EARDA Transition: Further Enhance Faculty and Student R*

描述（由申请人提供）： 该项目的目标是：（a）进一步加强教师和学生的生物医学/行为研究开发能力;（B）实现技术现代化，使教师和学生能够获得资金来源。实现这些目标的具体活动是：（i）通过提供种子资金支持教员试点项目，（ii）支持编写赠款和关于编写竞争性提案的赠款开发讲习班，（iii）加强与研究密集型机构的合作和伙伴关系，以开展联合研究、联合提案开发和互惠教员研讨会，（iv）赞助一系列生物医学研讨会，以鼓励学生和教职员进行研究，以及（v）为教职员和学生的学术活动提供旅费。自1995年ERDA成立以来，生物医学和海洋环境（BME）科学的资助赠款数量已从1995年的1项增加到2003年的8项，外部BME资金增加了近9倍，从每年16.5万美元增加到135万美元，百分之八十八（7/8）目前资助的主要研究员/项目主任是前EARDA试点项目的接受者，参与这些资助项目的80%（16/20）的教师是前EARDA试点获奖者。 此外，参与资助研究和研究培训的学生人数从几乎没有增加到24人，与研究密集型大学的研究合作从几乎没有增加到5个，在EARDA第一和第二阶段期间，举办的提案写作讲习班的数量从1995年之前的零增加到5个。学生和教师的演讲数量也大幅增加。如果获得资助，EARDA过渡将通过支持教师试点项目，赠款写作研讨会，研究伙伴关系和生物医学研讨会，重点发展教师和学生的研究能力。过去没有从EARDA中受益的物理和行为科学教师将成为这一阶段的主要重点。政府热情支持，并致力于继续研究开发能力的教师和学生时，EARDA资金结束。

DESCRIPTION (provided by applicant): The project goals are to (a) Further strengthen the biomedical/behavioral research development capability of faculty and students and (b) Modernize the technology whereby faculty and students can gain access to funding sources. The specific activities to achieve these goals are: (i) Support faculty pilot projects by providing seed money, (it) Support grant writing and grant development workshops on preparing competitive proposals, (iii) Increase collaborations and partnerships with research-intensive institutions for joint research, joint proposal development and reciprocal faculty seminars, (iv) Sponsor a biomedical seminar series to stimulate research among students and faculty, and (v) Provide travel funds to faculty and students for scholarly activities. Since the inception of EARDA in 1995, the number of funded grants in biomedical and marine environmental (BME) sciences have increased from one in 1995 to eight in 2003,the external BME funding increased almost nine fold from $165,000 to $1.35 million annually, eighty eight percent (7/8) of currently funded Principal Investigators/Program Directors are former EARDA pilot project recipients, and eighty percent (16/20) faculty members involved in these funded projects are former EARDA pilot awardees. Furthermore, the number of students engaged in funded research and research training increased from practically none to 24, the number of research collaborations with research intensive universities increased form practically none to five, the number of proposal writing workshops conducted from zero prior to 1995 to five during the EARDA phase I and II. The number of student and faculty presentations has also significantly increased. If funded, the EARDA Transition will focus on developing the research capability of faculty and students by supporting faculty pilot projects, grant writing workshops, research partnerships and biomedical seminars. Faculty in physical and behavioral sciences that have not benefited form the EARDA in the past will be the main focus of this phase. The administration enthusiastically supports, and is committed to the continuation of research development capability of faculty and students when EARDA funding concludes.