Special Teaching Program (STP) and a Cognitive Skills Program (CSP) offered to prematriculated and matriculated students. The BCP is an eight-week summer enrichment program with three phases or curricula in which laboratory skills are correlated with appropriate coursework, Phase I includes quantification in biology and introduction to microbiology. Phase II includes a project in bacterial biology and introduction to molecular biology. Phase III consists of individual research projects and a seminar in experimental genetics. Other activities to build scientific communication skills such as library skills and oral and written presentation of experiments are offered. The academic component is complemented by counseling activities including study skills assistance, an MCAT preparation seminar, application Procedures and career related experiences. Under the retention component, students receive a continuum of support services beginning with the summer prior to their matriculation and continuing until graduation. Included in the prematriculation summer program are academic courses in first-year subjects which comprise the STP. Courses include anatomy, histology and neuroanatomy. In the first year, on-going cognitive skills such as study skills, time management and test taking are covered by the CSP. Students are also provided with tutorials in major subject areas to help them prepare for the NBME Parts land EL. 76 ''RUTGERS, THE STATE UNIVERSITY College of Pharmacy P.O. Box 789 Piscataway, NJ 08855-0789 (201) 932-2678 Pharmacy Education Program For Disadvantaged Students The Pharmacy Education Program (PEP) involves a three-phase approach to access and graduate minority (Black/Hispanic) and other disadvantaged students from the School of Pharmacy. Phase I of the project emphasizes recruitment and is aimed at high school juniors and seniors. A series of three workshops are provided focusing on career decision-making, financial aid and the college application process. Phase II is a six-week summer enrichment program held for high school students entering their senior year. Students receive enrichment/tutoring in mathematics and reading and communication skills instruction. They attend SAT preparation seminars and receive counseling on college admissions procedures. Other activities include collegiate survival skills workshops and career development activities such as role model panels/lectures. In addition to the high school students, the project holds a summer program for prematriculants to assist with the transition from high school to college. This enrichment program has a focus on specialized instruction in mathematics, biology, chemistry and communication skills. Students also attend hands-on computer workshops, career development seminars and workshops on study skills/note taking, time and stress management and test taking-skills. A "Parents Night" is held mid-way into the summer program. Phase III, the retention component, is composed of weekly tutoring sessions in mathematics and science courses, special workshops beginning in the second and continuing through the fourth year to prepare students for upcoming difficult courses including organic chemistry, inorganic and analytical pharmaceutical chemistry, biochemistry, pathophysiology, pharmacology and medicinal chemistry. Workshops on study skills, time management, and test-taking skills are also offered throughout the academic year. A tracking system follows students through the educational pathway. 77 ''NEW MEXICO UNIVERSITY OF NEW MEXICO School of Medicine Office of Student Affairs BMSB 106 Albuquerque, NM 87131 (505) 277-2728 Medical Career Opportunity Program The purposes of the Medical Career Opportunity Program (MED COP) are to increase the pool of disadvantaged, underrepresented minority applicants (Black, Chicano, Native American, Puerto Rican) to medical schools and to increase the numbers accepted into and graduating from medical schools. The MED COP program recruits college students throughout New Mexico and surrounding areas. It offers a week-long Motivational Workshop Program during the spring break to 40 minority students, primarily Hispanic and Native American freshmen and sophomores enrolled in colleges throughout New Mexico and surrounding areas. The workshop includes sessions on the admissions process, financial aid availability and other support programs available to minority students such as test-taking, interviewing skills and academic and premedical counseling. Twenty upper division undergraduate minority students attend a six-week MCAT Review Course which is designed to improve their scores and chances for admission to medical school. This course includes a review of each major MCAT testing section and daily utilizes quizzes to test resulting performance. The Basic Science Enrichment Program is an eight-week summer academic program for 20 admitted minority students and is designed to strengthen basic science skills in preparation for first-year medical school courses. Courses include biochemistry, physiology, gross anatomy and histology. In addition, enrolled minority medical students receive counseling and tutoring and may participate in the five-week summer National Board Part I review course. The National Boards Part I review course is designed for 20 minority medical students who failed the National Boards on their first attempt. The review courses consist of an intensive review, instruction and assessment of six of the seven exam components: anatomy, biochemistry, physiology, pharmacology, microbiology and behavioral science. 78 ''UNIVERSITY OF NEW MEXICO University HCOP University Building Room 4 Albuquerque, NM 87131 (505) 277-3861 University HCOP The University HCOP program targets Hispanic, Native American and Black high school seniors and college students interested in Pharmacy and allied health (dental hygiene, dental assisting, diagnostic medical sonography, medical laboratory technology, medical technology, nuclear medicine technology, physical therapy, and radiologic technology). The program recruits students through established networks on the campuses of the Navajo Community College in Shiprock, New Mexico; the Navajo Community College in Tsaile, Arizona; San Juan College in Farmington, New Mexico; Northern New Mexico Community College; Espanola College in New Mexico; and the University of New Mexico-Gallup campus. Two summer programs are offered by the program on the University of New Mexico campus. The first is the two-week Summer Motivational Program for 28 to 34 rising high school seniors which is designed to interest the students in the opportunities available in the pharmacy and allied health fields. The two-week program consists of orientation, diagnostic testing, and demonstrations from each allied health department. The second summer program is a six-week program which is offered to 18 to 24 entering freshmen and transfer students. This program includes courses in writing standard English; mathematics (arithmetic to introductory algebra); a review of biology, physics, and chemistry; study skills; and computer/wordprocessing. Disadvantaged students completing two years of undergraduate study at one of the network institutions transfer to the University of New Mexico-Albuquerque. The program offers special tutorial and counseling sessions which are designed to retain disadvantaged students enrolled in pharmacy and allied health programs. 79 ''NEW YORK HOSTOS COMMUNITY COLLEGE Allied Health Division 475 Grand Concourse Bronx, NY 10451 (212) 960-1040 Health Careers Opportunity Program The purpose of the project is to facilitate the entrance of and retain minority/disadvantaged (predominantly Hispanic) students into the allied health programs of radiologic technology, medical laboratory technology and dental hygiene. The facilitation of entry component consists of an academic skills preparation seminar taught the spring and summer prior to the initial fall semester. The seminar includes test-taking techniques, note taking skills, study habits, use of the library, how to do research and write a technical paper, more effective essay writing and how to use the computer center. The seminar is taught by a qualified counselor at the college. Retention activities involve an intensive ten-hour tutorial program for problem courses during the six-weeks intersession in January or the following summer session. This tutorial is provided for all marginal first year students and consists of courses in radiologic science, physics, chemistry, anatomy, physiology and clinical dental hygiene practice. A full-time counselor will provide support services for the new incoming class and for “marginal” students completing the first year. Weekly group sessions are scheduled as well as individual sessions. In addition an academic skills workshop is held which emphasizes learning skills. The project also employs computer assisted instruction to augment classroom instruction. FORDHAM UNIVERSITY School of General Studies East Fordham Road Bronx, NY 10458-5194 (212) 579-2507 Fordham University Pre-Health Professions Training Program This project involves a cooperative arrangement between Fordham University, Montefiore Medical Center and the Albert Einstein College of Medicine. It enables adult Black and Hispanic students, many currently working in the health care system, to complete a pre-professional program 80 ''and to secure admission to a health professional school. To accomplish this goal, the project has implemented recruitment, preliminary education and facilitation of entry components. In mid-August, students attend an orientation session to become acquainted with faculty, resources and academic requirements. Faculty are given special orientation workshops to sensitize them as well as mentors from clinical sites concerning the special needs of the target population. During the course of the project, individual instruction is provided for all program participants by the mathematics/science advisors and teaching assistants in order to reinforce actual coursework and increase problem-solving skills. Peer group review sessions are held for students with similar academic problems. Summer enrichment courses are geared to increasing reading comprehension, writing and quantitative skills. Students take a Health Awareness Course to become familiar with possibilities within the health career fields. Career, individual and group advising services are likewise provided. Students visit health professions schools and attend health workshops with staff from Fordhan, Montefiore and Einstein. During the academic year, students have the opportunity to shadow a professional at a community health center. During the eight week summer program, students undertake a long-term learning project at the center. Other activities of the project include the MCAT/DAT review, discussion of application procedures, presentation and practice on interviewing techniques, financial aid seminars and admission workshops. NEW YORK CITY TECHNICAL COLLEGE City College of New York 300 Jay St. Brooklyn, NY 11201 (212) 241-6089 Allied Health Program The purpose of this project is to facilitate the entry of Hispanic and Black high school students into programs in the allied health fields of chemical technology, dental hygiene, dental laboratory technology, medical laboratory technology, ophthalmic dispensing, prepharmacy, pretoxicology and radiologic technology. Program activities consist of interviews and counseling sessions with a college counselor who works with students to focus on academic, financial and personal matters that may interfere with performance. High school seniors are recruited to participate in a summer enrichment program during which time an open house is held for perspective enrollees. A tour of the campus is provided, a description of allied health programs 81 ''is given, a discussion is presented of enrollment requirements including the application process and pre-enrollment support provided by the college. Applicants who complete a formal application process are interviewed and given an appointment to take the City College of New York (CUNY) Assessment Test. All activities and necessary external contacts are coordinated by the project director. After admission, students take part in a seven week Summer Enrichment and Retention Program. The program is designed to meet the student's individual learning needs in mathematics, science, language arts and study skills. It also directly tests career interest through work with role models in a hospital setting. In addition, four non-credit courses are offered in reading, writing, mathematics and English as a second language. As necessary, students are placed ina peer tutorial program. Finally, a counselor follows the student throughout the course of his or her program and provides assistance as required to assure satisfactory completion of all academic requisites. STATE UNIVERSITY OF NEW YORK AT BUFFALO School of Medicine 40 C-F-S Addition 3435 Main St. Buffalo, NY 14214 (716) 831-2811 Summer Enrichment and Academic Support Program This project is designed to facilitate the adjustment of minority and disadvantaged students to the medical school environment. The target population includes Blacks, Hispanics, American Indians and other disadvantaged students. The project emphasizes enrichment and retention activities. To ensure retention of disadvantaged students, the project conducts an eight-week summer program prior to their matriculation into the medical school. Course work is offered in histology, embryology, biochemistry, gross anatomy and skill development. Tutorial assistance and counseling are also provided. Financial aid information and assistance in preparing financial aid forms are available. An eight-week summer microbiology program is presented for students who have successfully completed their first year of medical school. Students develop their knowledge in microbiology through self-study. Support systems include lecture outlines, tapes, laboratory and faculty advisement. Teaching assistants are also present. During the summer and academic year, student tutors are used to provide support to minority students. Also, second, third and fourth year students attend review classes for the National Board Medical Examination Parts I and II. 82 ''NEW YORK UNIVERSITY School of Education, Health, Nursing and Arts Professions 239 Green St. 8th Floor New York, NY 10012 (212) 998-5684 Health Careers Opportunity Program The goal of this project is to provide preliminary education and facilitation of entry activities to disadvantaged Black and Hispanic undergraduate students wishing to enter schools of medicine and dentistry. A major project emphasis consists of a Phase I and II sequence of MCAT/DAT preparation (in the summer between the sophomore and junior years). Phase I stresses test-taking skills of reading speed and comprehension, basic mathematics and reading graphs and charts. Phase II reviews science knowledge in biology, general chemistry and physics and assists students to assess major knowledge gaps through tes- taking practice. Through the use of college work-study funds students are placed in summer practica sites. By working in clinics and hospitals in the New York area, students become familiar with the special needs of minority populations and have an opportunity to interact with a minority mentor. Students have access to computer facilities and a computer lending library to assist them in learning. In addition, students attend study skills workshops which address such areas as time management, note-taking, and how to use a medial reference library. Counseling services are available on an ad hoc or regularly scheduled basis. In series of four colloquia invited speakers discuss admission issues and requisites for retention in a health professions school. Speakers represent deans of admission, admissions committee members, minority medical and dental school faculty, practicing physicians and medical and dental students. NEW YORK MEDICAL COLLEGE Office of Minority Affairs Metropolitan Hospital Center 1901 First Ave.-Suite 16A2 New York, NY 10029 (212) 230-6263 Minorities In Health Careers The New York Medical College goal to increase the number of minority and disadvantaged individuals entering the practice of medicine is accomplished through facilitation of entry and retention objectives. 83 ''College undergraduates participate in a facilitation of entry summer enrichment program during which they receive one week of instruction and exposure to the MCAT Review Course, applications and admissions processes, financial aid information and orientation to the medical center. Pre and post tests in relevant areas are used to assess both program and student performance. A seven-week Summer Enrichment Program includes disadvantaged college juniors and seniors. Its primary thrust is for postgraduate students who have been accepted into the medical school. It serves as a retention activity for entering first-year students during the summer prior to their matriculation at the medical college. The curriculum consists of lectures and laboratory in gross anatomy, histology, biochemistry and physiology. Study skills, reading speed and comprehension, note-taking, test-taking and medical terminology are additional content areas offered. Individual and small study groups are held. Personal and academic counseling is provided. These educational experiences are provided by the medical college faculty. During the academic year, tutorial services are available. Basic science faculty often conduct special sessions in difficult subject areas prior to examinations. Financial assistance and counseling are provided and students participate in clinical grand rounds in local hospitals and in health facilities that are often located in minority communities. The College has an Educational Assistance Agreement with Hunter College, Fordham University, Adelphi University and Mercy College. CHINATOWN HEALTH CLINIC 89 Baxter St. New York, NY 10013 (212) 732-9547 Project AHEAD-Asian Health Education and Development This project identifies and recruits disadvantaged Asian American students interested in pursuing health and allied health careers. It particularly targets those persons with an interest in practicing their skills within their own Asian communities. Recruits are generally high school seniors or college undergraduates with interests in medicine, dentistry, public health, pharmacy, health care administration and allied health. Other program components include the dissemination of financial aid and school information and preliminary education activities. Recruitment is undertaken through outreach efforts of ethnic language media, presentations to high school and undergraduate groups and community organizations and articles in local newspapers and journals. A regional health careers symposium is held targeting students, career 84 ''guidance counselors, school personnel and community-based social service agencies. Structured and unstructured activities during Project AHEAD'S fall/spring and summer sessions include attendance in a course of activities that encompass community health education, site visits, educational seminars and observations. Trainees are assigned to a Community Health Education Team to gather data, perform needs assessments and implement a plan to handle a community health problem. fFall/spring sessions involve nine hours per week, for approximately 22 weeks. Summer sessions are 35 hours per week for eight weeks. Preliminary education activities are designed to promote verbal, leadership, organizational, analytical and problem-solving skills. Such activities include seminars encouraging interpersonal skills and group dynamics and participation on a community health education tean. Students participate in site visits to health facilities to gather information about health careers. Group meetings with school officials are held to discuss financial aid and seminars on the application process. THE CITY UNIVERSITY OF NEW YORK Medical School The City College 138th St. and Convent Ave. New York, NY 10031 (212) 690-8256 Bridge To Medicine Program A cooperative effort designed to attract disadvantaged students interested in medicine exists between the Medical School and the New York City Board of Education. Beginning with the senior year of high school, the program provides motivational and educational support services for Black, Hispanic and other disadvantaged students interested in the study of medicine. The instructional sequence of the Bridge to Medicine Program spans two summers plus an academic year. The initial summer follows the junior year of high school and consists of a five-week program that is designed to increase study skills, textbook reading skills, writing skills and problem solving strategies. Several sessions are devoted to the laboratory and computer literacy. Course content focuses on chemistry, mathematics and English. In the fall semester of their senior year in high school, students take rigorous courses in chemistry, mathematics ahd English presented at the college level. Mathematics, which is coordinated with chemistry, includes trigonometry through calculus depending on high school 85 ''background. English and study skills focus on development of the students' communication and library skills. In the month between semesters, students perform chemistry experiments and prepare research papers. During the second half of the academic year, “Bridge” students are admitted to the Program in Premedical Studies (PPS) at City College of New York. Successfully progressing students, are eventually admitted to the CUNY Medical School. A summer pre-matriculation program is offered for entering disadvantaged medical students. A variety of student counseling and tutoring services are also available. NATIONAL MEDICAL FELLOWSHIP, INC. 254 West 3lst St., 7th Floor New York, NY 10001 (212) 714-0933 Seminar Series for Premedical Minority Students This project encompasses the conduct of a twelve-seminar series on financial aid options available to minority and disadvantaged premedical students. It emphasizes admission strategies, planning and management techniques and approaches to institutionalizing the process. The premedical seminar series includes three major content areas that focus on the medical school admissions process, premedical budget planning, premedical financial planning, available sources of financial aid, needs analysis and packaging, banking information and the transition from residency to practice. The project utilizes both the lecture and small group format to convey necessary information to the students. It also has a manual on financial planning which it disseminates to participants and other interested parties. Premedical and medical school administrators are invited to attend the student seminar series as observers, participate in the discussion groups and receive special training in conducting such seminars at their own institutions. Special administrator sessions are likewise held following the student workshops. 86 ''STATE UNIVERSITY OF NEW YORK College of Old Westbury P. O. Box 210 Old Westbury, NY 11568 (516) 876-3135 x 3136 Health Careers Opportunity Program The College of Old Westbury's Health Careers Opportunity Program assists disadvantaged Black and Hispanic students to enter and graduate from health and allied health professions training programs. Targeted professions include medicine, dentistry, osteopathy, chiropractic, health care administration, clinical psychology and public health. To accomplish this objective, the project operates preliminary education and facilitate entry components. Preliminary education activities are conducted for undergraduate sophomores and juniors on Saturday afternoons during the academic year. The college has developed a Health Sciences Learning Center. Specific activities undertaken in the center include scientific report writing, medical terminology, how to present scientific information, usage of citations and footnotes and skills in analyzing and summarizing scientific findings. Students use a computer terminal in their writing practice. Other activities include field visits to hospitals and health professions schools as well as to service provider agencies. Another center-run activity is a nine hour course on the philosophy and ethics of the health sciences. , The facilitation of entry component consists of a two week MCAT/DAT test preparation series held in August each year for college juniors and seniors. A longer series is held in the fall and spring semesters on Saturdays. Mock interviews utilize videotapes to allow students to critique themselves. A special non-credit academic reinforcement activity is available during the academic year allowing students to concentrate on their individual deficiencies in aptitude, spelling and reading. Computer-assisted learning is employed in reading, mathematics and the sciences. Other activities include faculty mentoring and health sciences information components, a videotape and role model speaker series, sessions on the application process and two evening workshops for parents. 87 ''STATE UNIVERSITY OF NEW YORK Health Science Center at Syracuse 766 Irving Ave. Room 2257 Syracuse, NY 13210 (315) 473-4348 Project 90 The Project 90 Program is designed for disadvantaged Blacks, Puerto Ricans, Native Americans and Mexican American, and disadvantaged college graduates interested in a medical education. The project is a program of flexible student instruction in medical education with the main feature being a multitrack curriculum which can be adopted to the background and experience of individual students. The track consists of 1) the standard four year curriculum; 2) an extended curriculum which extends the first two (basic science) years of the standard curriculum over a three year period; and 3) a flexible curriculum in which students, based upon their performance in the Summer Program and an initial fall quarter, can accelerate into the four-year program. All students matriculate as full-time medical students. Under the multitrack approach, specific activities are carried out during the academic year and summer. Both the Extended and Flexible Curriculum Plans begin with a summer enrichment program that includes Gross Anatomy II and support services such as skills development, academic enrichment and a seminar series designed to strengthen reasoning and analytical ability. During the extended curriculum phase, medical school courses that are offered in the first two years are extended over a three year period. Structured learning activities, applied basic science activities, research activities and clinical experiences are added to motivate and enhance the students' understanding of materials presented in basic science courses. To further facilitate the entry of disadvantaged students, the project works closely with the Medical School Admissions Committee. Minority or disadvantaged students are selected into either the four-year or five-year curriculum track on the basis of their premed credentials. Four year track students can participate in the Project 90 Program and select the five-year track as an option. For five-year track students, performance in the academic year program is the primary criterion for determining acceleration to the four-year track. In addition, faculty from each basic science department of the medical college are identified to work as liaisons with minority medical students. 88 ''UTICA COLLEGE OF SYRACUSE UNIVERSITY Hubbard Hall, Room 109 Burrstone Rd. Utica, NY: °13502 (315) 792-3209 Health Careers Opportunity Program This project targets disadvantaged and minority students particularly Blacks and Hispanics, to pursue a program of studies in occupational therapy or medical technology. To accomplish this goal, the project encompasses recruitment, preliminary education, facilitation of entry and retention. The project offers an intensive six-week summer preliminary education prefreshmen experience with coursework in biology, chemistry, physics and mathematics. Laboratory exercises as well as field trips and seminars exposing students to clinical environments are provided. It also conducts courses to develop student skills in writing and reading proficiency. In regard to facilitation of entry activities, the project works closely with college faculty to communicate and share information about project goals, encourages faculty involvement in preprofessional advising committees and works with students to advise them on entry requirements and the admissions process. - Upon entry into the allied health training program, a retention component provides on-going academic support services in mathematics, the sciences and allied health courses. It also includes group and individual tutorial services and has an extensive educational software library for student use in computer assisted tutorials. In addition, the project sponsors field trips to health care facilities and clinical laboratories, invites health care professionals to share their experience with participants and has utilized the services of minority mentors to serve as role models. 89 ''NORTH CAROLINA UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL North Carolina Health Manpower Development Program CB# 8010, 401 NCNB Plaza Chapel Hill, NC 27599-8010 (919) 966-2264/5 Health Careers Academic Advancement Program The Health Careers Academic Advancement Program (HCAAP) is designed to enhance the science knowledge of minority and disadvantaged (primarily Black and American Indian) college juniors, seniors and graduates. Its goal is to increase minority group enrollment in schools of medicine, dentistry, optometry, veterinary medicine, podiatry and pharmacy. The project offers an Honors Enrichment Leadership Preparation (HELP) program which has three components: the Science Knowledge Enrichment Material (SKEM) program, the Test Items Practice Sessions (TIPS) program, and Medical Issues Science Seminars (MISS) program. The academic year SKEM program is held as a fall and spring review of biology, chemistry, physics and mathematics courses using written materials, cassette tapes with instructions and explanations, short self-scoring quizzes and a comprehensive examination. Faculty from six participating universities modify their regular courses to accommodate sophomores, juniors and seniors. Also offered during the fall and spring semesters is TIPS, which offers individualized programmed experiences with simulated MCAT and DAT examinations. MISS comprises four day-long seminars on admission requirements, selection criteria, curricula, support systems, medical problems and financial aid for minority health science majors. The Science Enrichment Preparation (SEP) program is an intensive eight-week residential summer program for participants who have not taken the MCAT or who have taken the MCAT or DAT examinations and failed to achieve competitive scores. The SEP program comprises three components: the Academic Courses Enrichment (ACE) program, the TIPS program and the Science Enhancement Seminars (SES) program. Specific SEP program activities include courses in microbiology, bio-organic chemistry, physics, quantitative skills/biostatistics, MCAT/DAT preparation and scientific reading and comprehension. In addition, eight seminars introducing students to opportunities at the professional schools, interview techniques, coping strategies, stress, time management and test taking techniques are offered. The program has linkages with other programs within the University of North Carolina, as well as external linkages with schools such as Meharry Medical College, Howard University Colleges of Medicine and Dentistry and other colleges of medicine, optometry, podiatry, pharmacy and veterinary medicine. 90 ''UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL Office of Research and Development for Education in the Health Professions CB# 7530, 322 MacNider Building Chapel Hill, NC 27599-7530 (919) 966-3641 Health Careers Opportunity Program This project seeks to enhance the academic backgrounds of minority and disadvantaged North Carolina residents, who are primarily Black and American Indian, to assist them in successfully competing for a medical or dental education. In pursuit of this objective, it offers preliminary education, facilitating entry and retention services. The Medical Education Development (MED) Program consists of a two-pronged summer experience, an outreach component and a retention component. The MED Program, Level I, operates an eight and one-half week summer enrichment program for rising college seniors or graduates. It consists of an intensive preliminary education experience that includes gross anatomy, histology, physiology, immunology, microbiology and clinical biochemistry taught by senior dental or medical faculty. Predental students substitute a dental orientation course for immunology and microbiology. Also included are workshops and individual counseling in acquiring learning and test skills. Students participate in seminars focusing on the application process and on clinical/professional topics. The Level II summer enrichment session, also eight and one-half weeks, provides medical and dental prematriculants an in-depth curriculum on selected medical and dental science content with expectations more advanced than in the MED I courses. Level II emphasizes critical thinking and analysis, independent self-assessment, professional communication and the acquisition of academic survival skills. It uses the subject of pathology as the basis for a course that allows students to study both basic science and clinical topics. The relevant areas of gross anatomy and histology in learning about the basic and clinical pathophysiology of disease entities are emphasized. Level II students also take biochemistry because of the difficulty which this course presents in the first-year curriculum. The Learning and Assessment Laboratory is the base for the retention component. Retention activities following matriculation build upon MED Level II with further development in time management, learning strategies, general study skills, note and test taking, information management, computer use, counseling, tutoring and support groups. The dental school's Learning Support Program focuses these activities to the specific dental context, adding training and tutoring in preclinical techniques to improve psychomotor skills. The outreach component includes a number of established internal and external linkages with programs and schools.within North Carolina which involve cooperative efforts during the academic year. 91 ''BENNETT COLLEGE Division of Sciences Box D Greensboro, NC 27401-3239 (919) 274-5726 or 370-8665 16 Institutions Health Sciences Consortium The 16 Institutions Health Sciences Consortium involves 16 historically Black institutions located in North Carolina and Virginia. Through the project, Black and other disadvantaged students are provided with a vehicle into medicine, dentistry, pharmacy, veterinary medicine, public health, optometry, podiatry and osteopathy. The focus of the project is to facilitate the entry, provide the preprofessional enrichment and retain through graduation the target students seeking health professions training. At the undergraduate level, the project has implemented the Guided Initiative Competency-Based Program in Health Science Education, in which a systems approach is employed with modules that are supplemented by traditional learning techniques. The construct of each module simulates the school environment in which the student will compete once admitted to a professional health program. The focus is on problem solving and decision-making using analysis, criticism and choice of options. Course modules include mathematics, physics, biological and other sciences. Slide/cassette and videotape presentations raise questions about problem solving, chemical reaction pathways and reaction mechanisms, requiring students to make decisions based on their knowledge of the subject matter. To promote communication between faculty at the various institutions and to keep the undergraduate faculty current in subject matter and teaching approaches in the biomedical field, the consortium sponsors a series of short courses/seminars with follow-up sessions with students. Courses include molecular biology, biochemistry, histology, physiology, chemistry and cell biology. Counseling at consortium schools is provided to students and covers financial, social, personal and academic issues. Students also receive training in test-taking. They participate in field-study projects at local health clinics, hospitals and other community health service agencies that provide care to minorities. Students likewise take courses in English composition and speed reading. High school seniors as well as college undergraduates participate in health careers motivational programs. Students have the opportunity to utilize learning resource and academic skills reinforcement centers to address problems in reading comprehension, mathematics and science through the provision of individualized computer learning aides. Peer tutoring is also available as needed. 92 ''The consortium serves as a clearinghouse for information on health careers by publicizing and disseminating information on sources of financial aid and prehealth professions training. A bi-weekly newsletter describes various health careers and training requirements, application information, testing requirements, test dates and sites. The consortium also has a faculty exchange visitor program in which faculty present lectures at the different schools. EAST CAROLINA UNIVERSITY School of Medicine Greenville, NC 27834 (919) 551-2500 Medical Career Opportunity Program This project is designed to increase the educational opportunities for low income Black students in North Carolina who seek a medical education. Three linked universities -- North Carolina A&T, North Carolina Central University and East Carolina University -- serve as feeder institutions. Health Careers Opportunity Program objectives include facilitation of entry, preliminary education and retention services. Premedical preparation and related enrichment activities take place at the three feeder institutions. These activities include advising, counseling, interviewing skills development, reading and learning skills assistance and preparation for the MCAT examination. Various meetings are held at the medical center to introduce students and their advisors to the scope and rigor of medical training and to acquaint advisors and medical faculty/staff with each other. An eight-week in-residence prematriculation summer program is held between May and July at the School of Medicine. It is divided into modules that utilize the cardiovascular system to teach anatomy, physiology and histology. Reading and learning skills, (problem-solving, critical thinking) and behavioral skills including systematic human relations training are provided. An introduction to the medical environment, through seminars related to the basic medical sciences, clinical exposure observations and MCAT preparation are also included. Academic retention services including counseling and tutoring begin immediately in September in order to achieve and maintain the desired minimal retention rate of 95 percent at the medical school. 93 ''SHAW UNIVERSITY Division of Natural Science and Technology 118E South St. Raleigh, NC 27611 (919) 755-4992 Health Science Enrichment Program at Shaw University Shaw University's project seeks to provide access predominantly for Black students, to health careers in medicine, osteopathy, dentistry, allied health, veterinary medicine, optometry, podiatry and pharmacy. To accomplish this goal, it has implemented preliminary education and facilitation of entry initiatives. The preliminary education component for high school graduating seniors includes a six-week summer program. Course offerings consist of college algebra designed to enhance reasoning and problem-solving skills, biochemistry and communications skills. Special assistance workshops, role modeling seminars, guest presentations and field trips are also provided. The offerings feature seminars in note-, study- and test-taking skills, and discussions of contemporary health issues and research. During the academic year, college undergraduates, mostly freshmen and sophomores, are involved in a special seminar course. The course encompasses mentor presentations and special workshops conducted by faculty and staff in the Division of Natural Science and Technology that are designed to improve skills in library research, time management, conceptual learning and study skills. Prescriptive intervention programs provide counseling and advisement services. An academic-year program for juniors and seniors consists of a series of facilitate-entry workshops in application development, interview techniques, medical terminology and admissions tests for health professions schools. Three workshops relevant to MCAT preparation are likewise provided. BOWMAN GRAY SCHOOL OF MEDICINE Office of Minority Affairs 300 S. Hawthorne Rd. Winston-Salem, NC 27103 (919) 748-4201 Health Careers Opportunity Program The Bowman Gray School of Medicine, of Wake Forest University, offers preprofessional training for prospective disadvantaged medical students and professional training support for disadvantaged medical school 94 ''enrollees. The program is conducted cooperatively with Winston-Salem State University, Wake Forest University and Alabama A & M University, which are undergraduate feeder institutions. The targeted student population for the preliminary education component comprises undergraduate (primarily Black) freshmen and sophomores. The facilitation of entry component accommodates minority college juniors. The retention component targets medical prematriculants in a summer program and first and second year disadvantaged medical students who receive support services during the academic year. The three feeder institutions conduct a four-week College Phase Summer Program that provides preliminary education courses to enhance science learning through lecture and laboratory experiences in biology and chemistry, medical ethics, reading, mathematics and test taking skills. Students are pretested in each subject area. Results are used to guide faculty in selecting problem areas to be emphasized. The facilitation of entry component is a six-week residential summer program entitled Upper Level Premedical Institute which focuses on MCAT preparation for rising juniors and seniors. Courses are designed to prepare students for the MCAT and advanced premedical courses at their home colleges. Faculty from each feeder institution and the medical school design the curriculum, which is taught by a team of faculty from the medical school and feeder institutions. Simulated MCAT examinations are highlighted. Students pretest in biology, mathematics and writing and take courses in cellular biology, chemistry, physiology, mathematics, writing and study skills. Clinical exposure seminars are provided. All participants receive counseling to direct them to future undergraduate courses in preparation for medical school application. Extensive retention support services are offered by the medical school for minority and disadvantaged students. All are invited to a Medical School Prematriculation Summer Program consisting of a six-week summer session. Individual weaknesses are addressed by computer-assisted and tutorial instruction and counseling sessions in the first two weeks. This is followed by a four-week classroom program with courses in chemistry, quantitative relationships, anatomy, dissection, microscopy and embryology supplemented by learning techniques and study skills sessions. During the academic year, retention services include computer-assisted self-instruction in anatomy, biochemistry, microbiology, physiology and pharmacology. Also provided are self-instructional manuals for the national board examinations. Prescheduled study labs focusing on selected topics, individual and group tutoring and personal and academic counseling are also provided. 95 ''WINSTON-SALEM STATE UNLVERSITY Post Office Box 13156 Winston-Salem, NC 27110 (919) 750-2510 Health Careers Opportunity Program Winston-Salem State has established a project with preliminary education, facilitate entry and retention components for Black students pursuing a degree in medical technology. The preliminary education phase for freshmen and sophomore undergraduates is offered during the academic year. Freshmen take examinations in mathematics, reading and English in order to identify academic needs. Supplemental instruction in mathematics, biology, chemistry and communication is provided on an individual and group basis as needed, enhanced by audio-visual aids. Structured peer and guidance counseling is also available. Students attend workshops and seminars in reading comprehension, note taking, memorization, study skills and time management. Sophomores who have participated in the preliminary education component are involved in a six week summer facilitating entry component. Sessions consist of review in chemistry, microbiology, mathematics, writing, computer science and human physiology. Workshops on learning techniques and professional attitudes are conducted. Opportunities are available for irdividual research presentations, field trips, mini-laboratory exercises and diagnostic testing. Participants also attend workshops on note taking, time, stress and financial management, test taking, communication and study skills. In November following the summer session, students sit for the Allied Health Professions Admissions Test. The retention component extends throughout the academic year for targeted students enrolled in the medical technology program. They receive tutorial assistance in clinical chemistry, clinical microbiology, hematology and immunohematology. Academic and personal counseling, a review for standardized test-taking and interpersonal interaction with health professionals are offered. Advanced students participate in sessions on the employer-employee relationship in clinical rotation activities, verbal and non-verbal communication and time management in the work area. They also offer tutorial services, review sessions and exposure to mock certifying examinations. 96 ''NORTH DAKOTA NORTH DAKOTA STATE UNIVERSITY College of Pharmacy Box 5055 Fargo, ND 58105 (701) 237-7775 Native American Pharmacy Program The Native American Pharmacy Program is designed to recruit, facilitate the entry of, retain and graduate American Indian students from the North Dakota State University College of Pharmacy. The program targets disadvantaged American Indian students enrolled in high schools and colleges in North Dakota, Minnesota and South Dakota. It offers three summer workshops. Workshop I is a one-week program for 15 to 20 high school students (through the junior year) which is designed as an introduction to the field of pharmacy and issues of American Indian students functioning in an environment involving two different sets of cultural values. It includes academic advising, strategies for successful bicultural transition to college and field trips to local hospitals and pharmacies. Workshop II is a six-week program for 10 to 15 high school seniors and graduates which is designed to prepare students for entrance to college. The workshop consists of instruction in mathematics, biology and chemistry, as well as study skills sessions, financial aid and admission procedures, introduction to the practice of pharmacy and field trips to local pharmacies. Workshop III is an eight-week program for six to eight prepharmacy students which is designed to introduce them to the pharmacy curriculum. This workshop includes an orientation to pharmacy practice, the role of the pharmacist, courses in pathophysiology, pharmacy calculations and pharmacy law. It also includes experience in a pharmaceutics laboratory and discussions of career opportunities in pharmacy. A two-credit course is offered each fall on “Pharmacy as a Career - Native American Perspectives” and includes information on pharmacy opportunities and a discussion on cross-cultural dynamics taught by Native American pharmacists. Students enrolled in the College of Pharmacy program receive tutorial assistance, participate in a peer support program and are assigned a mentor/advisor from the College of Pharmacy. Special services for transfer and older than average students include a reduced course load and special assistance with job placement. 97 ''UNIVERSITY OF NORTH DAKOTA Medical School INMED Program 501 North Columbia Road Grand Forks, ND 58201 Indians Into Medicine The Indians Into Medicine (INMED) program focuses on Native American students who are interested in pursuing a medical career, although other health professions programs are also supported. INMED is a comprehensive program that assists aspirants from junior high school through medical school or other professional training programs. The program recruits students through linkages with 23 tribes in the service area encompassing North Dakota, South Dakota, Wyoming, Montana and Nebraska. The program offers a five-week Summer Institute for 30 high school seniors and entering college students to strengthen their academic preparation for college. This includes: instruction in chemistry, biology, physics, mathematics, study skills and Indian studies; involvement with role models; and sessions on academic preparation, health professions issues and special considerations for Native American students. Students preparing to apply to a health professions school participate in MCAT, OAT, DAT and VAT review sessions which are augmented by a budget and financial planning workshop and professional application preparation activities. The program offers a five-week summer Med Prep Program for 10 medical school prematriculants, college seniors and college graduates which is designed to introduce participants to the medical school curriculum. The program covers biochemistry, embryology, neuroanatomy, physiology and test-taking skills. It also includes field trips to Indian health facilities. Students enrolled in the School of Medicine participate in a buddy program with upperclassmen Indian medical students. A full range of academic support and personal support services are available to the students. The program also maintains contact with off-campus professional students through newsletters, telephone calls and on-site retention visits. 98 ''UNIVERSITY OF OKLAHOMA HEALTH SCIENCES CENTER 941 Stanton L. Young Blvd., BSEB 200 Oklahoma City, OK 73190 (405) 271-2655 Health Careers Pathway Program The purpose of this project is to assist disadvantaged students, particularly Blacks, American Indians and Hispanics, enter health careers in dentistry, medicine and pharmacy. Objectives include preliminary education, facilitation of entry and retention initiatives. The preliminary education segment is an eight week summer program of academic enrichment in algebra, chemistry, biology, English composition, study survival skills (time management, note-taking, test-taking, research skills, effective textbook usage) and reading. Approximately 20 college freshmen and sophomores participate. A three-week facilitating entry pre-admissions workshop for rising college juniors and seniors is also offered. It consists of test reviews for the MCAT/DAT, reading improvement, mock interviews and educational enhancement seminars on the admissions process, interview techniques, financial aid and health sciences content. The retention oriented academic year services for all disadvantaged students enrolled in one of the three professional schools consist of a post-admission workshop, tutorial services and academic counseling. UNIVERSITY OF OKLAHOMA HEALTH SCIENCES CENTER P. 0% Box. 26901 Oklahoma City, OK 73190 (405). 271-3963 Allied Health Careers Opportunity Program The purpose of this project is to link Langston University (LU), Northeastern State University (NSU) and University College, University of Oklahoma at Norman (OU) in an effort to increase the number of Black, Hispanic, Native American and other disadvantaged individuals in the allied health professions of clinical dietetics, medical technology, occupational therapy and physical therapy. The program encompasses preliminary education, facilitation of entry and retention initiatives. Allied health career awareness courses are offered at LU, NSU and OU campuses during the fall and spring semesters. Summer Innovations I and 99 ''II are intensive eight-week allied health enrichment programs conducted at the University of Oklahoma Health Sciences Center. Summer Innovations I is the preliminary education component for freshmen college students. Content includes clinical orientation to the allied health professions, human anatomy or human physiology, medical terminology, applied mathematics and an allied health seminar and lecture series. Summer Innovations II is a facilitating entry component designed for sophomore students who have either applied to or been accepted in professional programs at the College of Allied Health. Content focuses on academic survival skills and advanced hands-on experiences in the allied health disciplines. Courses include test-taking and study skills, time management and developmental reading. The program's retention activities are coordinated with those of the HCOP-funded Health Careers Pathway Program located in the Health Sciences Center. These activities are designed to offer academic and counseling support to accepted students currently pursuing programs in the School of Allied Health. They include a pre-admissions/prematriculation workshop, peer tutor program, academic reinforcement and study skills seminar, individualized academic and personal counseling, computer-assisted instruction and certification review. UNIVERSITY OF OKLAHOMA HEALTH SCIENCES CENTER 200 Basic Science Education Building P. O. Box 26901 Oklahoma City, OK 73190 (405) 271-2250 Headlands Indian Health Careers Summer Program The Headlands Indian Health Careers Summer Program is an eight week program designed to increase the science and mathematics background and communication skills of American Indian students interested in a health career. This is accomplished via the Health Career Opportunity Program objectives of preliminary education and facilitation of entry. The target health professions are medicine, dentistry, osteopathy, biomedical sciences, pharmacy and allied health professions. Targeted students are high school graduates and college students. Phase I of the eight-week summer program covers science and mathematics, cognitive and non-cognitive skills, health career awareness and medicine and the healing arts in Indian culture. Science and mathematics instruction includes lecture, laboratory experience and individual tutorials. Laboratory experiments are utilized to develop observational skills, master instrument techniques and solve problems with laboratory data. Skill development focuses on reading comprehension. The content also includes communication, writing, speaking and listening skill development. Test-taking and study skills are part of the curriculum. 100 ''Health career awareness and experience includes a variety of lectures and initiatives at health and research facilities. Phase II of the eight-week summer component focuses on upperclassmen about to enter the health profession school. These students serve as teaching assistants, dormitory counselors and advanced placement students. They assist in teaching basic classes and attend advanced classes offered in the form of tutorials and seminars. Faculty time is spent helping them to prepare for admissions tests and facilitating the application process. Instructors prepare special readings and discussion topics for students and tutorial assistance. ASSOCIATION OF AMERICAN INDIAN PHYSICIANS 10015 South Pennsylvania, Building D Oklahoma City, OK 73159 (405) 692-1202 Indians Into Health Professions The Indians Into Health Professions program identifies Native American students and provides them with the necessary skills to enter and subsequently graduate from health professions schools. The prime objective is to identify Indian students interested in a health career. The association mails counselor packets composed of a health career handbook, brochure and data forms to appropriate individuals, organizations and institutions. Data feedback on interested students are recorded and logged into the association's tracking system. Interested students are provided an application to one of three Pre-Admission Workshops conducted at regional locations. The association's Eeucation subcommittee convenes and selects approximately 20 students to attend the nearest workshop. Workshops, held in late August and early January and are conducted by Indian association members, other role models and consultants. Subjects discussed include selecting a professional school, testing procedures, the application process, the admissions process, tips on preparing autobiographies, sources of financial support and assistance within the professional school setting. In addition, all students participate in a mock interview exercise which is rated according to recent criteria used by the schools. Upon admission to the professional school, the association implements the “Early Warning System" whereby each student is assigned a mentor from the association who will informally monitor the student's progress. Second, an association counselor is employed to provide on-going counseling. Major accomplishments of Indian students are reported to the association by the professional counselor for publication in the AAIP Newsletter. Other related activities of the association inc*ude providing assistance to admissions committees through an Educational Assistance Agreement and 101 ''increasing the number of participating institutions. It engages in identifying institutions that provide preliminary education activities and refers Indian students to them It provides continuous retention services by assigning a professional role model to assist students with the completion of their education. LANGSTON UNIVERSITY P. O. Box 10 Langston, OK 73050 (405) 466-2231 x 207 Health Careers Opportunity Program The purpose of this project is to increase the numbers of minority disadvantaged undergraduate students in medical technology, dietetics, health care administration and physical therapy. The Health Careers Opportunity Program objectives relate to preliminary education and facilitation of entry. Target students are primarily Black, Hispanic and Native American. The preliminary education component includes an introductory course in the allied health professions which provides health career information in a structured classroom setting during the academic year. A clinical module is designed to complement the course and is used in small group discussions. The summer component is an intensive eight-week enrichment program that includes both academic and motivational aspects. It has a practical experience feature and a developmental studies segment. Students participate in simulated laboratory experiences, didactic coursework and literature review. Developmental studies are designed to improve test taking and study skills, time management and reading comprehension. Students are introduced to concepts related to building self esteem; simulated learning experiences are provided and principles of stress management discussed. To facilitate the targeted students' entry into health and allied health professions training programs, the admissions process is reviewed and diagnostic tests are administered. Students also practice diverse standardized tests to become familiar with various formats and approaches. Mock examinations are likewise administered. 102 ''OKLAHOMA STATE UNIVERSITY College of Veterinary Medicine Stillwater, OK 74078 (405) 624-6651 HCOP Veterinary Careers Access Program The Veterinary Careers Access Program aims to increase the number of minorities, particularly Blacks, entering and graduating from the College of Veterinary Medicine. The program's funded objectives focus on facilitation of entry and retention. Recruitment is handled by two feeder institutions that work with area high schools as well as their own student body to identify potential candidates with the aptitude and interest to succeed in the difficult veterinary educational program. Preliminary education is likewise offered by the feeder institutions. During the fall, students are instructed in the basic science courses necessary to professional school admission. In addition, a review course is offered in the spring in biology, physics and organic chemistry. The facilitation of entry component is conducted for eight weeks on Saturdays during the fall semester for undergraduate juniors and seniors. Content addresses study skills, GRE Review, the application process, financial aid, reading improvement, test taking and interviewing skills. Following acceptance into the veterinary school and just prior to the beginning of class in the fall of the first professional year, targeted students attend an eight-week summer enrichment program that consists of test-taking, medical terminology, basic science reinforcement, counseling, reading improvement and problem solving skills. Activities are geared to providing students with an overview of what to anticipate during matriculation in a professional school. OHIO OHIO UNIVERSITY College of Osteopathic Medicine 211 Grosvenor Hall Athens, OH 45701 (614) 593-2182 Health Careers Opportunity Program The Ohio University College of Osteopathic Medicine is organized to prepare physicians to serve areas and populations where the need exists 103 ''for family physicians. The college recruits minority and disadvantaged students, particularly Black and Hispanic students, who are interested in serving in the underserved areas of the country. The college recruits prospective students through on-going college visitation programs, and through annual premed informational programs at six regional teaching centers. The program conducts a Summer Scholars Program for 20 rising college sophomores to enhance and strengthen their science skills. Faculty from the College of Osteopathic Medicine teach the morphologic principles and functional principles units which focus on organic chemistry, gross anatomy and microanatomy. Science courses are complemented by the presentations on clinical medicine topics, study skills instruction, workshops on the application process, interviewing skills and financial aid sources. The Headway Office established in Student Services conducts a three-week Summer Prematriculation Program for up to 20 minority and disadvantaged students admitted to the College of Osteopathic Medicine in the fall. The Prematriculation Program consists of courses in chemistry, microscopy and anatomy and study skills. It also offers an assessment of science knowledge and skills and develops an academic year tutoring and study skills plan tailored for each participant. During the academic year, Headway monitors financial aid awards for each student and provides tutorials and review sessions for individuals and groups. Clinical faculty members, who are a part of the college's Freshman Advising Program, meet with each participant on a informal basis throughout the year. OHIO UNIVERSITY College of Health and Human Services 011 Grosvenor Hall Athens, OH 45701 (614) 593-2126 Ohio University Health Careers Opportunity Program The program recruits minority and disadvantaged students who are interested in degrees in allied health programs (health services administration, physical therapy, community health services, hearing and speech sciences and environmental health). Promising disadvantaged and minority students are identified through high school visitations, a network of high school and college counselors and community organizations. Students are invited to participate in campus visitation programs held throughout the year. The program conducts a three-week Senior Summer Enrichment Program for 10 rising high school seniors which is designed to introduce them to college level science and mathematics courses, as well as enhance their computer and study skills. Clinical visits at area health facilities give students the opportunity to explore various allied health professions. In addition, the program offers a six-week Summer Enrichment Program for 12 minority high school seniors 104 ''and college transfer students interested in pursuing an allied health career. This program is designed to enhance their skills in mathematics, composition and the sciences, particularly chemistry, through lecture, laboratory, individualized instruction and computer-assisted instruction. These students also receive assistance with financial aid and precollege orientation and registration. Pre-physical therapy students enrolled in colleges and universities in Ohio may attend the two-day Physical Therapy Weekend Workshop which involves application writing and interviewing skills and tours of the University's School of Physical Therapy. The program monitors student progress and may refer students needing tutoring, reading and study skills assistance to other campus resources. UNIVERSITY OF CINCINNATI College of Medicine Dean's Office, ML#552 231 Bethesda Avenue Cincinnati, OH 45267 (513), 872-7212 Medical Education Development Program The purposes of the Medical Education Development Program are to identify minority and disadvantaged students with demonstrated potential and interest in medicine, to enhance their competitiveness for admission to medical school and to assist enrolled medical students complete their education. The program identifies prospective participants through student advisors from 15 local colleges and universities and from major feeder institutions throughout the state. The program offers a six-week Summer Undergraduate Enrichment Program for 12 disadvantaged students who have completed at least two years of premedical or science courses. The summer program includes academic, skills development and experiential components. The academic component consists of lecture and laboratory courses in gross anatomy, microscopic anatomy and physiology. The skills development component includes MCAT practice, problem-solving, developmental reading and writing, medical terminology and study skills. The experiential component includes rotations through laboratory and clinical sites. The program also offers an eight-week Summer Prematriculation Program for 20 admitted minority and disadvantaged medical students that is designed to assist them in making a successful transition to medical school. The program consists of academic coursework in gross anatomy and biochemistry, skills development tailored to areas of strengths and weaknesses identified through diagnostic testing, and workshops on stress management, College of Medicine requirements, financial aid sources and institutional and community resources. Upon enrolling in medical school classes, the student's progress is actively monitored and counseling and tutorial services are provided as needed. Second-year minority and disadvantaged 105 ''students participate in National Board of Medical Examiners Part I review sessions. In addition, the program offers a four-week summer National Board Review Program prior to the September administration for 10 students who are either high risks for failing the examination or need to repeat the examination. THE OHIO STATE UNIVERSITY College of Medicine 200 Meiling 370 West Ninth Avenue Columbus, OH 43210 (614) 292-0926 Health Careers Opportunity Program The Ohio State University College of Medicine's Health Careers Opportunity Program is directed towards minority premedical aspirants and medical students. It links with other university programs which identify and recruit high school and college students. The program provides MCAT preparation, mock admissions interviews and assistance preparing applications to medical school for 20 to 30 minority undergraduate students seeking to enhance their chances for successful admission to medical school. The program also offers an eight-week summer Pre-Entry program for 15 to 20 entering minority medical students. This program consists of courses in gross anatomy, physiology and biochemistry, which are conducted through lecture and computer-assisted instruction, learning strategies instruction and opportunities for practical experiences in the field with physicians. Minority medical students enrolled in the College of Medicine receive tutorial assistance, attend National Board of Medical Examiners Part I review sessions, attend workshops and learning strategy activities, and receive a wide range of counseling services. THE OHIO STATE UNIVERSITY School of Allied Health Professions 1583 Perry Street Columbus, OH 43210 (614) 292-7303 Health Careers Opportunity Program The Health Careers Opportunity Program at The Ohio State University is designed to increase the number of minority and disadvantaged students recruited, admitted and graduated from the allied health disciplines of medical dietetics, medical technology, occupational therapy, physical therapy, medical record administration, respiratory therapy and radiologic technology. The program recruits students from the University 106 ''College at The Ohio State University, Cuyahoga Community College, Columbus Technical Institute, Cincinnati Technical College, Wilberforce University and Central State University. The program targets freshmen, sophomore and transfer students who are interested in obtaining a baccalaureate degree in one of the above allied health professions. It offers a six-week summer enrichment program for 40 college freshmen, sophomore and associate degree students that is designed to strengthen basic science and learning skills. The summer program includes an introduction to allied health content; college mathematics; anatomy, physiology and chemistry; English writing skills; study skills such as note-taking and test-taking strategies; library resources; interpretation and synthesis of material; and personal development. To assist 40 freshmen and sophomore disadvantaged and minority students to successfully compete for admission to allied health school, the program provides volunteer experiences in allied health areas, assistance in developing superior interviewing skills, assistance in completing applications for admission and academic and financial aid counseling. Disadvantaged and minority students enrolled in the School of Allied Health Professions participate in a two-day orientation program in the fall prior to the start of classes. Seminars on medical ethics, roles and expectations of allied health students, campus resources, study skills and stress management strategies are provided. In addition, the program offers group and individual tutorials, and opportunities for participation in a support network involving newly enrolled students and "seasoned" seniors and local alumni. MEDICAL COLLEGE OF OHIO 3000 Arlington Avenue C.S. 10008 Toledo, OH 43699 (419) 381-3438 Health Careers Opportunity Program The primary purpose of this program is to retain disadvantaged and minority students accepted to and enrolled in medical school. The program recruits potential disadvantaged and minority applicants who have taken the MCAT and offers a full range of retention services to students admitted to the Medical College. The services include a five-week Summer Prematriculation Program for targeted students accepted to the Medical College which is designed to introduce students to first-year medical school courses and strengthen their study skills. It consists of an orientation to the medical school; a diagnosis of study habits and corresponding instruction in study management techniques; instruction in introductory portions of anatomy, behavioral sciences, biochemistry and physiology; and clinical experiences which are designed to correlate with the basic science content. Disadvantaged students enrolled in the Medical College participate in the Academic Year Tutorial Program which provides individualized support and assistance with basic science 107 ''courses. This program also continues in the summer and assists disadvantaged medical students who either fail a course of receive a grade of incomplete. It also offers review preparation for the National Board of Medical Examiners Part I to second-year medical students. OREGON OREGON STATE UNIVERSITY Educational Opportunities Program Waldo Hall 337 Corvallis, OR 97331-6405 (503) 754-3628 Health Careers Opportunity Program The goal of the Oregon State University Health Careers Opportunity Program (HCOP) is to improve opportunities for minority (Black, Hispanic, and Native American) and disadvantaged students in Oregon and the Pacific Northwest to enter and complete college undergraduate health education programs and to facilitate their entry to the health professions or allied health professions schools. Black and Hispanic students are recruited from high schools in Oregon, through referrals from ethnic-minority community agencies and from programs such as Upward Bound, High School Equivalency Program and community college transfer programs. Native American students are recruited by the Northwest Portland Area Indian Health Board (NPAIHB) through a special HCOP subcontract arrangement. The program encompasses an eight-week Summer Science Institute for over 30 entering freshmen students which provides a preview of college level science and mathematics concepts. The summer program also emphasizes improved English language communication skills through intensive practice in writing, reading, listening and speaking, followed by strategies for improving study skills. The program examines special health care needs of minority populations and orients students to the campus. The NPAIHB provides a special introduction to Indian health care through field trips to Indian health care facilities, a reservation and a boarding school and a presentation tracing the history of Indian health practices and problems. The Summer Workshop in Organic Chemistry for rising sophomores and juniors who have completed one year of general chemistry, is intended to reinforce the necessary conceptual framework. The Summer Workshop is held concurrently with the regular OSU organic chemistry course. It focuses on problem solving; visualization of organic compounds, properties and reactions; review of nomenclature, laboratory experiments; and practical applications. In addition, workshops sessions on time 108 ''management and test-taking skills are provided. Students preparing to apply to professional schools receive assistance in preparing financial aid applications and in writing biographical statements. The program provides practice interview skills, review of basic science concepts covered in professional school admission tests and practice test-taking techniques. Throughout the year students meet with counselors, participate in special seminars and take field trips to health care sites. PENNSYLVANIA GWYNEDD-MERCY COLLEGE Allied Health Division Trocaire Gwynedd Valley, PA 19437 (215) 646-7300 Ext. 476 Gwynedd-Mercy College Health Careers Opportunity Program The Allied Health Division of Gwynedd-Mercy College provides a comprehensive program designed to improve access of minority and disadvantaged students from the city of Philadelphia to two-year degree Allied Health programs in medical technology, medical records and respiratory therapy. The program offers two workshops during the academic year. Workshop I, which is funded by a hospital, introduces 40 high school seniors who have been identified by high school counselors and community organizations to the types of activities performed by allied health professionals. They stress the relationship between high school coursework and the college-level allied health curriculum. Workshop II is offered as a one-day event to introduce students to the Health Careers Opportunity Program and to a computer laboratory experience. The program offers the five-week Pre-Freshmen Summer Enrichment Academic Bridge Program to 15 entering college students. It is designed to strengthen skills in the academic areas necessary for success in allied health programs: mathematics, chemistry, physics, biological science and communication skills. Other activities include instruction in study skills, computer and library usage, individual and small group tutorials, an allied health presentation by health professionals, clinical site visits and individual and group counseling to aid in the students' transition to college. Students enrolled in the two-year allied health programs are provided with tutorials conducted on a small group or on an individual basis and supportive counseling on a regular schedule. Students may also opt to participate in the Running-Start-Option which allows them an additional year to complete the two-year program. 109 ''HAHNEMANN UNIVERSITY School of Medicine The Resource System Broad and Vine, M.S. #447 Philadelphia, PA 19102 (215) 448-8333 The Resource System The Resource System facilitates the admission of minority and disadvantaged students into Hahnemann University School of Medicine, retains them once admitted and graduates them as physicians. Prospective applicants to medical school are given pre-admissions information by telephone, by mail, through college visits, career conferences and when students visit The Resource System. Students who are unsuccessful in gaining admission to medical schools in the United States may participate in the one-year Medical Science Track Program (MSTP). This program provides opportunities to take the medical school courses as non-matriculated graduate students. Prior to their enrollment in the MSTP students participate in an eight-week summer enrichment program with the entering medical freshmen which provides academic instruction in three of the courses (biochemistry, histology and physiology) that they will enroll in during the forthcoming fall semester. The summer study skills workshops and sessions focus on the development of reasoning and interpretative skills. Other activities include MCAT preparation, tutorials, counseling and interpersonal relationships skills. In the fall semester, students are expected to maintain a minimum grade point average in biochemistry, histology and physiology. Faculty advisors monitor the students’ progress, arrange group and individual tutorials, and provide assistance with study skills, test-taking and time management skills. Students offered admission the the School of Medicine may enroll in the five-year (flexible) curriculum or the four-year curriculum. The Resource System provides a study guide and some support for the Kaplan Review Course for the National Board Medical Examination Part I. as well as counseling and tutorials on an as-needed basis. THE MEDICAL COLLEGE OF PENSYLVANIA 3300 Henry Avenue Philadelphia, PA 19129 (215) 842-7017 MCP/BMC Minorities Enrollment Program The Medical College of Pennsylvania in cooperation with Bryn Mawr College provides a program aimed at increasing the enrollment of disadvantaged 110 ''students in medical school. The program recruits students who applied to medical school, failed to gain entry, but demonstrate potential for acceptance. The program selects seven students from the rejected applicant pool who are granted provisional acceptance to the medical school. These students participate in a ten-week summer program at Bryn Mawr, during which time they enroll in one regular summer course during each of the two five-week sessions. Course selection is determined by program staff and might include calculus, general chemistry, organic chemistry, biology or physics. Individualized instruction in test-taking skills and learning style strategies are also provided, along with faculty and medical student peer support. During the academic year at Bryn Mawr College, the students enroll in three science courses recommended by the program advisors, such as biochemistry, advanced organic chemistry, genetics, developmental biology, cell physiology, animal physiology or computers in the life sciences. Students are also required to take the MCAT. Students holding final acceptances to medical school are required to participate in an eight-week summer program at the Medical College of Pennsylvania. In addition, seven students who are conditionally admitted to the medical school also participate. The summer program includes instruction in the areas of physiology, biochemistry and the anatomic disciplines. It also focuses on methods of organizing large quantities of material, methods of learning and test-taking skills enhancement. Following successful completion of the summer program, enrolled disadvantaged students receive retention support through the medical college's Program of Academic Support (PASS). PENNSYLVANIA COLLEGE OF OPTOMETRY 1200 West Godfrey Avenue Philadelphia, PA 19141 (215) 276-6260 Health Careers Opportunity Program The program is designed for minorities and students from disadvantaged backgrounds who have completed prerequisite courses and who have been accepted for admission or standby to the doctoral program. The college recruits students through undergraduate college advisors, and coordinates recruitment efforts with the National Optometric Association the American Optometric Association, the Pennsylvania Optometric Association, and the Council on Student Affairs of the Association of School and Colleges of Optometry. Minority and disadvantaged students who have been accepted for admission or standby attend a six-week summer prematriculation program designed to ease their transition to optometry school. Coursework includes chemistry, physiology, microanatomy, gross anatomy , pathology and neuroscience, which are presented in lecture and laboratory sessions. In addition, a review of college algebra and trigonometry and an introduction to the basic principles and concepts of Theoretical i ''Optics are presented each day. This review includes single thin lens optics, prisms and prism diopters and optical principles of refractive error. Other activities consist of skill development sessions on time management, learning strategies, stress management, anxiety reduction, note-taking, effective test-taking, field trips and the development of peer support groups. Following the completion of the progran, participants assist in the orientation program for the entering class as a means of verbalizing and cementing their knowledge of the college by teaching others and further motivating them to succeed. Support services during the first and second academic years include weekly meetings with a mentor and faculty and student tutorials as needed. Students who demonstrate adequate performance may leave the program with the concurrence of program officials. However, the mentor will continue in a more passive advisory role during the first two years. PENNSYLVANIA COLLEGE OF PODIATRIC MEDICINE Student Affairs Eight at Race Street Philadelphia, PA 19107 (215) 629-0300 Ext. 263 Health Careers Opportunity Program Through the cooperation of 22 undergraduate schools that are formally linked with the Pennsylvania College of Podiatric Medicine, the college identifies and recruits promising disadvantaged students. These school provide motivational and counseling programs on their campuses and through a cooperative arrangement provide opportunities for disadvantaged students to complete their four-year baccalaureate degree at the Pennsylvania College of Podiatric Medicine. The baccalaureate degree is granted by the undergraduate school. The cooperating colleges include: Jackson State University in Mississippi; State University of New York at Buffalo in New York; Barber-Scotia College, Bennett College, Eiizabeth City State University, Fayetteville State University, Johnson C. Smith University, Livingston College, North Carolina A & T State University, North Carolina Central University, Pembroke State University, Saint Augustine's College, Shaw University and Winston-Salem State University in North Carolina; Northeastern State University in Oklahoma; Cheyney University of Pennsylvania; Hampton University, Norfolk State College, Saint Paul's College, Virginia State University and Virginia Union University in Virginia; and Howard University in Washington, D.C. Disadvantaged third-year college students may participate in a three-week summer Student Training for Education in Podiatry (STEP) program at the Pennsylvania College of Podiatric Medicine. This program consists of courses in chemistry and anatomy, as well as extensive Study skills training and medical career counseling. The courses are designed and Supervised by senior members of the college's faculty and are taught by qualified minority medical students. 412 ''The five-week Summer Academic Reinforcement Program (SARP) is offered both to students who receive a conditional acceptance based on their successful completion of the SARP and to disadvantaged students accepted unconditionally. The summer program is designed to provide exposure to first-year academic courses which most often create scholastic difficulty -- gross anatomy, biochemistry, neuroanatomy and physiology. These courses are coupled with intensive study skills development sessions in test-taking, time management and techniques of coping with stress, as well as personal support counseling. Academic year retention activities offered include tutorials, professional counseling, faculty reviews, special review sessions prior to each major examination, weekly study skills sessions on test-taking, time management and stress management and peer counseling/role models. The program also offers a five-year decelerated program which extends the first year for students requiring more time to complete the curriculum. PHILADELPHIA COLLEGE OF PHARMACY AND SCIENCE 43rd Street & Kingsessing Mall Philadelphia, PA 19104 (215) 596-8590 Preparation, Retention and Education for Pharmacy The Preparation, Retention and Education for Pharmacy (PREP) program focuses facilitating the entry and graduation of educationally disadvantaged students in the College's five-year pharmacy program. The PREP program is comprised of four components: the Pre-College Program, the Early Entry Program, the Post-Freshman Education Program and the Academic Support Service Program. The Pre-College Program invites 30 high school seniors and their families to a series of half-day Saturday seminars designed to increase their knowledge of pharmacy career options, curriculum requirements and admissions/financial aid procedures. Students selected from targeted high schools in Philadelphia and Camden, New Jersey, are also eligible to participate. These seminars cover such topics as the admissions process, interviewing techniques, financial aid sources and pharmacy issues. Other activities include study skills, mathematics assessments and pharmacy laboratory experience. The Early Entry Program is a four-week summer residential program for: 25 mamatriculating disadvantaged pharmacy students admitted through PREP. This program is designed to strengthen skills in biology and English. Other activities include an orientation to the services and resource personnel available, study skills development and individual counseling. 113 ''The Post-Freshman Education Program is an eight-week summer residential program which is offered to rising college sophomores who demonstrate a need for skill development in chemistry and mathematics in preparation for second year courses in organic chemistry and physics. The Academic Support Service program involves the assignment of a PREP counselor and peer counselor upon entry to the College, as well as intensive counseling and monitoring of the PREP students’ academic progress and adjustment to the College. This service is provided throughout the students' college career. TEMPLE UNIVERSITY College of Allied Health Professions 3307 North Broad Street Philadelphia, PA 19140 (215) 221-4800 Health Careers Opportunity Program This program is designed as a joint initiative of the School of Pharmacy and College of Allied Health Professions at Temple University. The program facilitates the entry of disadvantaged students into the health professions programs in clinical laboratory science, health records administration, occupational therapy, pharmacy and physical therapy. It offers two summer programs for disadvantaged students. The six-week summer Introduction to the Health Professions program (Phase I) is offered to 30 high school graduates and college freshmen. The content includes biology, chemistry, mathematics, study skills, a field trip and counseling, which is delivered through lecture, demonstration and practice by faculty members. The Pharmacy and Allied Health Professions Program (Phase II) is a six-week summer session held between the college sophomore year and matriculation to the professional program. This summer program is designed to ease the transition to the professional curriculum, and includes medical terminology, anatomy, physiology and biochemistry. Biochemistry is required for students admitted to programs in Pharmacy and clinical laboratory sciences. During the academic year, students receive assistance with Study and communications skills, use the library, participate in tutorial sessions and participate in clinical exposure with a health professional one afternoon per week. 114 ''TEMPLE UNIVERSITY School of Medicine Office of the Dean 3400 North Broad Street Philadelphia, PA 19140 (215) 221-3653 Recruitment, Admissions and Retention Program The aim of the Recruitment, Admissions and Retention (RAR) Program of Temple University School of Medicine is to produce greater numbers of physicians from minority and disadvantaged backgrounds that are underrepresented in the profession of medicine, particularly in the region encompassing greater Philadelphia and Southeastern Pennsylvania. The RAR program recruits students through visits to regional colleges and universities and participation in career development seminars. Students interested in applying to the medical school receive individual assistance with their applications including a review of the application, follow-up on incomplete applications and written acknowledgments noting any deficiencies. Following acceptance, the program staff provides support services to ensure enrollment of minority students. This includes personal contacts with students, the summer Educational Reinforcement Activity, providing information on financial aid, housing and day care. The seven-week Summer Educational Reinforcement Activity is a prematriculation program for 30 incoming freshmen that is designed to familiarize them with the environment and academic expectations of the School of Medicine at Temple University. The summer program is taught at the same pace and volume by the medical school faculty who instruct during the academic year. Teaching methods include lectures, practicums, small group review sessions, one-on-one personal conferences, the use of auto-tutorials and computer animations. The content covered provides an overview of first-year academic coursework including anatomy, biochemistry and physiology. Other activities include learning techniques that focus on information gathering, negotiation, and manipulative skills. In addition, there are sessions for strengthening test-taking, note-taking and inquiry skills, was well as strategies for coping with test-anxiety and a personal attitude/ability/experience inventory. Target students enrolled in all four years of the medical school are offered comprehensive support services which consist of social, psychological, academic, financial and cultural counseling; and peer group support. Activities directed at junior and senior medical students include preparation for Part I of the National Medical Boards, seminars, access to clinical rotation notes and other pertinent data, a buddy system and identification of residency placement opportunities. 115 ''UNIVERSITY OF PITTSBURGH School of Medicine Office of the Dean M-247 Scaife Hall Pittsburg, PA 15261 (412) 648-8987 Health Professions Careers Opportunity Program The medical school's Health Professions Careers Opportunity Program focuses on students from disadvantaged backgrounds. The program offers an eight-week Summer Premedical Academic Enrichment Program for 40 rising college sophomores, juniors or seniors. Selection is based on demonstrated potential and a desire to become a health professional. The summer program involves a series of lectures and demonstration in subjects such as chemistry, calculus, biochemistry, physics, physiology and gross anatomy. Computer-assisted instruction reinforces classroom instruction. In addition, an extensive study skills assessment is administered and a personal plan is developed for each student. Other activities include clinical observation, MCAT review sessions, simulated interviews and application preparation. The Summer Prematriculation Program is offered to 20 students admitted to the medical school. Medical school faculty provide instruction in anatomy, embryology and histology which are reinforced by computer-assisted instruction. Other activities include a Learning Skills Assessment Workshop which is designed to aid students in the assessment of study habits, attitudes, basic learning skills, goal setting methods, time management techniques, and examination anxiety reduction and test-taking methods. During the academic year tutorials are provided on an as-needed basis by medical student tutors, faculty and doctoral students. The school offers supportive services such as mental health counseling, faculty advisors and a Sibling Pairing System. THE PENNSYLVANIA STATE UNIVERSITY Office of the Associate Dean for Undergraduate Studies 101 Henderson Building University Park, PA 16802 (814) 865-1424 The Penn State Minority Health Careers Program The Minority Health Careers Program is designed to increase the numbers of minority students applying to, entering, and graduating from five programs in allied health. These include clinical psychology (Ph.D.), speech pathology/audiology (M.S.), community health education (B.S.,M.S.), health planning and administration (B.S.,M.S.) and nutrition 116 ''(B.S.,M.S.). The program focuses on the identification, motivation and recruitment of disadvantaged students. The program collaborates with the Colleges of Business Administration, Education, Health and Human Development and Liberal Arts in carrying out its mission. Students from the high school junior year through college are recruited by the program's central recruiting office. The program provides an eight-week summer program at its seven campuses for a total 100 rising high school seniors. The summer program includes note-taking, reading comprehension, test-taking, writing and library skills, computer applications, field trips, seminars and counseling. In addition, students may take one of several college-credit courses required for allied health majors. These courses are offered in six-week blocks in the summer session on the various campuses. The program offers a summer three-week Minority Health Careers Institute for 30 marginally qualified minority high school students. This Institute is designed to motivate minority students with an interest in allied health careers and diagnose, strengthen and reinforce their prerequisite skills for entrance to a baccalaureate level. These students are assigned to a faculty advisor from one of the participating allied health programs. They are provided with career information and clinical perspectives on the field and they participate in the Orientation to Higher Education seminar series. Further, they undergo an assessment of academic strengths and weakness and develop learning strategies. In addition, a five-week Summer Institute is offered to 20 rising college seniors interested in graduate level allied health programs. During the academic year, faculty advisors monitor the progress of program participants and conduct seminars and workshops. PUERTO RICO INTER AMERICAN UNIVERSITY OF PUERTO RICO Department of Biology and Environmental Science San German, PR 00753 (809) 892-1095 x 260 Allied Health Career Opportunity Pathway Program Facilitating the entry of Puerto Rican individuals from disadvantaged backgrounds into health and allied health professions schools is the goal of this program. The project holds an eight-week summer academic program for college sophomores consisting of instruction designed to increase their performance on the DAT, MCAT and the AHPAT. Emphasis is placed on verbal, mathematical and study skill areas in which they are deficient. The mathematics course consists of 60 hours of classroom study over a three week period. A verbal skills course consists of 60 hours of classroom work. Students are also required to spend 60 hours in the 117 ''language laboratory during the academic year. The examination review course is team-taught and covers content in physiology, immunology, genetics, microbiology, general and organic chemistry, parasitology and physics. Specialized counseling related to health professions careers has been developed on admission requirements and procedures, interview skills and types and locations of available schools. Academic and personal counseling is also available. During the academic year, project participants receive an overview of the health care system, the clinical environments in which care is provided and exposure to appropriate role models. SOUTH CAROLINA MEDICAL UNIVERSITY OF SOUTH CAROLINA Office of Minority Affairs 171 Ashley Ave. Charleston, SC 29425 (803) 792-2146 Health Careers Opportunity Program This project addresses the HCOP purposes of facilitation of entry and retention. The program is geared to rising college juniors and seniors and prematriculants accepted into the Medical University of South Carolina (MUSC's) Colleges of Health Related Professions, Medicine and Pharmacy. Trainees are Black, Hispanic, Native American and disadvantaged Whites. An eight-week summer program for rising juniors and seniors and 15 prematriculants is held. The program includes gross anatomy with laboratory, biochemistry and medical terminology, skills development, test-taking and study skills, oral and written communication and quantitative reasoning. Students are also exposed to role models and health facilities. Faculty seminars and admissions and financial aid information sessions are provided. Undergraduates also have a 32 hour MCAT/DAT preparation course. The prematriculants have clinical enhancement experiences and faculty visitations enabling them to visit instructors for their fall classes and receive precourse syllabi and readings to ease transition into their respective programs. The retention coordinator keeps new matriculants apprised of activities to assist them. Tutorial assistance is available to help students adjust to the intensive volume and study pace required. Counseling services are provided and each semester a learning skills seminar concentrating on time management, study habits and memory techniques is scheduled. 118 ''VOORHEES COLLEGE Voorhees Road Denmark, SC 29042 (803) 793-3351 Ext. 7304 Voorhees College Health Careers Opportunity Program This project addresses the Health Careers Opportunity Program (HCOP) funding objectives of preliminary education and facilitation of entry. The target student population is undergraduate college, predominantly Black students with an interest and demonstrated potential for entering medicine or dentistry. Each year an intensive six-week summer institute is held for freshmen and sophomore college students. Students take five intensive courses in the natural sciences, mathematics and basic communication skills. Classes are taught by faculty from Voorhees and the University of South Carolina and are scheduled to ensure the availability of biology, chemistry and computerized academic reinforcement laboratories. Tutorials follow each mathematics and science class. There are also special topic lectures and seminars conducted by professional role models. On site field observations are conducted at hospitals, clinics and offices of private practitioners. Another part of the summer program includes such support services as guidance and counseling, financial aid workshops, study skills, time management and career planning. Juniors and seniors who have completed the summer program are enrolled in the Saturday College which is held during the academic year. This activity is designed to reinforce knowledge and skills acquired during the summer program and is intended to facilitate the entry of students into the professional schools. During the fall semester, the Saturday College offers mini-lectures, tutorials and computer-assisted instruction in scientific reading and vocabulary, mathematics, molecular/cellular biology, general chemistry, computer skills and MCAT/DAT preparation. Field trips and projects at hospitals, clinics and doctors' offices are also part of the learning experience. Special topic workshops are also included. During the spring semester, students receive instruction in written and oral communication skills, quantitative methods, organic chemistry, physics, computer skills and MCAT/DAT preparation. 119 ''Greenville Technical College Allied Health Division P. 0. Box 5616 Greenville, SC 29606 (803) 242-3170, x2463 Allied Health Education and Development (AHEAD) Project The project purpose is to assist disadvantaged Black and other minority high school students, graduates and developmental adult learners with an interest in the allied health fields of radiologic technology, medical laboratory technology, optometric technology, dental hygiene, physical therapy assistant and respiratory therapy to graduate from Greenville Technical Community College, the Medical University of South Carolina and other health professional schools. Project components include recruitment, preliminary education, facilitating entry and retention activities. Disadvantaged adult learners are channeled through the college's Adult Education Division Developmental Studies program. Students use computers and simulated tests to overcome deficiencies in basic math and reading in order to become prepared to take the Test of Adult Basic Education (TABE). Once they successfully complete this process, they are able to move into the allied health curriculum. A health careers program is held in area high schools in order to broaden students’ information concerning the allied health professions. Sessions involve lectures, role models, films, slides and the distribution of materials. Staff development workshops are held for high school counselors, and teachers of mathematics and science. Other activities include a role model program, tours of local hospitals and health career seminars. High school students also have the opportunity to attend a six-week Summer program to reinforce academic and and personal skills in reading, writing, communication, test-taking, problem solving and time Management. Lectures include coursework in algebra, biology and chemistry. Also included is a mini-course on the Master Student, CPR training, clinical visits, counseling and social events. The academic year retention component for allied health students consists of tutoring, study groups, career planning and exploration. Pre-allied health students have career counseling and individual and group counseling. Finally, affiliation agreements have been signed with local hospitals and secondary training facilities as well as a school district representing four high schools. 120 ''TENNESSEE MEHARRY MEDICAL COLLEGE 1005 D. B. Todd, Jr. Blvd. Nashville, TN 37208 (615) 327-6792 Health Careers Opportunity Programs at Meharry Meharry Medical College has a five-pronged program for the recruitment, training and retention of mostly minority Black, Hispanic and other disadvantaged students into its medical, dental and public health programs. The Biomedical Sciences Program (BSP) is an eight-week summer program for undergraduate students aimed at facilitating their entry into professional schools. Trainees may enroll for consecutive summers and pursue progressively more difficult tracks of study in the basic and applied sciences. Courses are offered in reading, mathematics, biology and chemistry. The BSP is conducted in a minority health center in which several health professionals serve as role models and students are exposed to a clinical environment. Students for this program are drawn from colleges throughout: the country and eventually attend a variety of health professional schools. The Special Medical Program (SMP) offers preliminary and first-year basic sciences education and motivation to minority individuals identified and recruited as special or "marginal" students who matriculate early in the summer prior to their first year. They receive reduced course load options, enrichment and stimulation, and complete their first year's work during the summer following their initial academic year. SMP students initially enroll in a ten-week summer session during which they take non-credit enrichment courses in integrated chemistry, physiology, quantitative solutions to medical problems, neuroanatomy, cellular biochemistry and scientific communication. On Friday afternoons they attend a bioclinical conference which demonstrates the clinical application of basic science knowledge selecting a disease that involves material from their integrated chemistry, biomedical concepts and scientific communications courses. The Meharry Dental Assurance Program (MDAP) offers an eight-week summer study in a special curriculum to dental applicants with acceptable college grades but low DAT scores. Students take specially designed non-credit courses in spacial perception, test-taking procedures, orientation to dentistry and refresher courses in biology, mathematics, study skills, reading, organic and inorganic chemistry. The MDAP includes the Early Dental Acceptance Program providing conditional acceptance and enrichment activities to preprofessional sophomores. If accepted, students must agree to take physics and anatomy as 121 ''prerequisites to enrolling in the summer enrichment program. The National Board Review Program assists sophomore and senior dental students with support systems to facilitate their progression through the regular dental curriculum and assist them to take and pass Parts I and II of the National Dental Board Exam. Board Review amounts to three hours per week during the academic year and 13 hours in June. Meharry also offers a program entitled Preparation for Graduate Training in Community Health Sciences (MSPH-Prep) which attempts to familiarize minority students of health career opportunities in the public health and community health areas. There are three phases to the program. After the initial first phase of identification and recruitment, a second phase six week orientation program is held for students holding pending or conditional acceptance at Meharry's or other graduate community health programs. During this period several introductory and retention courses are provided. Phase three focuses primarily on retention aides and courses. The Educational Support Program is a year-round psycho-social and educational support project aimed at producing the optimal environment for the timely progression of students through the medical and dental curriculums. Emphasis is placed in preparing students to pass the national board examinations. Students receive assistance in time management, content review and test-taking. Computer literacy is stressed and faculty development is likewise emphasized. Educational psychologists and counselors are an integral part of the program with sensitization being provided to students' emotional and academic adjustment as well as differences in learning styles which faculty are encouraged to incorporate in teaching methods and exam preparation courses. TEXAS A & M UNIVERSITY College of Medicine College Station, TX 77843 (409) 845-7743 Medical Career Opportunities for Disadvantaged Students The Medical Career Opportunities for Disadvantaged Students program focuses on increasing the number of disadvantaged and minority (Black, Hispanic, Asian and disadvantaged White) students matriculating and graduating from medical school. Rising high school junior and senior students with an interest in medicine are identified early through the university's outreach program which has contact with Prairie View A & M University, the University of Texas-El Paso and Pan American University 122 ''among others. Disadvantaged students are invited to apply for the three-day High School Summer Enrichment Experience (HSSE). The purpose of the HSSE is to encourage and reinforce talented minority students interested in a medical career by providing academic advice on pre-medical programs, strengthening their study skills (test-taking, time management, reading and writing), and exposing them to the challenges and opportunities in medicine. The program also provides a Bridge to Medicine (BTM) program for rising college juniors and seniors who have completed introductory courses in biology, chemistry and physics. The BTM program includes MCAT review sessions on each of the sections of the examination including biology, chemistry, physics, science problems, quantitative skills, and reading and writing. In addition, it provides sessions on stress management, study skills strategies, application preparation, interviewing skills, financial aid sources and a general overview of the medical school curriculum. The two-week Prematriculation Program for entering first-year College of Medicine students is designed to orient targeted students to the medical school curricula, enhance study skills, and improve stress/time management, budgeting and financial planning strategies. TEXAS A & M UNIVERSITY College of Veterinary Medicine College Station, TX 77843 (409) 845-3878 Health Careers Opportunity Program The Health Careers Opportunity Program identifies a pool of well-qualified disadvantaged persons (primarily Black) prepared for entrance into the professional veterinary medical curriculum at the Texas A & M University College of Veterinary Medicine. The program then facilitates their admission to the professional curriculum and helps students admitted toward the goal of graduation with the Doctor of Veterinary Medicine degree. The College of Veterinary Medicine is the primary training site for many program activities. The facilities of Prairie View A & M University and Texas Southern University are used for several undergraduate activities sponsored by the program. They sponsor two concurrent eight-week Academic Enrichment Institute programs for entering college freshmen. The sessions offered are designed to prepare students for freshmen biology (cellular zoology, human anatomy and physiology, genetics and comparative zoology) and inorganic chemistry. Mathematics sessions prepare students for algebra, precalculus or calculus I courses. Other activities include study skills instruction, seminars which are designed to acquaint students with veterinary career opportunities and field trips to the Texas A & M University College of Veterinary Medicine. Disadvantaged college freshmen and sophomore students enrolled in either Texas Southern or Prairie View A & M also participate in the Academic Year Counseling Program, which consists of counseling and tutorial assistance in biology, chemistry, mathematics and 123 ''physics. Students admitted to the veterinary college attend a four-week Summer Preparatory Course at Texas A & M University. The course includes veterinary clinical experience, application preparation, interview strategies, as well as 10 days of simulated veterinary courses such as canine gross anatomy, public health, parasitology, physiology and pharmacology. THE UNIVERSITY OF TEXAS MEDICAL BRANCH School of Allied Health Office of the Dean Galveston, TX 77550 (409) 761-3001 LEAP-AHEAD Project The LEAP~AHEAD project is designed to increase the number of qualified applicants to the School of Allied Health. The project recruits interested students through an establish network of colleges and universities which include Laredo Junior College, Delmar University, College of the Mainland, University of Texas-Austin, Pan American University, Lamar University, Prairie View A & M University, Texas Southmost College and Stephen F. Austin University. Students are invited to attend a three-day Application Project program which is designed to familiarize them with the application and admission process to allied health school. Students have the opportunity to practice interview skills; assess communication, reading, learning and analytic skills; and interact with mentors. The project conducts a six-day Early Enrollment Program for 25 disadvantaged college juniors to facilitate a smooth transition to the University of Texas campus. This program is held one week prior to the start of classes and includes an assessment of communication, reading and study skills, as well as opportunities to interact with student support groups, faculty, and role models. The project provides a Decision Program alternative for selected students who were not accepted to the School of Allied Health. This program involves a year of individualized courses tailored to the students' needs and usually includes basic human anatomy and physiology and study skills. Students successfully completing the "Decision Year" are granted admission to their chosen allied health program. In addition, the project provides tutorials throughout the academic year and summer, as well as seminars designed to acquaint students with various health issues from a minority perspective. 124 ''UNIVERSITY OF TEXAS MEDICAL BRANCH-GALVESTON School of Medicine Galveston, TX 77550 (409) 761-3256 Health Careers Opportunity Program The goal of the program is to increase the numbers of minority and disadvantaged students accepted into and graduating from medical schools in Texas. The program holds a four-week Medical School Familiarization Program on the campus of the University of Texas Medical Branch at Galveston for 30 rising college juniors and seniors from Texas and surrounding states during the summer. This program includes certification in cardio-pulmonary resuscitation, lectures and laboratory instruction in anatomy, biochemistry, physiology, pharmacology, microbiology and pathology. It also encompasses a simulated admissions exercise; preparation for the MCAT; seminars on financial aid, clinical medicine, stress reduction; and familiarization with clinical medicine and counseling. In addition, the program conducts workshops on the campus of Prairie View A & M University to prepare their students for entrance to medical school. Specific activities include test-taking, reading and learning strategies workshops, assistance in preparing applications for medical school and interview techniques. Entering medical students who are an academic risk participate in a two-week Pre-Entry program held prior to matriculation. This program includes an assessment of learning strategies and techniques for enhancing study and learning skills through group seminars and individual consultation. In addition, at-risk first and second-year medical students are encouraged to take advantage of such activities as reading improvement, learning strategies seminars, peer tutorials, preparation for the National Boards Part IL, stress evaluation, motivation services and other support services. UNIVERSITY OF TEXAS HEALTH SCIENCE CENTER -— HOUSTON School of Medicine Office of Academic Affairs P.O. Box 20708 Ste G.024 MSB Houston, TX 77225 (713) 792-5518 Houston HCOP Consortium The Houston HCOP Consortium is a cooperative effort involving the University of Texas Health Science Center-Houston as the principal institution, Baylor College of Medicine, the University of Houston-Downtown, and the University of Houston-University Park. The purpose of the consortium is to increase the number of minority (Black, Mexican-American, American Indian, Mainland Puerto Rican) and other disadvantaged students successfully matriculating to and graduating from 125 ''schools of medicine and dentistry. Minority and disadvantaged high school seniors are recruited throughout the state. Special recruitment efforts are directed at the High School for Health Professions, as well as qualified minority and disadvantaged college sophomores and juniors who transfer to the two University of Houston campuses. The consortium offers a Med-Start Program on the campuses of the University of Houston-Downtown and the University of Houston-University Park to disadvantaged high school seniors who are interested in pursuing a medical or dental career. The Med-Start program is designed to improve the competitiveness of disadvantaged students. Students selected for the Med-Start program whose college placement tests indicate weaknesses are required to enroll in the "Foundations Program" in the summer prior to their freshmen year at either the University of Houston-Downtown or the University of Houston-University Park. The Foundations Program consists of courses designed to improve basic skills in reading, mathematics, English usage and study skills, In addition, Med-Start participants may attend the Summer Pre-Basic Science courses held at the University of Houston-Downtown. These intense two to three week courses are designed to enable students to master the basic concepts and skills needed in college biology, general chemistry, organic chemistry and physics prior to the school year in which they are scheduled to take a particular course. During the academic year Med-Start Enrichment Guides (discussion leaders) conduct regularly scheduled weekly discussion groups for each subject area. These weekly discussions are supplemented by science programs offered in the Computer-Assisted Instruction Science Lab. Med-Start participants in their junior year of college attend MCAT/DAT Preparation programs held on four consecutive Saturdays in the spring prior to the administration of the MCAT or DAT in April. Although the MCAT/DAT Preparation program is conducted by the University of Houston—Downtown, both the University of Houston-Downtown and the University of Houston-University Park have available an extensive audio cassette collection for MCAT and DAT preparation. All Med-Start students are invited to attend a social gathering where they meet minority students and faculty role models and tour the facilities of Baylor College of Medicine and the University of Texas Health Science Center-Houston. The consortium offers at least 10 medical/dental school admissions workshops each year on the undergraduate campuses. Workshop topics include the interviewing process, application preparation and preparation for the MCAT. In addition, the joint Baylor/University of Texas Health Science Center-Houston six-week Summer Enrichment Program, administered by the Baylor College of Medicine, is offered to 30 Med-Start students who are applying to medical and dental schools. The summer program consists of preceptorships with medical or dental clinical faculty where students gain insights into the demands and rewards of patient care, and a human anatomy course taught by medical school faculty. The program incudes academic reinforcement (test-taking skills, study skills, concentration techniques and memorization) and interviewing skills sessions. Weekly seminars on health related topics, counseling sessions and guidance on preparing an application to medical or dental school are also provided. 126 ''The University of Texas Health Science Center-Houston offers a five-week summer Pre-Entry Program for disadvantaged students accepted to either the Baylor College of Medicine or the University of Texas Health Science Center-Houston. This program is designed to assist in the transition to medical school and provide an introduction to the first-year medical and dental school's basic science courses. Students invited to the program take the Fundamental Concepts of Biomedical Science Course which stresses quantitative concepts, units of measurement, physical/chemical science principles and concepts, structure and properties of molecules, acid-base chemistry and cell structure and function. Other courses include scientific terminology and study skills. Seminars on professional education topics and counseling sessions are also provided. Both the University of Texas and Baylor College of Medicine offer retention programs for admitted disadvantaged professional school students. The University of Texas offers an Academic Enrichment and Reinforcement Program for all medical and dental students in need of academic assistance. The academic performance of such students is closely monitored and tutorials are offered as needed. The Baylor College of Medicine offers a two-day orientation program off campus for incoming students. The orientation program includes diagnostic tests to measure skill levels in reading and study skills and seminars and discussion groups conducted by upperclassmen and faculty. Other retention offerings include a reading and study skills elective course, an extended curriculum program, a student/faculty mentor program and the SPICE (Students and Physicians Interacting for Common Enrichment) program which includes opportunities for interaction with role models. UNIVERSITY OF HOUSTON College of Optometry Office of Student Affairs and Admissions 4800 Calhoun Houston, TX 77004 (713) 749-3361 Texas Optometry Career Opportunities Program The purpose of Texas Optometry Career Opportunities Program (TEXOCOP) is to strengthen the academic background and competitiveness of disadvantaged Black, Hispanic and educationally disadvantaged non-minority students with expressed interests in optometry as a career choice. The program recruits minority and disadvantaged students from participating schools such as Texas Southern University, Pan American University and the University of Houston, as well as from the Association on American Indian Affairs and through the College of Optometry's computerized recruitment plan. As an incentive to learn more about optometry, prospective students are invited to participate in the vision screening practice exercises which are scheduled in both the Houston area and in the lower Rio Grande Valley. 127 ''The program offers a four-week Summer Enrichment program for rising college juniors, seniors and graduates. The summer program consists of a series of programmed mini-courses in vision screening technology, optics, structure and mechanics of human vision system and basic dispensary techniques presented in a self-paced format. Other summer courses include reading comprehension, mathematics review, financial planning and budgeting and interpersonal skills development. In addition, the summer program includes a four-week Stanley Kaplan OAT review program that is supplemented by OAT review sessions. The physics and quantitative methods sections of the OAT receive special emphasis because disadvantaged students generally do not perform well on those sections of the examination. Students eligible for these sessions must have completed 40 or more semester hours of the University of Houston College of Optometry admissions prerequisites. Students may also participate in the Counseling and Testing Center's workshops which focus on improving learning/test-taking skills and analytical reasoning abilities. Furthermore, the College offers an Advanced Reading and Study Skills course in conjunction with the professional orientation program to all interested admitted optometry students. The program provides tutorials for TEXOCOP students enrolled in the college's optics and health sciences courses, as well as special modules designed to enable students to integrate theoretical and clinical data. UNIVERSITY OF HOUSTON-CLEAR LAKE School of Business and Public Administration 2700 Bay Area Boulevard Houston, TX. 77058 (713) 488-9474 Health Careers Opportunity Program This program is designed to assist individuals from disadvantaged backgrounds to enter and graduate from both undergraduate and graduate programs in health services administration at the University of Houston-Clear Lake. The program recruits students from area community colleges and through students enrolled in the health services administration programs who are pursuing an undergraduate ADHS degree or graduate M.S. degree. The project holds a six-week Health Administration Transition - I summer program for 15 college sophomores transfering from community college to the University of Houston-Clear Lake. The summer program activities include mathematics and quantitative review, reading improvement, study skills and time Management, stress management sessions, the health care management survey course, a computer assistance course, presentations from role models and an orientation to the campus. The Health Administration Transition - II is held for three weeks for up to 10 disadvantaged students entering the graduate ADHS program in the fall. The HAT- II is a summer program designed to ease the transition to graduate school. This program includes a quantitative review course, 128 ''group and individual counseling, computer skills sessions, health care management review, writing and research skills development field trips, and an orientation to the university. Students accepted by or enrolled in the health professions school are provided with tutorial assistance in such areas as mathematics, statistics, research, report writing, accounting and finance. In addition, students are encouraged to participate in sponsorship programs which pair them with practicing administrators. WILEY COLLEGE Division of Sciences 711 Wiley Avenue Marshall, TX 75670 (214) 938-8341 Ext. 288 HCOP Academy The purpose of this program is to identify, recruit and enroll students from disadvantaged backgrounds (Blacks, Hispanics and Whites) who are interested in preparing for careers in dentistry and medicine. The program's affiliations with the University of Texas at Houston and the School of Health Sciences at Tyler enhance its abilities to offer comprehensive financial aid information, health careers alternatives and academic counseling. The program identifies high school seniors who indicate an interest in health careers, as well as high ability science majors enrolled in the college. : The HCOP Academy is comprised of two summer programs and two academic year Saturday programs. The first summer program (Level I) is held over a four-week period in July for a total of 28 twelfth graders and entering college freshmen. It offers biology and chemistry with laboratories, computer assisted tutorials, health professions careers seminars, English and faculty-assisted tutorials in the evening. A special Pre-Health II Seminar incorporates topical issues in biology, chemistry and physics as an introduction to a laboratory project which will be completed during the academic year on Saturdays. The second summer program (Level II) is held over a six-week period for a total of 30 Wiley College sophomores, juniors and seniors. The purpose of the program is to expand the academic base in science. Courses such as physics, medical microbiology, analytical instrumentation and English are augmented by faculty-assisted tutorials, interactive-video tutorials and health careers seminars. During the academic year, students who participated in the Level I summer program subsequently attend the monthly Saturday laboratory project which focuses on digital electronics, chemical synthesis, radiation chemistry and spectroscopy. Students who participated in the Level II summer program are required to perform experiments approved by the professor in charge. In addition, counseling and advisement and assistance with professional school application preparation are provided as needed. 129 ''PRAIRIE VIEW A & M UNIVERSITY College of Arts and Sciences Biology Department P.O. Box 835 Prairie View, TX 77446 (409)857-3911 Health Careers Opportunity Program The purpose of this preliminary education inititative is to increase the pool of qualified competitive Black American applicants for medical and dental schools. Students are recruited throughout the State of Texas. An eight-week Academic Enrichment Institute is offered for 30 entering freshmen students to improve their basic science skills and generally improve their overall competitiveness for admission to health professions schools. The content consists of biology, chemistry and mathematics courses, study skills development sessions, and health careers seminars and field trips. The program also offers an academic year preliminary education program for 40 freshmen and sophomores in such courses as biology, chemistry, mathematics and physics. In addition, these students attend seminars on application preparation, review admission test content and participate in field trips to health care institutions. UNIVERSITY OF TEXAS HEALTH SCIENCE CENTER - SAN ANTONIO Office of Special Programs Office of Student Services 7703 Floyd Curl Drive San Antonio, TX 78284 (512) 567-2671 MCAT/DAT AND ACADEMIC PERFORMANCE IMPROVEMENT PROGRAM This program is designed to strengthen the academic records and entrance test scores of minority, primarily Hispanic and Black, students in order to make them more competitive for entry to medical and dental school. It includes summer programs at St. Mary's University for their undergraduate students, which include MCAT/DAT preparation courses through the Stanley Kaplan Education Center and research experiences on the University of Texas campus. The six-week summer programs at St. Mary's consist of courses in study skills (thinking strategies, reading, writing and studying techniques), general chemistry and mathematics review for 25 entering college freshmen. Critical reading and analysis, organic chemistry and speed reading and comprehension are offered for 15 sophomores. Research writing and reading, introduction to reading, Preparatory physics and the perceptual parts of the MCAT and/or DAT are provided for 15 juniors. In addition the University of Texas provides tours of its campus and presentations by personnel from its admissions office. The University of Texas offers a six-week summer program for 20 130 ''rising college seniors who participate in both the Kaplan Educational Center's MCAT/DAT Preparation Course and in a research experience medical student, a medical resident, or a medical faculty member. Predental students are placed in a dental clinic. The University of Texas Health Science Center-San Antonio provides counseling, tutorial assistance and a self-instructional reading comprehension skills program for disadvantaged and minority first and second-year medical and dental students who are performing at the average or below average level in academic courses. CENTER FOR HEALTH POLICY DEVELOPMENT, INC. 2300 West Commerce, Suite 304 San Antonio, TX 78207 (512) 226-9743 Health Careers Institute The primary purpose of the Center for: Health Policy Development is to promote the health and well-being of the Chicano community in Texas through the development of health programs and policy initiatives. The Health Careers Institute, a unit within the Center for Health Policy Development, offers health career information services and professional school admissions assistance primarily to Mexican-American students enrolled in high schools, colleges and universities. The main areas of emphasis are medicine, dentistry, public health, osteopathic medicine, nursing and health care administration. The center's network of recruitment contacts includes several universities throughout Texas and various community-based organizations. The program provides health professions counseling services; health careers information dissemination services through publications; information on various summer enrichment programs; MCAT, DAT and financial aid workshops; field trips to health professions schools; and role model contact. A limited number of scholarships to Kaplan MCAT and DAT preparatory study programs are provided by the program. 131 ''VIRGINIA UNIVERSITY OF VIRGINIA School of Medicine Box 446 Charlottesville, VA 22908 (804) 924-2189 Assisting Students Achieve Medical Degrees The University of Virginia operates a continuum of educational experiences to enhance opportunities for minority and disadvantaged students to enter and graduate from health professions schools, particularly medicine. Students who have completed at least the eleventh grade, attend a non-resident six-week summer program providing academic enrichment in science and mathematics. In addition, writing and communications courses are required for all participants. Test-taking and study skills sessions are provided. Finally, a lecture series is presented about specific aspects of the health professions. Preliminary education for undergraduate college students encompasses two yearly two-day workshops in test taking and study skills development offered at both Hampton University and the Virginia College of Arts and Sciences. Premedical students from other historically Black colleges in Virginia are also invited to attend. In addition, twice yearly enrichment lectures on medicine-related topics are presented at both institutions. The primary effort to facilitate entry of minority students into medical school is a six-week summer MCAT preparation program. Rising sophomores, juniors, seniors and recent graduates are eligible to participate. The primary emphasis is on review of biology, chemistry, physics, quantitative and reading skills and essay writing. A second component focuses study skills and time Management. A third addresses the admissions process and financial aid. Finally, students attend a motivational clinical lecture series and are exposed to clinical settings. The retention phase includes a six-week medical academic advancement program each summer conducted by the Virginia School of Medicine. Its primary purpose is to prepare targeted prematriculants to survive in medical school. Two types of courses are offered. The first are “bridging” courses developed around concepts and principles which mediate between undergraduate and medical-school basic science courses. The second are selected sections of first-year medical school courses. A clinical lecture series is provided as well as a workshop on study skills, time management and stress Management. Academic and personal counseling is available during the academic year as is a structured peer tutoring system. 132 ''EASTERN VIRGINIA MEDICAL SCHOOL 700 Olney Road Norfolk, VA 23501 (804) 446-5869 Health Careers Opportunity Program This project focuses on predominantly facilitating the entrance of Black and Hispanic minority students into the Eastern Virginia Medical School (EVMS) and other medical or health professional schools and on providing support services to retain them onto graduation. Students are undergraduate juniors or seniors. An eight-week summer program is conducted during which students receive instruction and review in academic areas including principles of biochemistry, fundamentals of physiology and gross anatomy with laboratory. In addition they receive training in giving case-oriented presentations allowing them to combine basic science principles with practical applications. Analytical thinking and problem solving is introduced via small group assignments to promote development of self-directed learning and critical thinking. Case studies in immunology for this segment are designed to strengthen the science base. Individualized instruction to build learning and test-taking skills is provided along with an MCAT preview. Counseling in non-academic areas, such as the procedures and timetables for applications, application assistance and effective interview techniques, are also taught. A second component relates to retention services. Newly enrolled minority students attend a four week prematriculation-transitional program which provides an accelerated academic preview of the basic science curriculum at EVMS. The transitional program consists of an intensive introduction to biochemistry, histology and problem solving. Subsequently, students are afforded counseling, testing and note taking skills, and appropriate intervention such as tutoring and other learning modalities. A formal basic science review component has been introduced to prepare targeted students for the National Board Examination Part I. Other retention support activities funded by the University include a student association, a student retreat and a Minority Affairs Committee. VIRGINIA COMMONWEALTH UNIVERSITY Box 549 Medical College of Virginia Station Richmond, VA 23298 (804) 786-9769 Health Careers Opportunity Program The purpose of the project is to increase the number of minority Black and other disadvantaged health care providers educated in Virginia. 133 ''Targeted disciplines include dentistry, medicine, pharmacy, health administration, occupational therapy and physical therapy. To accomplish this goal, a number of area colleges work with Virginia Commonwealth University (VCU) in providing preliminary education for undergraduate students by means of an educational assistance agreement in which activities occur on the campuses of Virginia Union University, Virginia State University, Hampton University, Virginia Commonwealth University, Norfolk State University and St. Paul's College. In addition, VCU conducts a number of facilitating entry and retention activities on its own campus. Each participating institution has a coordinator to facilitate activities on its campus with an orientation seminar held each year in Richmond. Students on each undergraduate campus are invited to join HELP (Health Careers Early Learning Program), the organizational mechanism during the preliminary education and facilitating entry phases. Enrichment services include academic content, academic skills, and non-cognitive factors related to admissions and retention. An intensive six-week pre-admission summer workshop is held on the Medical College of Virginia (MCV) campus for the most competitive students at the end of their junior year. During this workshop students receive instruction in gross anatomy, biochemistry, learning skills such as time management, test taking study techniques, analytical reasoning, stress management and group dynamics. In addition, a pre-test which closely follows the format of standardized admission tests is administered. Other activities include exposing students to local Black health professionals and providing participants with an opportunity to talk with admissions directors. Retention activities are geared for students already enrolled in health profession programs. Matriculants will participate in the summer workshop as noted above but with additional didactic instruction. In addition, peer group tutoring sessions are held as well as individual tutoring. Diagnostic services, academic counseling, personal and financial counseling services are likewise made available to disadvantaged students. WASHINGTON UNIVERSITY OF WASHINGTON School of Medicine SC-64 Minority Affairs Program Seattle, WA 98195 (206) 543-5560 Minority Affairs Program The primary purpose of the Minority Affairs Program of the University of Washington School of Medicine is to ensure that disadvantaged students 134 ''who enroll succeed in both their studies and in their professional development. The program offers a six-week Summer Pre-Entry Program for 10 to 15 accepted disadvantaged students which includes microanatomy taught by instructors from the Biological Structures Department, histology, biochemistry, introduction to the use of microcomputers and study skills incorporated with course material. Students who complete the histology course have the option of taking a challenge examination before classes start. If they pass, they can place out of the fall histology course. Other activities include debt management sessions and counseling. Some disadvantaged students are allowed to defer the two-part course in natural history of infectious diseases, usually given during winter and spring quarters. They instead take this as an intensive course during the summer following the first year. Students who participate in both the Summer Pre-Entry Program and the deferred infectious diseases course are able to expand the first year from approximately 9 months to a full 12 months, thereby reducing the time pressures of the first year curriculum. Another program offered during the summer prior to the second year of medical school includes a review of first-year coursework and re-examinations, if necessary, to ensure that those students who had academic difficulty during the first year are well prepared to begin the second year. Other retention activities include tutorial assistance, a five-yéar curriculum alternative, scholarships, financial aid assistance and counseling services. UNIVERSITY OF WASHINGTON MEDEX Northwest 3731 University Way N.E., #301 Seattle, WA 98105 (206) 543-6483 Health Careers Opportunity Program The Health Careers Opportunity Program of the MEDEX Northwest Physician Assistant Program at the University of Washington focuses on the facilitation of entry and retention of minority students. The MEDEX Northwest program has a cooperative arrangement with the University of Alaska, Fairbanks. Targeted students include minorities from educationally and economically disadvantaged backgrounds, primarily Alaskan Natives-Aleuts, Eskimos, and Indians. Five prospective students from Alaska are recruited in Alaska by Alaskan interviewers and a member of the Seattle MEDEX faculty. Alaskan students accepted to the MEDEX program participate in both home-study and on-campus activities prior to enrollment in the MEDEX program. The home-study program involves computer-assisted instruction at sub-regional centers. The on-campus program involves a five-week summer preparatory program conducted by the University of Alaska, Fairbanks, which is designed to ease the transition to an urban academic setting, strengthen clinical skills and provide access to Native Alaskan health care providers as role models. The summer program includes courses in anatomy and physiology, clinical 135 ''pathology, communication and life skills, medical interviewing techniques and physical assessment. These courses relate to the curriculum offered in Seattle. The faculty for the program include a medical instructor from the WAMI Medical Education Program, a physician with a joint appointment on the MEDEX faculty in Seattle, one medical science faculty at the University of Alaska and a physician assistant. During the academic year, Alaskan students are involved in group tutorials, computer reviews and individual assessment of clinical skills such as interviewing and physical examinations. They participate in half-day clinical experiences which reinforce didactic course material and interact with physician assistant role models. Tutorial services are offered during quarter breaks to allow for make-up examinations since students must successfully complete each academic quarter before progressing to the next. Upon completion of the nine-month didactic training in Seattle, students return to Alaska for the twelve-month clinical training requirement under the guidance of the Alaska MEDEX Outreach Coordinator. WEST VIRGINIA WEST VIRGINIA UNIVERSITY G-106 Health Sciences North Morgantown, WV 26506 (304) 293-2420 or 1-800-345-HCOP (in state) Health Careers Opportunity Program The purpose of this project is to assist undergraduate minority and disadvantaged White students to gain entry into the professions of dentistry, medicine and pharmacy. A six week summer preliminary enrichment program is held prior to the freshman year. Courses offered include biology, chemistry, mathematics, writing, reading and study skills. The biology and chemistry courses are structured to introduce the students to college-level lecture style courses, to problem sets, to lab experiments and to the type of tests given in the freshman biology and chemistry courses. The chemistry course is designed to accommodate students at two levels to allow them to gain the most out of the course at a pace they can handle. The mathematics course is designed to accommodate students working at multiple levels so that they can develop a level of mastery sufficient to begin college algebra, precalculus or calculus in the fall. The reading and study skills course emphasizes reading comprehension, reading rate and skills in note-taking, time management, test-taking and test preparation. It is closely integrated with the biology course. In addition to the academic preparation, students can attend seminars on financial aid and drug and alcohol abuse. 136 ''During the academic year, facilitate entry activities are held. Students are provided with a supportive environment and assisted with developing proficiency in taking professional school admission tests, completing a sound application and performing well in interviews. During the professional school years, retention level activities are held. Students are provided with a supportive environment by peers and professionals, they are assisted with academic and social problems, and they are counseled on establishing a career upon completion of their training. WISCONSIN MARQUETTE UNIVERSITY School of Dentistry 604 North 16th Street Milwaukee, WI 53233 Health Careers Opportunity Program The purpose of this program is to assist minority and disadvantaged students to enter and graduate from the Marquette University School of Dentistry. The facilitating entry component focuses on college undergraduates. The program also provides counseling and retention services for enrolled dental students. The program's HCOP counselor, who is located in the Marquette Educational Opportunity Program's undergraduate College Division, identifies prospective students with an interest in health professions, and provides them with career and financial aid counseling. In addition, the dental school identifies disadvantaged students nationwide through visits to schools with high concentrations of minority students, the roster of students taking the DAT and networks with related biomedical programs. The program conducts two-day DAT workshops for 40 disadvantaged students in February and September. These workshops are designed to familiarize students with the questions and format of the DAT. Marquette undergraduates as well as undergraduates from other institutions participate in these workshops. Disadvantaged students conditionally accepted to the School of Dentistry participate in a six-week Pre-Enrollment Support Program in the summer prior to matriculation. Each course (anatomy, biochemistry and dental science) is designed by a faculty member with the appropriate level of rigor, so that students are prepared and practiced in the level of effort necessary for success in dental school. The summer curriculum is presented in a manner which enables students to gain an appreciation of the interrelationships of the sciences and an understanding of their importance to dental studies. Other activities include seminars on test anxiety management, improving concentration and motivation, reading and study skills. 137 ''During the dental school academic year, the program institutes an early warning system to detect any program participants whose academic performance is not satisfactory. Tutorial assistance is required for conditionally admitted students and first-year students are counseled weekly by staff and assisted as necessary by upperclass student volunteers, 138 ''ACRONYMS ACT American College Test AHPAT Allied Health Professions Admission Test DAT Dental Admission Test DCAT Dental College Admission Test FLEX Federation Licensing Examination [physicians] GED General Equivilency Diploma GMAT Graduate Management Admission Test GPA Grade Point Average GRE Graduate Record Examination MCAT Medical College Admission Test NBDE National Board of Dentistry Examiners (I,II) NBME National Board of Medical Examiners (I, II, III). OAT Optometry Admission Test PCAT Pharmacy College Admission Test PSAT Preliminary Scholastic Achievement Test SAT Scholastic Achievement Test TBI Traditional Black Institutions VCAT Veterinary College Admission Test 139 ty US. GOVERNMENT PRINTING OFFICE: 1989---233-935 '' '' '' '' '' '' '' '' ''ai na Mee te ''