The MARC U*STAR Program at Alabama State University

描述（由申请人提供）：州立大学亚拉巴马（ASU）的NRSA-MARC U* 星星计划支持NIH/NIGMS/MORE分部的目标，即增加来自生物医学/行为研究中代表性不足的群体的研究人员数量。亚利桑那州立大学是该州第二大的4年制公立历史黑人学院/大学（HBCU），位于蒙哥马利，这是一个独特而矛盾的区别，既是邦联的摇篮，也是民权运动的发源地。完成博士学位的科学毕业生的机构记录是坚实的- 14 ASU B.S.在2000-2006年期间，学位毕业生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。亚利桑那州立大学的MARC U* 星星计划的成果目标是将完成科学博士学位的毕业生人数增加至少15%。在2008 - 2013年拟议赠款期内，要求提供资金，以每年支持9名MARC U* 星星受训人员。亚利桑那州立大学的MARC U* 星星计划旨在提高该大学本科科学培训人才库的“博士准备”。基于对机构和项目数据的广泛评估，通过6个可衡量的目标执行的3个过程目标建议重点关注1）严格的入门课程，2）通过定量人才和动机评估加强的选拔系统，3）增强定义的认知和发展技能，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，6）以学生成果为中心的评估，旨在最终衡量该计划对计划毕业生专业发展的长期影响。学术活动是亚利桑那州立大学科学管道的特定级别，包括网关“入门”课程的改造，教育计划的发展，积极主动的进度报告系统，以及学术援助网络，以促进适当的学习干预。将通过课程和具体技能讲习班活动，加强技术写作、定量和口头技能。专业前的发展技能将通过特定主题的讲习班和研讨会与科学家提高;几个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的教师研究计划的一个很好的研究培训模式。该组成部分的特点是为学员提供连续的研究经验，ASU教师与研究机构的科学家合作开展原创研究项目。三个常设委员会将指导该计划的咨询，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。这一精心设计的计划设计将大大有助于亚利桑那州立大学继续成功地为美国科学研究队伍准备代表性不足的科学家。

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.