@article{cohen2021adapting,

title = {Adapting undergraduate research to remote work to increase engagement},

author = {Susan E Cohen and Sara M Hashmi and A-Andrew D Jones III and Vasiliki Lykourinou and Mary Jo Ondrechen and Srinivas Sridhar and Anne L Ven and Lauren S Waters and Penny J Beuning},

year  = {2021},

date = {2021-01-01},

urldate = {2021-01-01},

journal = {The Biophysicist},

volume = {2},

number = {2},

pages = {28–32},

publisher = {Biophysical Society},

keywords = {Education},

pubstate = {published},

tppubtype = {article}

}

@article{van2015essential,

title = {Essential components of a successful doctoral program in nanomedicine},

author = {Anne L van de Ven and Mary H Shann and Srinivas Sridhar},

year  = {2015},

date = {2015-01-01},

journal = {International journal of nanomedicine},

volume = {10},

pages = {23},

publisher = {Dove Press},

abstract = {The Nanomedicine program at Northeastern University provides a unique interdisciplinary graduate education that combines experiential research, didactic learning, networking, and outreach. Students are taught how to apply nanoscience and nanotechnology to problems in medicine, translate basic research to the development of marketable products, negotiate ethical and social issues related to nanomedicine, and develop a strong sense of community involvement within a global perspective. Since 2006, the program has recruited 50 doctoral students from ten traditional science, technology, and engineering disciplines to participate in the 2-year specialization program. Each trainee received mentoring from two or more individuals, including faculty members outside the student’s home department and faculty members at other academic institutions, and/or clinicians. Both students and faculty members reported a significant increase in interdisciplinary scholarly activities, including publications, presentations, and funded research proposals, as a direct result of the program. Nearly 90% of students graduating with a specialization in nanomedicine have continued on to careers in the health care sector. Currently, 43% of graduates are performing research or developing products that directly involve nanomedicine. This article identifies some key elements of the Nanomedicine program, describes how they were implemented, and reports on the metrics of success.



Keywords: nanomedicine, IGERT, nanotechnology, nanoscience, education, graduate training},

keywords = {Education},

pubstate = {published},

tppubtype = {article}

}