Biomedical Research and Education Training Program

摘要/摘要 本申请旨在为INSPIRE IRACDA博士后培训提供为期一年的补充 该项目于2010年8月在罗伯特·伍德·约翰逊医学院(RWJMS)开始。 RWJMS现在是罗格斯大学的一部分，创建了一个扩大的博士后研究员池和 INSPIRE计划的实验室。Inspire希望在其取得的成就的基础上 第一个11年进一步解决它的两个目标：(1)培养下一代科学家- 教育工作者通过创建创新的博士后培训模式和(2)鼓励 本科生在研究中的代表性不足，以考虑在生物医学科学领域就业。这个 INSPIRE的成功之处在于：(1)68%的INSPIRE院士获得了学历 在罗格斯大学实验室接受研究培训并在我们的合作伙伴进行指导教学后的职位 机构，麦加·埃弗斯学院-CUNY和新泽西城市大学，这两个机构 成功地教育了在生物医学研究中代表性不足的群体；以及(2)INSPIRE有 促进改进科学课程，合作学校教职员工进行科学教学培训， 增加合作学校本科生的研究经验，增加研究 罗格斯大学与合作学校之间的互动，并直接导致本科生在 这些学校开始意识到并申请STEM的研究生课程。为了增加 INSPIRE计划的影响增加了第三所合作学校--威廉·帕特森大学 (WPU)，一家致力于促进代表不足的人的科学教育的公共机构 学生，以及IRACDA的一名前教员，他担任校园协调员。 拟议的INSPIRE计划将继续进行为期3年的有组织的博士后培训 计划每年培训4名学员，即总共培训12名学员。继续它原来的样子， 培训计划成功后，学员将参加罗格斯大学实验室的导师研究； 有组织的职业发展计划；有组织的教育组成部分，包括 一年级为期一学期的科学教学强化工作坊；并指导教学和 合作学校第二年和第三年的课程开发。合作学校教职员工的互动 与一所研究密集型大学的教师和博士后实习生在一起，并积极参与 对博士后实习生的教学和本科生辅导将继续加强 学生的科学发展和科学的职业道路意识。本节目 将通过衡量(A)本科生申请和进入指导学校进行评估 研究计划和对研究职业的认识；(B)合作伙伴的课程开发 学校开设4门理科课程，以增加学生对STEM课程的参与度；(C)增加 罗格斯大学与其合作学校之间的研究合作得到新资金的推动 25名伙伴学校本科生到罗格斯大学进行研究；(D)70%的INSPIRE学生进入 博士后，包括代表性不足的实习生，进入终身教职教育/研究轨道 事业。

SUMMARY/ABSTRACT This application seeks a one-year Supplement to the INSPIRE IRACDA Postdoctoral Training Program that began at Robert Wood Johnson Medical School (RWJMS) in August of 2010. RWJMS is now part of Rutgers University, creating an expanded pool of postdoctoral fellows and laboratories for the INSPIRE Program. INSPIRE would like to build on its accomplishments during the first 11 years to further address its two goals: (1) to train the next generation of scientist- educators by creating an innovative postdoctoral training model and (2) to encourage undergraduates underrepresented in research to consider careers in biomedical sciences. The success of INSPIRE is evident in that (1) 68% of INSPIRE Fellows have obtained academic positions after research training at Rutgers laboratories and mentored teaching at our partner institutions, Medgar Evers College – CUNY and New Jersey City University, two institutions that successfully educate groups underrepresented in biomedical research; and (2) INSPIRE has promoted improved science courses, Scientific Teaching training by partner school faculty, increased research experiences for the undergraduates at partner schools, increased research interactions between Rutgers and the partner schools, and has directly led to undergraduates at these schools becoming aware of and applying to graduate programs in STEM. To increase the impact of the INSPIRE Program a third partner school was added, William Paterson University (WPU), a public institution committed to advancing science education for underrepresented students, and with a former IRACDA Fellow on its faculty, who serves as Campus Coordinator. The proposed INSPIRE program will continue to be a structured 3-year postdoctoral training program for 4 trainees per year, i.e., reaching a total of 12 trainees. Continuing its original, successful training plan, the trainees will participate in mentored research in Rutgers laboratories; a structured career development program; a structured educational component including an intensive semester-long workshop in scientific teaching during year 1; and mentored teaching and course development at partner schools during years 2 and 3. Interaction of partner school faculty with faculty and postdoctoral trainees at a research-intensive university, and active participation of the postdoctoral trainees in teaching and mentoring undergraduates will continue to enhance the students' scientific development and awareness of scientific career pathways. This program will be evaluated by measuring (a) undergraduate student application and entry into mentored research programs and awareness of research careers; (b) curriculum development at partner schools of 4 science courses to increase student engagement in STEM courses; (c) increased research collaborations between Rutgers and its partner schools facilitated by new funds to bring 25 partner school undergraduates to Rutgers for research and (d) entry of 70% of INSPIRE postdocs, including underrepresented trainees, into academic tenure track education/research careers.