Student Development at Chicago State Unversity

描述（由申请人提供）：芝加哥州立大学（CSU）位于芝加哥南侧，是一所以非裔美国学生为主的公立文理学院。在伊利诺斯州-印第安纳州-爱荷华州-威斯康辛州连续四州地区的所有公立大学中，科罗拉多州立大学的黑人学生比例最高，并为这一人口颁发了最多的学士学位。作为一所城市综合性大学，科罗拉多州立大学面临着教育学生的机遇和挑战，这些学生大多是在校园十英里半径内长大和受教育的，他们的经济背景和高中教育都没有为大学水平的工作做好准备。科罗拉多州立大学MBRS RISE项目是对美国国立卫生研究院倡议的回应，该倡议旨在增加在生物医学科学领域担任领导职位的少数族裔人数。该计划由生物科学、化学和物理部门的分层本科培训活动组成，将为学生的博士学位学习和生物医学研究事业做好准备。完成课程后，学生将具备：(i)有几次真实的研究经验，（ii）撰写、辩护并执行假设驱动的研究计划，（iii）在地区或国家研究会议上准备并发表至少一次演讲，（iv）参加拨款申请审查小组，(v)在其学科的入门课程中完成至少一个学术学期的同伴教师服务，这将为他们未来在研究生院担任助教提供培训和视角。（六）为研究生项目开发竞争性应用程序。该计划的量化目标是在资助的前三年每年至少有七名学生被研究生课程（博士或博士桥）录取，并在第四年增加这一年度生产力。定性目标是(i)提高学生对生物医学研究职业的认识（ii）为学生提供实践研究经验，（iii）帮助学生开发有竞争力的研究生院申请，以及（iv）为参与部门的研究学者社区提供支持。科罗拉多州立大学RISE项目，以及SCORE项目和其他外部资助的研究项目，旨在为学生提供更多的资源，以培养他们从事生物医学研究的职业。RISE项目的资助将加速实现该机构的目标，即成为芝加哥大都会地区代表性不足的少数民族在生物医学培训中获得机会的主要焦点。

DESCRIPTION (provided by applicant): Located on the south-side of Chicago, Chicago State University (CSU) is a public liberal arts institution with a predominantly African-American student body. CSU serves the highest proportion of black students of all public universities in the Illinois-Indiana-Iowa-Wisconsin contiguous four-state region where it awards the largest number of baccalaureate degree to this population. As an urban comprehensive university, CSU faces both the opportunity and the challenge of educating students who are mostly raised and educated within a ten-mile radius of the campus and are products of both an economically- disadvantaged background and high-school education which has not prepared them for college-level work. The CSU MBRS RISE Program is a response to the NIH initiative to increase the numbers of under-represented minorities in leadership positions in the biomedical sciences. The Program consists of hierarchical undergraduate training activities within the departments of Biological Sciences and Chemistry and Physics that will prepare students for PhD-level studies and biomedical research careers. By the completion of the program students will have: (i) had several real research experiences, (ii) written, defended and executed a hypothesis-driven research plan, (iii) prepared and delivered at least one presentation at a regional or national research conference, (iv) participated in a grant application review panel, (v) completed at least an academic semester of service as a peer teacher in entry-level courses in their discipline which will provide training and perspective for their future role as TAs in graduate school, and (vi) developed competitive applications for graduate programs. The quantitative goal of the program is to achieve a minimum of seven students per year admitted to graduate programs (Ph.D. or PhD-bridge) during each of the first three years of funding and to increase this annual productivity by the fourth. The qualitative goals are to (i) increase student awareness of careers in biomedical research (ii) provide students with hands-on research experiences, (iii) assist students to develop competitive graduate-school applications, and (iv) provide support for a community of research scholars in the participating departments. The CSU RISE Program, along with the SCORE Program and other externally-funded research programs are designed in concert to provide expanded resources for students to train for biomedical research careers. The funding of the RISE Program will accelerate the realization of the institutional goal of becoming a major focal point of opportunities for under-represented minorities in biomedical training in the Chicago metropolitan area. Public Health Relevance: Located on the south-side of Chicago, Chicago State University (CSU) is a public liberal arts institution with a predominantly African-American student body. The CSU MBRS RISE Program is a response to the NIH initiative to increase the numbers of under-represented minorities in leadership positions in the biomedical sciences. The Program consists of hierarchical undergraduate training activities within the departments of Biological Sciences and Chemistry and Physics that will prepare students for PhD-level studies and biomedical research careers. By the completion of the program students will have: (i) had several real research experiences, (ii) written, defended and executed a hypothesis-driven research plan, (iii) prepared and delivered at least one presentation at a regional or national research conference, (iv) participated in a grant application review panel, (v) completed at least an academic semester of service as a peer teacher in entry-level courses in their discipline which will provide training and perspective for their future role as TAs in graduate school, and (vi) developed competitive applications for graduate programs. The quantitative goal of the program is to achieve a minimum of seven students per year admitted to graduate programs (Ph.D. or PhD-bridge) during each of the first three years of funding and to increase this annual productivity by the fourth. The qualitative goals are to (i) increase student awareness of careers in biomedical research (ii) provide students with hands-on research experiences, (iii) assist students to develop competitive graduate-school applications, and (iv) provide support for a community of research scholars in the participating departments.