Ten simple rules for providing a meaningful research experience to high school students

Emily A. Lescak; Kate M. O’Neill; Giovanna M. Collu; Subhamoy Das

doi:10.1371/journal.pcbi.1006920

Ten simple rules for providing a meaningful research experience to high school students

Emily A. Lescak, Kate M. O’Neill, Giovanna M. Collu, Subhamoy Das

Graduate School of Biomedical Sciences

Research output: Contribution to journal › Editorial

5 Scopus citations

Original language	English
Article number	e1006920
Pages (from-to)	1-7
Number of pages	7
Journal	PLoS Computational Biology
Volume	15
Issue number	4
DOIs	https://doi.org/10.1371/journal.pcbi.1006920
State	Published - Apr 2019

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10.1371/journal.pcbi.1006920

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title = "Ten simple rules for providing a meaningful research experience to high school students",

author = "Lescak, {Emily A.} and O{\textquoteright}Neill, {Kate M.} and Collu, {Giovanna M.} and Subhamoy Das",

note = "Funding Information: The authors received no specific funding for this work, but they would like to acknowledge the funding that supported them while writing this article. EAL was funded by NSF PRFP 1611913. KMO was funded in part by MURI grant #FA9550-16-1-0052 to Dr. Wolfgang Losert at UMD and in part by the Intramural Research Program at NIH, NINDS, via grant Z01-NS003013 to Dr. Edward Giniger. SD was supported by the 2018 ChEM-H Postdoc Seed Grant and startup funds from the Kaltschmidt lab. The publication of this work was supported in part by the UMD Libraries{\textquoteright} Open Access Publishing Fund and in part by the aforementioned MURI grant. The funders had no role in study design, data collection and analysis decision to publish, or preparation of the manuscript. The authors would like to acknowledge Future PI Slack and the Genetics Society of America{\textquoteright}s Early Career Scientist Leadership Program for providing platforms for them to meet and discuss mentoring. EAL would like to acknowledge Amber Jaasma, Gary Snyder, and Elsa Hoppenworth for valuable feedback. KMO would like to thank ASP at UMD and Ellen Wu at Feinberg for their helpful feedback. GMC thanks the Center for Excellence in Youth Education at ISMMS for coordinating high school student placements.",

year = "2019",

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doi = "10.1371/journal.pcbi.1006920",

language = "English",

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AU - Lescak, Emily A.

AU - O’Neill, Kate M.

AU - Collu, Giovanna M.

AU - Das, Subhamoy

N1 - Funding Information: The authors received no specific funding for this work, but they would like to acknowledge the funding that supported them while writing this article. EAL was funded by NSF PRFP 1611913. KMO was funded in part by MURI grant #FA9550-16-1-0052 to Dr. Wolfgang Losert at UMD and in part by the Intramural Research Program at NIH, NINDS, via grant Z01-NS003013 to Dr. Edward Giniger. SD was supported by the 2018 ChEM-H Postdoc Seed Grant and startup funds from the Kaltschmidt lab. The publication of this work was supported in part by the UMD Libraries’ Open Access Publishing Fund and in part by the aforementioned MURI grant. The funders had no role in study design, data collection and analysis decision to publish, or preparation of the manuscript. The authors would like to acknowledge Future PI Slack and the Genetics Society of America’s Early Career Scientist Leadership Program for providing platforms for them to meet and discuss mentoring. EAL would like to acknowledge Amber Jaasma, Gary Snyder, and Elsa Hoppenworth for valuable feedback. KMO would like to thank ASP at UMD and Ellen Wu at Feinberg for their helpful feedback. GMC thanks the Center for Excellence in Youth Education at ISMMS for coordinating high school student placements.

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