The MARC U*STAR Program at Alabama State University

描述(由申请人提供)：阿拉巴马州立大学(ASU)的NRSA-MARC U*STAR项目支持NIH/NIGMS/MORE部门的目标，即增加生物医学/行为研究中代表性不足群体的研究人员数量。亚利桑那州立大学是该州第二大四年制公立黑人学院/大学(HBCU)，位于首都蒙哥马利，具有独特而矛盾的区别，既是南部邦联的摇篮，也是民权运动的发源地。理科毕业生完成博士学位的机构记录是坚实的--亚利桑那州立大学理科学士学位毕业生在2000-2006年期间获得了理科博士学位；另有12人目前正在攻读理科博士学位。亚利桑那州立大学MARC U*STAR项目的最终目标是将完成理科博士学位的院校毕业生人数增加至少15%。在2008-2013年拟议的赠款期间，需要资金每年支持九(9)名MARC U*STAR实习生。亚利桑那州立大学的MARC U*STAR项目旨在改善该大学本科生科学训练池的“博士准备”。基于对机构和项目数据的广泛评估，通过6个可衡量目标执行的3个过程目标建议侧重于1)严格的入门课程，2)通过量化人才和动机评估加强的遴选系统，3)明确的认知和发展技能的增强，4)全面的实验室研究培训，5)适当的机构服务和权威机构的承诺，以及6)以学生成果为重点的评估，旨在最终衡量项目对项目毕业生职业发展的长期影响。亚利桑那州立大学的学术活动是针对亚利桑那州立大学的科学流水线进行的，其中包括改建门户“入学”课程、制定教育计划、积极主动的进度报告系统以及促进适当学习干预的学术援助网络。将通过课程和具体技能工作坊活动，加强技术写作、量化和口头技能，并进行评估。职业前发展技能将通过与科学家举行的专题研讨会和研讨会来提高；其中一些人是亚利桑那州立大学的毕业生。研究三角是亚利桑那州立大学中等规模教员研究项目的优秀研究培训模式。这一部分的特点是，亚利桑那州立大学教员与研究机构的科学家就原创研究项目进行合作，为受训者提供持续的研究体验。三个常设委员会将指导该项目的咨询、课程和研究职能。一个关系数据管理系统将提高该方案的评价和跟踪能力。这种精心设计的项目设计将极大地促进亚利桑那州立大学继续成功地为美国科研队伍培养代表不足的科学家。

DESCRIPTION (provided by applicant): The NRSA-MARC U*STAR Program at Alabama State University (ASU) supports the NIH/NIGMS/MORE Division goal to increase the number of researchers from groups underrepresented in biomedical/behavioral research. ASU is the state's 2nd largest 4-year, public historically black college/university (HBCU) and is located in Montgomery, the capitol city with the unique and paradoxical distinction of serving both as the Cradle of the Confederacy and the Birthplace of the Civil Rights Movement. The institutional track record for science graduates completing doctorate degrees is solid - 14 ASU B.S. degree graduates earned science doctorates over the 2000-2006 period; another 12 are currently in the science doctorate pipeline. The outcome goal of the MARC U*STAR Program at ASU is to increase the institutional number of graduates completing science doctorate degrees by at least 15%. Funds are requested to support nine (9) MARC U*STAR trainees annually over the 2008 - 2013 proposed grant period. The MARC U*STAR Program at ASU has been designed to improve the "PhD readiness" of the university's undergraduate scientific training pool. Based upon extensive evaluation of institutional and program data, 3 process goals executed through 6 measurable objectives propose to focus upon 1) rigorous gateway courses, 2) a selection system strengthened by quantitative talent and motivation assessments, 3) enhancement of defined cognitive and developmental skills, 4) comprehensive laboratory research training, 5) commitment of appropriate institutional services and authorities, and 6) student outcomes-focused evaluation designed to ultimately measure the program's long-term impact upon the professional progression of program graduates. Academic activities are level-specific for the ASU science pipeline and include remodeling of gateway "entry" courses, development of education plans, a proactive progress reporting system, and an Academic Assistance Network to facilitate appropriate learning interventions. Enhancement of technical writing, quantitative and verbal skills will be conducted and assessed through curricular and skill-specific workshop activities. Pre-professional development skills will be improved through topic-specific workshops and seminars with scientists; several are ASU graduates. The Research Triangle is an excellent research training model for ASU's mid-sized faculty research program. This component features continuous research experiences for trainees with ASU faculty collaborating with scientists at research institutions on original research projects. Three standing committees will steer the advisory, curricular and research functions of the program. A relational data management system will improve the evaluation and tracking capacities of the program. This well-conceived program design will significantly contribute to ASU's continued success toward preparing underrepresented scientists for the U.S. scientific research workforce.