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/行为研究开发能力和(B)使教师和学生能够获得资金来源的技术现代化。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，(It)支持编写赠款和编写资助金发展研讨会，以准备竞争性提案，(Iii)加强与研究密集型机构的合作和伙伴关系，开展联合研究、联合提案制定和教师互惠研讨会，(Iv)赞助一系列生物医学研讨会，以促进学生和教职员工的研究，以及(V)为教职员工提供学术活动的旅费。自1995年EARDA成立以来，生物医学和海洋环境(BME)科学的资助资助数量从1995年的1个增加到2003年的8个，外部BME资助从每年16.5万美元增加到135万美元，目前获得资助的首席调查员/项目主任中有88%(7/8)是EARDA试点项目的前接受者，而参与这些资助项目的教职员工中有80%(16/20)是前EARDA试点项目获奖者。 此外，参加资助研究和研究培训的学生人数从几乎为零增加到24人，与研究密集型大学的研究合作从几乎为零增加到五个，在EARDA第一和第二阶段期间举办的提案撰写讲习班从1995年之前的零个增加到五个。学生和教职员工的陈述数量也显著增加。如果得到资助，EARDA过渡将专注于通过支持教师试点项目、拨款撰写研讨会、研究伙伴关系和生物医学研讨会来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的教员将是这一阶段的主要焦点。管理部门热情支持，并致力于在EARDA资金结束后继续保持教职员工和学生的研究开发能力。

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.