Summer Enrichment and Reinforcement Program (SERP)


Overview of SERP

The three main goals of the Summer Enrichment and Reinforcement Program (SERP) are to improve trainees’ skills in: (1) communication, (2) systems management, and (3) critical thinking.  Trainees may include rising junior and senior undergraduate, as well as post-baccalaureate, students interested in pursuing a career in veterinary medicine or clinical laboratory sciences.  During the eight-week program, trainees will be expected to demonstrate improvement in each of these areas, which are essential to success in veterinary medical and clinical science education.
 
The goals are achieved through a three-phase structured program.  The first phase is a carefully designed pre-assessment period of one week.  Trainees are helped to understand the problems that may have inhibited their learning and what they can do to overcome them during the summer.
 
The second phase covers a period of six weeks.  It is two-faceted with science enrichment and skills reinforcement components.  The second phase is approached from five perspectives or knowledge-based frames of reference, within which activities are planned.  Through these activities, the trainee understands, interprets, and evaluates scientific information.  These perspectives are defined as:
  1. Learning Strategies (critical thinking, problem-solving, perceptual skills, observation, listening, library usage, note-taking, test-taking, reading, writing, learning styles, group dynamics, and time and stress management)
  2. Computer-Based Learning
  3. Scientific Methodology
  4. Medical Terminology
  5. Introduction to Science Lecture Series and Cell and Clinical Practicums
Understanding the learning strategies involves three important critical thinking processes, the major components of scientific thought.  They are:
  1. The conceptualization process by which factual information is generalized to derive a broad understanding that is adaptable to various kinds and levels of problem-solving
  2. The judgmental process, whereby trainees determine the reliability or appropriateness of information in relation to problems
  3. The problem-solving process of transferring and adapting pertinent information to medical problems
The third phase, a one-week period, is devoted to six types of program evaluations. They are:
  1. Post-assessment of all pre-assessed activities
  2. Computation of progress scores
  3. Self-evaluation by trainees
  4. Evaluation of trainees by SERP staff
  5. Evaluation by trainees of all facets of the SERP program
  6. Individual trainee exit conference with SERP staff
Throughout the program, a concurrent goal of the SERP program is to empower SERP trainees with mental attitudes essential to survival and satisfactory progress through the veterinary medical curriculum.
 
CONTACTS
Mrs. Mary A. Lampley, M.Ed.
Assistant Program Director/HCOP
Tuskegee University
College of Veterinary Medicine, Nursing and Allied Health
Tuskegee, AL  36088
334.727.8477 or 334.552.1598 (Cell)
334.724.4758 (FAX)
malampley@tuskegee.edu
 
James E. Webster, Ph.D.
Associate Dean for Student Affairs and Facilities Management
Program Director/HCOP
Tuskegee University
College of Veterinary Medicine, Nursing and Allied Health
Tuskegee, AL  36088
334.727.8469
334.727.8177 (FAX)
websterj@tuskegee.edu