R25 IMSD Minority Biomedical Research Support Program (MBRS)

描述（由申请人提供）：这个新提出的IMSD计划的目标是增加少数民族学生进入生物医学和行为研究职业的人数，他们在其中的代表性不足。我们提出的综合方案将发挥重要作用，克服仍然存在的差距，少数民族和非少数民族的本科生和博士生在罗格斯大学，在他们的职业生涯进展到生物医学/行为研究。通过实现这一目标，我们提出的IMSD计划将改善我们的整体机构成果。为了实现这一目标，我们的目标是为我们计划中的本科生和博士生提供学术和研究技能，自我效能，动机和证书，这些对于发展他们的竞争力，进入职业生涯的下一阶段至关重要-即，博士课程或博士后，分别。因此，我们提出的IMSD计划将：“为本科生和博士生提供精心指导，严格的研究经验，包括监督概念化，制定，性能，分析，在专业科学会议上的演讲，以及他们自己的研究或博士论文项目的出版;“提供一个连续协调，密切和持续监测的学术和个人支持组件的频谱，以促进学生的最高学业成绩水平，包括，例如，在一个实施例中，在守门人课程中开设学术充实班、考试技巧讲习班、心理咨询服务、职业指导讲习班、指导研究生院和博士后申请程序，所有这些都旨在培养学生的专业自我效能感，确保他们的个人福祉和保留，直至完成大学本科或博士培训，并促进他们进入博士或博士后课程;通过将我们的IMSD计划与其他相关大学计划相结合，将学生“主流化”到学术校园社区中，其中最突出的是新的“花园州LS-AMP计划”。“这个重大新项目的牵头机构是罗格斯-纽瓦克大学，因此我们的校园将在其发展中发挥重要作用，这将是我们IMSD项目的一个重要的新互动机会。“广撒网招募潜在的IMSD学生-特别是博士生，他们在我们校园的生物医学和行为相关部门的代表性特别不足-从校内和校外的多个地点，包括新的花园州LS-AMP计划及其参与的新泽西机构，以及大都会纽约市的机构，在相关的主要领域，少数民族学生人数严重不足，共计数百名符合IMSD标准的学生。“通过数据收集，分析和IMSD PD和工作人员对我们的量化目标的审查，以及与我们的IMSD参与者定期举行会议，不断监控我们的IMSD计划的表现，以消除我们的IMSD学生和大学社区学生之间的任何差距。在这个评估过程中将协助由SageFox咨询，这将执行访谈，提供和分析问卷，并提供反馈和建议，以学生，导师，顾问委员会和我们的计划PD的年度正式评估。“在我们的IMSD本科生的量化预期成果：至少90%的本科生被录取到我们的IMSD计划将获得学士学位，其中至少70%将继续进入博士学位。或博士学位/ M.D.程序.至少90%的博士生被我们的IMSD计划录取，其中至少80%的人将继续从事博士后工作。 公共卫生相关性：这一新提议的IMSD计划的目标是增加少数民族学生进入生物医学和行为研究领域的人数，而这些学生在这些领域的代表性不足。我们提出的综合计划将在克服仍然存在的差距发挥重要作用，少数民族和非少数民族本科生和博士生在我们的机构，在他们的职业生涯进展到生物医学/行为研究。通过实现这一目标，我们提出的IMSD计划将改善我们的整体机构成果。为了实现这一目标，我们的目标是为我们计划中的本科生和博士生提供学术和研究技能，自我效能，动机和证书，这些对于发展他们的竞争力，进入职业生涯的下一阶段至关重要-即，博士课程或博士后，分别。

DESCRIPTION (provided by applicant): The goal of this new proposed IMSD Program is to increase the number of minority students who enter careers in biomedical and behavioral research in which they are under-represented. Our proposed comprehensive program will play a significant role in overcoming the still-existing disparities, between minority and non-minority undergraduate and doctoral students at Rutgers, in their progressing into careers in biomedical/behavioral research. Through accomplishing this goal, our proposed IMSD Program will improve our overall Institutional outcomes. To accomplish this goal, our objectives are to provide the undergraduate and doctoral students in our Program with the academic and research skills, self-efficacy, motivation, and credentials that are essential to developing their competitiveness toward entering the next phases of their career - i.e., doctoral programs or postdoctorates, respectively. Thus, our proposed IMSD Program will: " Provide the undergraduate and doctoral students with a carefully-mentored, rigorous research experience that includes supervised conceptualization, formulation, performance, analysis, presentation at professional scientific conferences, and publication of their own research or doctoral dissertation project; " Provide a sequentially-coordinated, closely and continuously monitored spectrum of academic and personal support components to promote the students' highest academic performance levels, including, e.g., academic enrichment classes in gate-keeper courses, test-taking skills workshops, psychological counseling services, career guidance workshops, mentored graduate school and postdoctoral application processes, all designed to develop the students' professional self-efficacy, ensure their personal well- being and retention through to completion of their undergraduate or doctoral training on campus, and facilitate their entry into doctoral or postdoctoral programs; " "Mainstream" the students into the academic campus community by articulating our IMSD Program with other relevant University programs, prominent among which is the new "Garden State LS-AMP Program." The lead institution for this major new Program is Rutgers-Newark, so our campus will play a major role in its development, and it would be a major new interaction opportunity for our IMSD Program. " Cast a wide net to recruit potential IMSD students -- especially doctoral students, who are particularly underrepresented in the biomedical and behavioral-related departments on our campus -- from multiple venues both on and off-campus, including the new Garden State LS-AMP Program and its participating New Jersey institutions, and the greater metropolitan New York City institutions with significant under- represented minority student populations totaling several hundred IMSD-eligible students in relevant major fields. " Monitor continuously the performance of our IMSD Program via data gathering, analysis, and review of our quantitative goals by the IMSD PD and staff, and regular meetings with our IMSD participants, toward eliminating any gaps in performance between our IMSD students and the students in the university community at large. Assisting in this assessment process will be annual formal evaluations by SageFox Consulting, which will perform interviews, provide and analyze questionnaires, and provide feedback and recommendations to the students, mentors, advisory board, and PD of our Program. " Among the quantitative expected outcomes for our IMSD undergraduate students: at least 90% of the undergraduates accepted into our IMSD Program will earn the baccalaureate, of whom at least 70% will proceed to enter a Ph.D. or Ph.D./M.D. program. And at least 90% of the doctoral students accepted into our IMSD Program will earn the Ph.D., of whom at least 80% will proceed to a postdoctoral position. PUBLIC HEALTH RELEVANCE: The goal of this new proposed IMSD Program is to increase the number of minority students who enter careers in biomedical and behavioral research in which they are under-represented. Our proposed comprehensive Program will play a significant role in overcoming the still-existing disparities, between Minority and non-Minority undergraduate and doctoral students in our Institution, in their progressing into careers in biomedical/behavioral research. Through accomplishing this goal, our proposed IMSD Program will improve our overall Institutional outcomes. To accomplish this goal, our objectives are to provide the undergraduate and doctoral students in our Program with the academic and research skills, self-efficacy, motivation, and credentials that are essential to developing their competitiveness toward entering the next phases of their career - i.e., doctoral programs or postdoctorates, respectively.