AR CAREER DEVELOPMENT COBRE: ADMINISTRATIVE CORE

这个子项目是许多研究子项目中利用 资源由NIH/NCRR资助的中心拨款提供。子项目和 调查员(PI)可能从NIH的另一个来源获得了主要资金， 并因此可以在其他清晰的条目中表示。列出的机构是 该中心不一定是调查人员的机构。 我们计划实施职业发展计划、领导力计划、多学科团队项目计划，具有显著的协同效应、相似的业绩里程碑，并将继续我们的招聘计划，并扩大我们的核心设施。答：职业发展计划：这种方法是通过结构和责任的正式促进，而不是自然或情景指导。我们将继续当前职业发展计划中我们发现成功的所有五个要素，并将增加两个我们认为将改善该计划的方面。新的目标包括：新的具体目标1：自我评估。我们将测试一种辅导自我评估工具，以期确定和采用最佳辅导做法。该自我评估工具包含在附录4中，由匹兹堡大学开发。我们将每六个月进行一次自我评估，以跟踪进展情况。新的具体目标2：为合作研究提供指导。我们的合作研究指导会议将强调，一方面，如何建立富有成效的合作(讨论常见的合作类型、合作情况的样本、协议类型、NIH和其他有关合作研究的机构法规)，以及另一方面，如何设计富有成效的合作(讨论多学科研究的设计，将合作研究的障碍降至最低，确定潜在的成功或不受欢迎的合作)。具体目标3：既定的导师计划：我们在将既定的导师与他们各自的研究背景和专业知识相匹配方面取得了巨大的成功。具体目标4：外部发言人方案：项目调查员将邀请每个项目研究领域的一名专家(和潜在的顾问或审查员)每人每年四至六名全国知名发言人。具体目标5：生物统计学和实验设计：该计划将帮助项目研究人员在拟议研究和未来应用中进行实验设计。它将提供个性化的指导和建议，以优化调查人员的接触。具体目标6：赠款写作和审查：CTN将通过UAMS赠款和科学出版物办公室资助赠款写作费用，以优化风格和组织。我们的职业发展计划中隐含着我们的指导计划，除了上述目标3中讨论的问题外，还涉及选择合适的导师和受训者，以促进教职员工水平的学术发展。此外，CTN将建立一个为期一年的领导力课程，旨在超越该课程，特别是考虑到翻译神经科学的未来。它的主要目标是提供工具和资源，培养创造性的领导者，他们将指导和转变为21世纪的翻译研究和高等教育提供的学术服务。

This subproject is one of many research subprojects utilizing the resources provided by a Center grant funded by NIH/NCRR. The subproject and investigator (PI) may have received primary funding from another NIH source, and thus could be represented in other CRISP entries. The institution listed is for the Center, which is not necessarily the institution for the investigator. We propose to implement a Career Development Program, a Leadership Program, a multidisciplinary team Project Program with significant synergy, similar Performance Milestones, and will continue our Recruitment Program, and expand our Core Facilities. A. Career Development Program: The approach has been through formal facilitation with structure and accountability rather than natural or situational mentoring. We will continue all five elements of the current Career Development Program that we have found to succeed, and will add two aspects that we believe will improve the program. The new aims include: New Specific Aim 1: Self-assessment. We will test a tool for Mentoring Self-Assessment, with the view towards identifying and adopting the best mentoring practices. This self-assessment tool is included in Appendix #4 and was developed by the University of Pittsburgh. We will perform the self-assessment every six months to track progress. New Specific Aim 2: Mentoring for collaborative research. Our collaborative research mentoring sessions will emphasize, on the one hand, how to establish fruitful collaborations (discuss the usual types of collaborations, samples of collaborative situations, types of agreements, NIH and other agency regulations regarding collaborative research), and, on the other hand, how to design fruitful collaborations (discuss the design of multi-disciplinary research, minimizing barriers to collaborative research, identifying potentially successful or undesirable collaborations). Specific Aim 3: Established Mentor Program: We have had great success in matching established Mentors with research background and expertise appropriate to their respective Mentees. Specific Aim 4: External Speaker Program: Four to six nationally prominent speakers per year, each an expert (and potential advisor or reviewer) in the area of research of each Individual Project will be invited by the Project investigators. Specific Aim 5: Biostatistics and Experimental Design: This program will help the Project investigators with experimental design in the proposed studies and in future applications. It will provide individualized instruction and advice in order to optimize access by the investigators. Specific Aim 6: Grant writing and reviews: The CTN will support the costs of grant writing through the Office of Grants and Scientific Publications at UAMS in order to optimize style and organization. Implicit in our Career Development Plan is our Mentoring Plan, which, in addition to those issues discussed above under Aim 3, involves the choice of compatible Mentors and Mentees to facilitate academic development at the faculty level. In addition, the CTN will institute a Leadership Program that will be a yearlong process designed to go beyond that program specifically with the future of translational neuroscience in mind. Its primary goal is to provide the tools and resources to develop creative leaders who will guide and transform academic services for translational research and higher education in the twenty-first century.