Cal State LA MARC U STAR

我们建议，通过MARC U-STAR，以提高加州州立大学，洛杉矶的能力， 成为培养下一代多样化生物医学研究领导力的主要国家贡献者 以及更远的地方 我们已经从最成功的人的特征中逆向设计了一个训练计划 主要研究型大学的生物医学博士生。该计划建立在我们之前的基础上， 成绩，并将导致人才的荣誉口径本科生的素质， 成就，思维习惯和承诺，在顶级博士课程的成功所必需的，著名的 博士后任命，高调的研究生涯，和专业的领导。 MARC研究培训计划包括：1）参加为期两年的辅导 实验室研究; 2）参加年度生物医学研究务虚会; 3）扎实的本科生 通过新课程和本科学术研究辅修课程增强课程; 4）参与 讲习班，以加强课程; 5）一个广泛的计划，提高学员的科学写作; 6） 7）参与建立支持网络，以促进成功; 8)领导才能的培养; 9）参加科学研讨会。 通过设计，我们的MARC U-STAR计划强调培训我们的MARC学员制定， 发展和完善自己的重大问题，他们的研究项目，并转换这些 转化为可检验的假设我们会有意识地适当地把研究训练转变成一个更有问题的- 驱动模式质疑是科学的核心。MARC学员将被明确地教导如何生成 好的问题，并改进这些问题，以创造有意义的问题。通过发展制定技能 重要的问题，学生获得信心，加强自己的科学声音。 关键技能和属性随着时间的推移通过迭代和渐进的引入而成长和发展， 重要的概念。这些都介绍了多次，并在不同的场地和格式超过两个 年，学生参加机读目录，逐步提高复杂性，并有足够的时间 让学生们可以在课间练习和成长。 首先建立学科和研究能力，然后是卓越，需要非凡的努力， 即使是非常有才华和积极性的MARC学生。更深入地了解研究作为一种 要达到卓越，必须经过智慧、实践、哲学和创造的过程。能力和 卓越是个人真正实现信心和确定为科学家所必需的。 我们测试的假设，即学生是熟练融入他们的研究小组，部门， 和其他社交网络可以在困难时期利用这些支持结构。我们将提供 MARC学员有机会建立和发展积极的专业和社交网络， 本科生，我们预计将继续在研究生院的技能，有助于更大的博士学位完成 rates. 我们还将测试家庭成员将是博士MARC学员更好的盟友的假设 如果他们被告知培训过程，以及对他们儿子的价值， 女儿们，对社会，对国家，实现他们的研究事业的目标和愿望。

We propose, through MARC U-STAR, to enhance the ability of California State University, Los Angeles to be a major national contributor to the training of diverse biomedical research leadership for the next generation and beyond. We have reverse-engineered a training program from the characteristics of the most successful biomedical science PhD students at major research universities. This program builds on and extends our prior accomplishments and will result in the training of talented honors-caliber undergraduates with the qualities, achievements, habits of mind and commitment necessary for success in top PhD programs, prestigious postdoctoral appointments, high profile research careers, and professional leadership. The MARC Research Training Program is composed of: 1) participation in two years of mentored laboratory research; 2) participation in an Annual Biomedical Research Retreat; 3) a solid undergraduate curriculum enhanced by new courses and the Undergraduate Academic Minor in Research; 4) participation in workshops to enhance the curriculum; 5) an extensive program of improving the Trainee’s scientific writing; 6) solid academic and career advisement; 7) participation in establishing support networks to enhance success; 8) leadership development; and 9) participation in scientific seminars. By design, our MARC U-STAR Program puts emphasis on training our MARC Trainees to formulate, develop and improve their own significant questions about their research projects, and the conversion of these into testable hypotheses. We will deliberately and appropriately shift research training into a more question- driven mode. Questioning is at the core of science. MARC Trainees will be explicitly taught how to generate good questions, and to improve these to create significant questions. By developing skill in formulating significant questions, students gain confidence and strengthen their own scientific voice. Critical skills and attributes grow and develop over time through iterative and progressive introduction of important concepts. These are introduced multiple times and in different venues and formats over the two years that students participate in MARC, with progressively greater sophistication, and with sufficient time between introductions so that students can practice and grow on their own during the intervals. Building disciplinary and research competence first, and then excellence, requires exceptional effort, even from highly talented and motivated MARC students. A deeper understanding of research as an intellectual, practical, philosophical, and creative process is required to achieve excellence. Competence and excellence are necessary for individuals to authentically achieve confidence and identify as a scientist. We test the hypothesis that students that are skilled in integrating into their research group, department, and other social networks can draw upon these support structures during difficult times. We will provide opportunities for MARC trainees to establish and develop positive professional and social networks as undergraduates, a skill we anticipate will continue in graduate school, contributing to greater PhD completion rates. We will also test the hypothesis that family members will be better allies to MARC Trainees in PhD degree completion if they are informed about the training process; and of the value to their sons and daughters, to the community, and to the nation of achieving their research career goals and aspirations.