Biomedical Research and Education Training Program

总结/摘要 本申请旨在更新INSPIRE IRACDA博士后培训计划， 罗伯特伍德约翰逊医学院（RWJMS）于2010年8月。RWJMS现在是 罗格斯大学，创建了一个扩大的博士后研究员和实验室池， INSPIRE计划。INSPIRE希望在头六年取得的成就的基础上再接再厉 为了进一步实现其两个目标：（1）通过创造，培养下一代科学教育家 创新的博士后培养模式;（2）鼓励本科生代表性不足 在研究考虑在生物医学科学的职业生涯。INSPIRE的成功显而易见， (1)69%的INSPIRE研究员在罗格斯大学接受研究培训后获得了学术职位 在我们的合作机构，Medgar Evers College - CUNY的实验室和指导教学 和泽西城大学，这两所成功教育群体的机构 在生物医学研究中代表性不足;（2）INSPIRE促进了科学的进步 课程，合作学校教师的科学教学培训，增加研究经验 对于合作学校的本科生来说，罗格斯大学和 伙伴学校，并直接导致这些学校的本科生意识到， 并申请STEM的研究生课程。为了扩大INSPIRE方案的影响， 增加了第三个合作伙伴学校，威廉帕特森大学（WPU），致力于公共机构， 为代表性不足的学生推进科学教育，并与前IRACDA研究员 在其教师，谁担任校园协调员。 拟议的INSPIRE计划将继续是一个结构化的3年博士后培训 每年培训5名学员，即，3-5年的受训人员总数为15人。继续其 原始的，成功的培训计划，学员将参加指导研究在罗格斯大学 实验室;结构化的职业发展计划;结构化的教育部分 包括在第一年的科学教学中举办一个为期一个学期的密集讲习班; 在第二年和第三年，在伙伴学校进行教学和课程开发。合作伙伴的互动 学校教师与教师和博士后学员在研究密集型大学，并积极 博士后培训生将继续参与本科生的教学和指导 提高学生的科学发展和科学职业生涯的意识。 该计划将通过测量（a）本科生申请和入学进行评估 （B）课程 在合作学校开发4门科学课程，以提高学生对STEM的参与度 （c）促进罗格斯大学与其伙伴学校之间的研究合作 通过新的资金，使25名合作学校的本科生到罗格斯大学进行研究和（d）进入 70%的INSPIRE博士后，包括代表性不足的学员，进入学术终身职位轨道 教育/研究事业。

SUMMARY/ABSTRACT This application seeks to renew 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 six 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) 69% 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 is 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 5 trainees per year, i.e., reaching a total of 15 trainees for years 3-5. 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.