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230 Reflections on diversityas a student — for a fascinating, “can’t put the book down” read, try NadineCohodas’s “The Band Played Dixie” (Cohodas, 1997). Renee encouraged meto accept the invitation, but also offered to arrange visits to a couple of otherschools within driving distance of Oxford, that had high enrollments of minoritystudents. Rust College and Lemoyne-Owen College were both membersof the network of Historically Black Colleges and Universities (HBCU). Thisnetwork comprises 105 schools that were originally established in the daysof segregation to educate black students, but which continue today, proud oftheir rich heritage and passionate about educating African American studentsand preparing them to become tomorrow’s leaders. While students of any raceor ethnicity can apply for admission to a HBCU, the majority of students areof African American heritage. Some HBCUs, especially the more well-knownones such as Howard University in Washington, DC, and Spelman Collegein Atlanta, are well endowed and have the same atmosphere of privilege andlearning that one finds on so many modern liberal arts college campuses. Others,while unquestionably providing a sound college education, were not sowealthy. Rust and Lemoyne–Owen Colleges were definitely in the latter category.My visit to those two colleges felt to be in stark contrast to the senseof wealth and privilege that I encountered at Ole Miss. The experience forme was a major eye-opener and I came away with a sense of determinationto do something to open up an avenue for more minority students to pursuegraduate work in biostatistics.21.2 Initiatives for minority studentsSerendipitously, the NIEHS had just announced the availability of supplementaryfunds for universities with existing training grants to establish summerprograms for minority students. We successfully applied, and the next summer(1992) ran our first ever Summer Program in Biostatistics, with six mathmajorsfrom various HBCUs, including one student from Lemoyne–Owen. The4-week program comprised an introductory course in biostatistics, along witha series of faculty seminars designed to expose students to the breadth ofinteresting applications in which biostatisticians engage. We also organizedpractical sessions focussed on things such as how to prepare for the GraduateRecord Examination (GRE) and tips on applying for graduate school.We built in lots of time for the summer students to meet more informallywith students and faculty from our department. Finally, we organized varioussocial activities and outings in Boston, always involving department studentsand faculty. Our goal was to create an immersive experience, with a view togiving the students a taste of what a graduate experience might be, and especiallydemystifying the Harvard experience. I recall very clearly one of ourearlier participants saying that without having attended the Program, she