R25 IMSD Minority Biomedical Research Support Program (MBRS)

 描述(由申请人提供)：我们建议的IMSD项目的目标是增加少数族裔学生进入生物医学和行为研究的职业生涯，而他们在这些领域的代表性不足。我们提议的综合计划将在克服罗格斯大学少数族裔和非少数族裔本科生和博士生之间仍然存在的差距方面发挥重要作用，这些学生在他们进入生物医学/行为研究的职业生涯中。通过实现这一目标，我们建议的IMSD项目将改善我们的整体机构成果。为了实现这一目标，我们的目标是为我们项目中的本科生和博士生提供学术和研究技能、自我效能感、动机和证书，这些技能和技能对于培养他们进入职业生涯下一个阶段--即博士课程或博士后--的竞争力至关重要。为了实现这些目标和我们的目标，我们建议的IMSD项目将：为本科生和博士生提供精心指导的、严格的研究体验，包括有指导的概念化、制定、执行、分析、在专业科学会议上发表报告，以及发表他们自己的研究或博士论文项目；*提供一系列按顺序协调、密切及持续监察的学术及个人支援项目，以提升学生的最高学业水平，例如我们的“研究事业/奖学金写作工作坊”、导师研究生院及博士后申请程序、学术技能工作坊、心理辅导服务、看门人课程中的学术进修课程等，所有这些都旨在培养学生的专业自我效能、确保他们的个人幸福感及留任至完成大学本科或博士后训练，以及协助他们进入博士或博士后课程；通过将我们的IMSD项目与其他相关大学项目(其中最突出的是“花园之州LS-AMP项目”和荣誉学院)联系起来，将学生“纳入”学术校园社区。这一重大新项目的牵头机构是罗格斯-纽瓦克分校，因此我们的校园在其运作中发挥着重要作用，它将继续成为我们的IMSD项目的一个主要互动机会。*广撒网，从校园内外的多个地点招收潜在的IMSD学生--特别是博士生，他们在我们校园的生物医学和行为相关系中的代表性尤其不足--包括花园州立大学LS-AMP计划及其参与的新泽西院校，以及纽约市更大的大都市机构(例如亨特学院、刘学院、梅德加·埃弗斯学院)，这些机构在相关专业领域的少数族裔学生人数严重不足，总计达数百名符合IMSD资格的学生。*通过IMSD PD和项目协调员对我们量化目标的数据收集、分析和审查，以及与我们的IMSD参与者的定期会议，持续监测我们IMSD项目的表现，以消除我们的IMSD学生和整个大学社区学生之间的任何表现差距。我们将由临床心理学家进行年度内部评估，主要通过学生和教师的焦点小组讨论，因为事实证明，这是从学生、导师和顾问委员会获得宝贵反馈和建议的最有价值的场所，以建议改进我们的计划(例如，导致要求增加的职业指导活动)。*在我们的IMSD本科生的量化预期结果中：被我们的IMSD项目录取的本科生中，至少90%将获得学士学位，其中至少70%将继续攻读博士或博士/医学博士课程。被我们的IMSD项目录取的博士生中，至少90%将获得博士学位，其中至少80%将进入博士后职位。我们相信，这些拟议的课程内容将继续在克服我校少数族裔和非少数族裔本科生和博士生之间仍然存在的差距方面发挥重要作用，帮助他们在生物医学/行为研究领域取得进展。通过实现这一目标，我们建议的IMSD项目将改善我们的整体机构成果。为了实现这一目标，我们的目标是为我们项目中的本科生和博士生提供学术和研究技能、自我效能感、动机和证书，这些技能和技能对于培养他们进入职业生涯下一个阶段--即博士课程或博士后--的竞争力至关重要。

 DESCRIPTION (provided by applicant): The goal of our proposed IMSD Program is to increase the number of minority students who enter careers in biomedical and behavioral research in which they are under-represented. Our proposed comprehensive program will play a significant role in overcoming the still-existing disparities, between minority and non-minority undergraduate and doctoral students at Rutgers, in their progressing into careers in biomedical/behavioral research. Through accomplishing this goal, our proposed IMSD Program will improve our overall Institutional outcomes. To accomplish this goal, our objectives are to provide the undergraduate and doctoral students in our Program with the academic and research skills, self-efficacy, motivation, and credentials that are essential to developing their competitiveness toward entering the next phases of their career - i.e., doctoral programs or post doctorates, respectively. In order to accomplish these objectives and attain our goal, our proposed IMSD Program will: Provide the undergraduate and doctoral students with a carefully-mentored, rigorous research experience that includes supervised conceptualization, formulation, performance, analysis, presentation at professional scientific conferences, and publication of their own research or doctoral dissertation project; *Provide a sequentially-coordinated, closely and continuously monitored spectrum of academic and personal support components to promote the students' highest academic performance levels, including, e.g., our "Research Career/Fellowship Writing Workshop", mentored graduate school and postdoctoral application processes, an academic skills workshop, psychological counseling services, academic enrichment classes in gate-keeper courses, etc., all designed to develop the students' professional self- efficacy, ensure their personal wellbeing and retention through to completion of their undergraduate or doctoral training on campus, and facilitate their entry into doctoral or postdoctoral programs; "Mainstream" the students into the academic campus community by articulating our IMSD Program with other relevant University programs, prominent among which are the "Garden State LS-AMP Program" and the Honors College. The lead institution for this major new Program is Rutgers-Newark, so our campus plays a major role in its functioning, and it will continue to be a major interaction opportunity for our IMSD Program. *Cast a wide net to recruit potential IMSD students -- especially doctoral students, who are particularly underrepresented in the biomedical and behavioral-related departments on our campus -- from multiple venues both on and off-campus, including the Garden State LS-AMP Program and its participating New Jersey institutions, and the greater metropolitan New York City institutions (e.g., Hunter College, LIU, Medgar Evers) with significant underrepresented minority student populations totaling several hundred IMSD-eligible students in relevant major fields. *Monitor continuously the performance of our IMSD Program via data gathering, analysis, and review of our quantitative goals by the IMSD PD and Program Coordinator, and regular meetings with our IMSD participants, toward eliminating any gaps in performance between our IMSD students and the students in the university community at large. We will perform annual internal evaluations by a clinical psychologist, primarily via student and faculty focus group discussions, as this has proven to be the most informative venue for obtaining valuable feedback and recommendations from the students, mentors, and advisory board for recommending improvements to our Program (e.g., leading to requested increased career guidance activities). *Among the quantitative expected outcomes for our IMSD undergraduate students: at least 90% of the undergraduates accepted into our IMSD Program will earn the baccalaureate, of whom at least 70% will proceed to enter a Ph.D. or Ph.D./M.D. program. And at least 90% of the doctoral students accepted into our IMSD Program will earn the Ph.D., of whom at least 80% will proceed to a postdoctoral position. We believe that these proposed Program components will continue to play a significant role in overcoming the still-existing disparities, between Minority and non-Minority undergraduate and doctoral students in our Institution, in their progressing into careers in biomedical/behavioral research. Through accomplishing this goal, our proposed IMSD Program will improve our overall Institutional outcomes. To accomplish this goal, our objectives are to provide the undergraduate and doctoral students in our Program with the academic and research skills, self-efficacy, motivation, and credentials that are essential to developing their competitiveness toward entering the next phases of their career - i.e., doctoral programs or post doctorates, respectively.