marc technical assistance workshop:
DESCRIPTION
MARC Technical Assistance Workshop:. Friday, February 1, 2008. MORE Division, NIGMS, NIH, DHHS. OVERVIEW. - PowerPoint PPT PresentationTRANSCRIPT
MARC Technical MARC Technical Assistance Assistance Workshop:Workshop:
Friday, February 1, 2008Friday, February 1, 2008
MORE Division, NIGMS, NIH, DHHS
OVERVIEWOVERVIEW
The MARC program is an The MARC program is an INSTITUTIONALINSTITUTIONAL research training program that provides an research training program that provides an opportunity to develop the research and opportunity to develop the research and academic skills of students and training academic skills of students and training capabilities of the applicant institutioncapabilities of the applicant institution
Case Study InstructionsCase Study Instructions Write down 2-3 specific objectives for your proposed program (4 mins)Write down 2-3 specific objectives for your proposed program (4 mins)
Read Case Study 1 Discuss in groups for 20 min. List :Read Case Study 1 Discuss in groups for 20 min. List : StrengthsStrengths WeaknessesWeaknesses GapsGaps RecommendationsRecommendations
General discussion of Case Study 1General discussion of Case Study 1
Read Case Study 2 Discuss in groups for 20 min. List:Read Case Study 2 Discuss in groups for 20 min. List: StrengthsStrengths WeaknessesWeaknesses GapsGaps RecommendationsRecommendations
General Discussion of Case Study 2General Discussion of Case Study 2
CASE STUDY IWhowahr U (WU) is a moderate sized liberal arts college with a student population that
is 85% underrepresented minority (43% African American, 40% Hispanic, 2% Native American, 10% Asian and 5% Caucasian). WU enrolls 1100 students that express an interest in the sciences, (Chemistry, Biology, Physics and Computer Science). The number of BA degrees awarded by the combined departments has averaged 95 per year for the past five years. On average, 2 alumni per year graduate with a PhD from prestigious universities around the country. Under a new Dean of Science, who is the PI of the application, the college plans to improve its reputation as a scholarly institution. Faculty will be judged on their scholarly productivity as well as their teaching. The faculty are interested in research but their current teaching workload limits their time for research. The Dean would like the college to become more selective, have a better graduation rate, and send more students on to post graduate training. WU proposes to use a MARC U*STAR program to motivate student interest and preparation for research careers. Having a MARC program will provide financial support that will help the college recruit stronger students.
The specific objectives of the proposed MARC program are to: Support 6 juniors and 6 senior honors students with stipends and a strong research
experience with college faculty who are outstanding mentors. Provide the students with mentored research experiences at intramural and
extramural sites. Provide an enriched curriculum with an interdisciplinary strength in the
neurosciences with special MARC courses developed for MARC trainees. Expose the MARC Trainees to role models and career guidance through a seminar
series. At least 33% of the MARC graduates will enroll in graduate school and go on to
receive a PhD.
Case Study 1: StrengthsCase Study 1: Strengths Large URM pool Large URM pool (in (in ALLALL science fields? Honors?) science fields? Honors?) Institutional commitment Institutional commitment (really only from new dean not others)(really only from new dean not others) Supportive AdminSupportive Admin Measurable and doable objectives Measurable and doable objectives (too low- really not an increase (too low- really not an increase
from current outcomes? Not objectives at all, really activities)from current outcomes? Not objectives at all, really activities) Special courses for MARC students Special courses for MARC students (actually is a(actually is a weakness focus weakness focus
only on MARC not all science students = institutional)only on MARC not all science students = institutional) Data Tracking Data Tracking (actually this is thin; PA requires 10 years)(actually this is thin; PA requires 10 years) Faculty interest in research Faculty interest in research (not really - heavy teaching loads)(not really - heavy teaching loads) Program as indirect recruiting tool Program as indirect recruiting tool (in some ways, having MARC (in some ways, having MARC
program to attract ‘good’ students to institution, but not for added program to attract ‘good’ students to institution, but not for added financial assistance and out recruiting of other schools; national financial assistance and out recruiting of other schools; national need)need)
Increased scholarly productionIncreased scholarly production
Case Study 1: Case Study 1: WeaknessesWeaknesses High teaching load – High teaching load – (perhaps (perhaps if if propose academic year, propose academic year,
intramural research)intramural research) Program goals will not increase #URM PhDsProgram goals will not increase #URM PhDs # students supported not equal to # of interested students# students supported not equal to # of interested students Student interest beyond neuroscienceStudent interest beyond neuroscience No documentation of student PhD #sNo documentation of student PhD #s Persistence in science questionablePersistence in science questionable Some “objectives” are not really objectivesSome “objectives” are not really objectives No pre-MARC activitiesNo pre-MARC activities Lack of support for faculty researchLack of support for faculty research Lack of data for diversity (student body)Lack of data for diversity (student body) Institutional commitment not documentedInstitutional commitment not documented No documentation of mentor credentials No documentation of mentor credentials Exclusivity of MARC coursesExclusivity of MARC courses No data on research infrastructureNo data on research infrastructure
Case Study 1: GapsCase Study 1: Gaps BudgetBudget No info on faculty strengthsNo info on faculty strengths No info on institutional support planNo info on institutional support plan No overall plan of actionNo overall plan of action Limited baseline data presentedLimited baseline data presented Training on RCR missingTraining on RCR missing Disconnect between interest in research Disconnect between interest in research
and research active facultyand research active faculty
RecommendationsRecommendations Provide release time for faculty to do researchProvide release time for faculty to do research Redesign the curriculum; and release time for Redesign the curriculum; and release time for
faculty to do thisfaculty to do this Targeted faculty hires by deanTargeted faculty hires by dean Better tracking system – data by majorsBetter tracking system – data by majors Apply for faculty development grantsApply for faculty development grants Needs statement (quantifiable)Needs statement (quantifiable) Plan for interest/encouragement in biomed. Res.Plan for interest/encouragement in biomed. Res.
CASE STUDY IIWhatsa Matter U. (WMU) is a major research institution offering both undergraduate and graduate programs. WMU enrolls close to 15,000 students. Its student profile is 15% Hispanic, 13% African American, 10% Hawaiian and/or Samoan, 20% Asian American, 40% Caucasian non-Hispanic, and 2% foreign students with visas. The university student body includes 1% students with disabilities, 65% female and 35% males. The academic departments in science include the traditional science departments (biology, chemistry and physics) and social behavioral sciences (psychology, anthropology) as well as a school of engineering, a law school, a school of medicine, and a school of public health. The faculty in these areas is funded by several government agencies and foundations such as Kellogg and Howard Hughes Medical Institute (HHMI). The institution’s portfolio of student development programs includes: STEP, Louis Strokes Alliance for Minority Participation, IGERT and GK12 Programs from the NSF, undergraduate and graduate HHMI programs, a Bridges to the Doctorate Program, an IMSD Program from MORE, and five (5) Training grants from NIGMS. ZU students have also the opportunity to compete for EPA, NASA and USDA fellowships on a regular basis. Most the researchers that have R01 type funding also include the students as research associates. Whatsa Matter U science students complete the undergraduate degree in approximately five years. WMU annually graduates approximately 1,800 students of which 5% are science undergraduate majors and 8% are science doctorates. WMU graduates 2% underrepresented students at the undergraduate level and 1 % of them pursued or are pursuing PhD degrees in sciences. At the graduate level, Whatsa Matter U awards 0.5% doctorates in science to minorities and foreign students.
CASE Study 2: StrengthsCASE Study 2: StrengthsStrengthsStrengths Provides research training on campusProvides research training on campus Students included in researchStudents included in research A lot of resourcesA lot of resources Other URM student develop programsOther URM student develop programs Highly diverse student popHighly diverse student pop Active grants officeActive grants office Institutional data providedInstitutional data provided Active research facultyActive research faculty Time to degree is goodTime to degree is good Large doctoral enrollment at instiutitonLarge doctoral enrollment at instiutiton
Case 2: WeaknessesCase 2: Weaknesses No objectives; no outcomesNo objectives; no outcomes Pipeline lossPipeline loss Lack of dataLack of data Poor URM graduation rates/pipeline Poor URM graduation rates/pipeline
lossloss No PROGRAM structureNo PROGRAM structure No evaluationNo evaluation Low URM science poolLow URM science pool No data on curriculumNo data on curriculum
CASE Study 2CASE Study 2GapsGaps No programNo program
RecommendationsRecommendations Focus on retentionFocus on retention Gather baseline data and do an Gather baseline data and do an
analysis/assess Provide info on program analysis/assess Provide info on program synergy with other student development synergy with other student development programs on campusprograms on campus
Address faculty diversityAddress faculty diversity
Lessons Learned Lessons Learned and “10 Must Haves”and “10 Must Haves”
““10 MUST Haves”10 MUST Haves”1.1. Institutional SettingInstitutional Setting2.2. Institutional Past Training RecordInstitutional Past Training Record3.3. Institutional CommitmentInstitutional Commitment4.4. Program Director Program Director 5.5. Research Training Environment Research Training Environment 6.6. Recruitment & Student Development PlanRecruitment & Student Development Plan7.7. Skills Development Pre-MARCSkills Development Pre-MARC8.8. Skills Development MARCSkills Development MARC9.9. Responsible Conduct of Research TrainingResponsible Conduct of Research Training10.10. Evaluation and TrackingEvaluation and Tracking
1. Institutional Setting (baseline data)1. Institutional Setting (baseline data)
#URMs in science departments#URMs in science departments # of honors URMs # of honors URMs # of junior/senior honors URMs# of junior/senior honors URMs # URMs graduating per year# URMs graduating per year # URMs enrolled in PhD or MD/PhD# URMs enrolled in PhD or MD/PhD # URMs enrolled in MD/other # URMs enrolled in MD/other
professionalprofessional # URMs enrolled in postbacc# URMs enrolled in postbacc
ALLALL URMs of Participating Departments
New (T1) and Competing Renewal (T2) New (T1) and Competing Renewal (T2) MARC Applicants must describe the MARC Applicants must describe the past 5 year record of institution in past 5 year record of institution in sending URMs to science PhD programssending URMs to science PhD programs
Competing Renewal (T2) MARC Competing Renewal (T2) MARC Applicants must also describe MARC Applicants must also describe MARC alumni outcomes (sample table alumni outcomes (sample table provided)provided)
2. Institutional Past Training Record2. Institutional Past Training Record
2. Institutional Past Training Record2. Institutional Past Training RecordSample Table for T2 applicationsSample Table for T2 applications
MARC PROGRAM CUMULATIVE REPORT
Outcomes
Progress Report Current
Non-Competing Continuation Reporting Period
YR1 YR2 YR3 YR4 YR5 2006-2007
Number of trainees slots awarded:
Number of trainees appointed: Junior
Number of trainees appointed: Senior
Number of trainees graduating with BS or BA:
Number of trainees enrolled in Ph.D programs:
Number of trainees enrolled in MD/Ph.D programs:
Number of trainees enrolled in MD programs:
Number of trainees enrolled in MS programs:
Number of trainees in post-bacc programs:
Number of trainees in other professional degree:
Number of trainees in teaching positions:
Number of publications by MARC trainees:
3. Institutional Commitment3. Institutional Commitment
Documented commitment to proposed Documented commitment to proposed research training program’s goals and research training program’s goals and assurance that the institution intends assurance that the institution intends the MARC program to be an integral the MARC program to be an integral part of its research and research part of its research and research training endeavor (financial or training endeavor (financial or otherwise)otherwise)
4. Program Director4. Program Director
Must be a full-time faculty or administratorMust be a full-time faculty or administrator Posses scientific background, leadership, Posses scientific background, leadership,
and research training experience and and research training experience and administrative capabilitiesadministrative capabilities
Responsible for the overall direction, Responsible for the overall direction, management, administration, and management, administration, and evaluation of the programevaluation of the program
5. Research Training Environment5. Research Training Environment
Extramural research – summer requirement at T32 Extramural research – summer requirement at T32 or like institution requiredor like institution required
Intramural researchIntramural researchif research intensive (RI) environment with active if research intensive (RI) environment with active research facultyresearch faculty
ORORpartnerships w/nearby RI (T32) institutions and/or partnerships w/nearby RI (T32) institutions and/or “Research Classroom” training “Research Classroom” training http://www.nigms.nih.gov/Training/MARC/USTARAwards.htmhttp://www.nigms.nih.gov/Training/MARC/USTARAwards.htm
CAGTCAGThttps://cagt.nigms.nih.gov/https://cagt.nigms.nih.gov/
6. Recruitment & Student Dev. Plan6. Recruitment & Student Dev. Plan
Recruitment and development plan for Recruitment and development plan for enhancing the pool of potential trainees enhancing the pool of potential trainees (prefreshmen, freshmen, & (prefreshmen, freshmen, & sophomores)sophomores)
A plan for trainee selectionA plan for trainee selection
7. Skills Development Pre-MARC7. Skills Development Pre-MARC Program must develop the skills of Program must develop the skills of pre-trainees (pre-freshmen, freshmen, pre-trainees (pre-freshmen, freshmen, sophomores) via workshops, etc.sophomores) via workshops, etc.
8. Skills Development MARC trainees8. Skills Development MARC traineesProgram must develop the skills of Program must develop the skills of MARC trainees: research, critical MARC trainees: research, critical thinking, communication, & career thinking, communication, & career guidanceguidance
9. Responsible Conduct of Research9. Responsible Conduct of Research
RCR training is expected for MARC trainees RCR training is expected for MARC trainees ““NIH does not establish specific curricula or formal NIH does not establish specific curricula or formal
requirements, all programs are encouraged to requirements, all programs are encouraged to consider instruction in the following areas: consider instruction in the following areas: conflict conflict of interest, responsible authorship, policies for of interest, responsible authorship, policies for handling misconduct, data management, data handling misconduct, data management, data sharing, and policies regarding the use of human sharing, and policies regarding the use of human and animal subjectsand animal subjects. Within the context of training . Within the context of training in scientificin scientific integrity, it is also beneficial to discuss integrity, it is also beneficial to discuss the relationship and the specific responsibilities of the relationship and the specific responsibilities of the institution and the graduate students or post-the institution and the graduate students or post-doctorates appointed to the program”doctorates appointed to the program”
10. Evaluation and Tracking10. Evaluation and Tracking Evaluation should be for your institution, not for Evaluation should be for your institution, not for
NIHNIH
Evaluation that’s in-line with measurable goals Evaluation that’s in-line with measurable goals and objectives - - Did you get expected and objectives - - Did you get expected outcomes? If not, what would you change?outcomes? If not, what would you change?
Tracking - 10 year tracking system to follow Tracking - 10 year tracking system to follow MARC trainee alumniMARC trainee alumni
BudgetBudget No cap 5 year grantNo cap 5 year grant
Allowable Costs:Allowable Costs:- Stipends (~11 K/yr), partial tuition & fees- Stipends (~11 K/yr), partial tuition & fees- Trainee travel (mtgs and summer research)- Trainee travel (mtgs and summer research)- Summer per diem ($931/mo. + travel)- Summer per diem ($931/mo. + travel)
Training Related ExpensesTraining Related Expenses Activities to strengthen the pool: pre-Activities to strengthen the pool: pre-
freshmen, freshmen, & sophomores freshmen, freshmen, & sophomores e.g., curriculum improvemente.g., curriculum improvement
Costs for workshops for faculty Costs for workshops for faculty developmentdevelopment
EvaluationEvaluation Workshops to improve student critical Workshops to improve student critical
thinking skillsthinking skills
Unallowable CostsUnallowable Costs Stipends to pre-traineesStipends to pre-trainees Funds to support more than awarded Funds to support more than awarded
number of traineesnumber of trainees Recruitment activitiesRecruitment activities Faculty researchFaculty research Faculty payment for mentoringFaculty payment for mentoring Workshops for specific tests (GRE)Workshops for specific tests (GRE)
Preparation of a MARC-Preparation of a MARC-USTAR Training Grant USTAR Training Grant
ApplicationApplication
Overview of the MARC Overview of the MARC ProgramProgram
The MARC program is an INSTITUTIONALThe MARC program is an INSTITUTIONALresearch training program that provides anresearch training program that provides anopportunity to develop the applicant opportunity to develop the applicant
institution.institution.
The program emphasizes:The program emphasizes: Institutional impact/improvementInstitutional impact/improvement Curricular reform (quantitative sciences)Curricular reform (quantitative sciences) Activities that increase the development of Activities that increase the development of
students in preparation for research students in preparation for research careerscareers
Summer research internships at research Summer research internships at research intensive institutionsintensive institutions
Program ExpectationsProgram Expectations
Increase in the baccalaureate Increase in the baccalaureate retention rate as a result of pre-retention rate as a result of pre-MARC trainingMARC training
Increase in the graduation rate of Increase in the graduation rate of URM students from MARC supported URM students from MARC supported schoolsschools
Increase in the number of URM Increase in the number of URM students, both from the program and students, both from the program and the institution, that obtain BS the institution, that obtain BS degrees and enroll in Ph.D. programs degrees and enroll in Ph.D. programs (institutional impact)(institutional impact)
PROGRAM EXPECTATIONSPROGRAM EXPECTATIONS
Increased academic preparation as a Increased academic preparation as a result of interdisciplinary instruction result of interdisciplinary instruction in the quantitative sciences to teach in the quantitative sciences to teach about biological phenomena.about biological phenomena.
Increased collaboration between Increased collaboration between MARC supported institutions and MARC supported institutions and research intensive institutionsresearch intensive institutions
Exposure of MARC trainees to Exposure of MARC trainees to research during the academic yearresearch during the academic year
Needs and Needs and RationaleRationale
Need a Good PlanNeed a Good Plan Conduct a self analysis and gather Conduct a self analysis and gather
baseline data!!baseline data!! What are the institutional needs?What are the institutional needs? What is your long range goal?What is your long range goal? What are your specific goals and What are your specific goals and
measurable objectives?measurable objectives? What activities will help your What activities will help your
institution achieve these institution achieve these objectives?objectives?
Needs StatementNeeds Statement What Exists NowWhat Exists Now
What IsWhat Is
Present Level of Present Level of Knowledge or Knowledge or CapacityCapacity
What Should BeWhat Should Be
What Ought to BeWhat Ought to Be
Desired State of Desired State of Knowledge or Knowledge or CapacityCapacity
Needs StatementNeeds Statement The needs statement is the The needs statement is the
difference between difference between what iswhat is and and what should bewhat should be..
What your program will do to What your program will do to close this gap.close this gap.
RationaleRationale
Describe the problem or needDescribe the problem or need Explain the program’s long range goalExplain the program’s long range goal Identify institutional commitmentIdentify institutional commitment Put the program in context of Put the program in context of
institutional needs/program objectives institutional needs/program objectives (e.g. student retention, scholastic (e.g. student retention, scholastic achievement/GPA/GRE scores, interest achievement/GPA/GRE scores, interest in research)in research)
Review relevant literature that Review relevant literature that underlies your plan.underlies your plan.
Proposal Proposal DevelopmentDevelopment
Important Steps in Preparing a Important Steps in Preparing a Competitive Grant ApplicationCompetitive Grant Application
read the program announcement carefullyread the program announcement carefully Read the Program Announcement CarefullyRead the Program Announcement Carefully READ THE PROGRAM ANNOUNCEMENT READ THE PROGRAM ANNOUNCEMENT
CAREFULLYCAREFULLY Read the Read the correctcorrect program announcement (know program announcement (know
the right program)the right program) Read the Read the most currentmost current program announcement program announcement Read Read all of the instructionsall of the instructions in the program in the program
announcementannouncement FOLLOWFOLLOW all of the instructions in the program all of the instructions in the program
announcementannouncement
Sequence of Proposal Topics for Sequence of Proposal Topics for ReadingReading
Title Page and Abstract (Description)Title Page and Abstract (Description) Specific goals and measurable Specific goals and measurable
objectivesobjectives Institutional background and needInstitutional background and need Rationale for literature reviewRationale for literature review Progress report (competing renewals)Progress report (competing renewals) Administration of the programAdministration of the program Plans to achieve objectives/activitiesPlans to achieve objectives/activities Evaluation PlanEvaluation Plan BudgetBudget
Sequence of Topics for Proposal Sequence of Topics for Proposal DevelopmentDevelopment
Needs statementNeeds statement Rationale and literature review Rationale and literature review Specific measurable goals and objectives vis Specific measurable goals and objectives vis
a vis current institutional productivitya vis current institutional productivity Plans to achieve measurable goals and Plans to achieve measurable goals and
objectivesobjectives Evaluation PlanEvaluation Plan Progress Report Progress Report Administration, budget, and biographic Administration, budget, and biographic
sketchessketches BudgetBudget Description (Abstract)Description (Abstract)
Specific Goals and Specific Goals and Measurable Measurable ObjectivesObjectives
Specific Goals & Measurable Specific Goals & Measurable ObjectivesObjectives
State the long range goal of the State the long range goal of the programprogram
State each specific goal or State each specific goal or measurable objective, and state measurable objective, and state how it is connected to the long how it is connected to the long range goalrange goal
Be brief and focusedBe brief and focused
Objectives Achieved Through Objectives Achieved Through ActivitiesActivities
Restate each objective and describe:Restate each objective and describe: The intervention activities to achieve The intervention activities to achieve
each objectiveeach objective The anticipated impact of each activityThe anticipated impact of each activity Who will implement the planWho will implement the plan Possible pitfalls and solutionsPossible pitfalls and solutions Alternative approachesAlternative approaches Timeline for interventionsTimeline for interventions
DataData
Presentation of DataPresentation of Data Present data in figures, graphs, tables, Present data in figures, graphs, tables,
or textor text Place figures, tables, and graphs close Place figures, tables, and graphs close
to where they are referred to in the to where they are referred to in the texttext
Make all figures, tables, and graphs Make all figures, tables, and graphs clearly legibleclearly legible
Make a SINGLE point with each figure, Make a SINGLE point with each figure, graph, or tablegraph, or table
Avoid irrelevant informationAvoid irrelevant information
Progress ReportProgress Report (for competing renewals)(for competing renewals)
Analysis of data on student Analysis of data on student performanceperformance
Highlights of specific achievementsHighlights of specific achievements Explanation for not meeting previous Explanation for not meeting previous
aims or measureable objectives.aims or measureable objectives. Explanation for changes in the planExplanation for changes in the plan
The Training PlanThe Training Plan
The Plan: SummaryThe Plan: Summary Make sure the long range goal is Make sure the long range goal is
clearclear Specific goals and measurable Specific goals and measurable
objectives are statements of end objectives are statements of end results. They are not a means to results. They are not a means to an end.an end.
The activities proposed are the The activities proposed are the means to achieve your specific means to achieve your specific goals and measureable objectives.goals and measureable objectives.
The Plan: SummaryThe Plan: Summary Clearly explain the needClearly explain the need Provide baseline dataProvide baseline data Explain the rationale for Explain the rationale for
objectives and activitiesobjectives and activities Cite literature to support your Cite literature to support your
choiceschoices Consider alternative approaches Consider alternative approaches
or strategies or strategies
The Plan: SummaryThe Plan: Summary Use plain EnglishUse plain English Be convincingBe convincing List intellectual and physical resourcesList intellectual and physical resources Provide a timeline for implementationsProvide a timeline for implementations The proposal should flow logically from The proposal should flow logically from
section to section, i.e. activities = section to section, i.e. activities = logical extensions of specific logical extensions of specific goals/measurable objectivesgoals/measurable objectives
Evaluation and Evaluation and Administration of Administration of
the Programthe Program
EvaluationEvaluation How will you measure the How will you measure the
effectiveness of each activity?effectiveness of each activity? How will you know if you have How will you know if you have
achieved your objectives?achieved your objectives? How will you know if you need to How will you know if you need to
make programmatic changes?make programmatic changes?
Reviewers Need to Know the Reviewers Need to Know the Answers!!Answers!!
EvaluationEvaluation Describe how you will monitor progress during Describe how you will monitor progress during
the grant period (formative evaluation)the grant period (formative evaluation) Describe how you will measure institutional Describe how you will measure institutional
impact (summative evaluation)impact (summative evaluation) Data can be both quantitative or qualitativeData can be both quantitative or qualitative Provide examples of tools for data collection Provide examples of tools for data collection
and analysisand analysis Provide credentials of evaluatorsProvide credentials of evaluators
Evaluation should inform the Evaluation should inform the institution’s administrationinstitution’s administration
AdministrationAdministrationProgram DirectorProgram Director Choose an outstanding leader, Choose an outstanding leader,
educator, and scientisteducator, and scientist Must work well with students, faculty, Must work well with students, faculty,
and the administrationand the administration
Clearly explain the role of the Clearly explain the role of the ProgramProgram
DirectorDirector
AdministrationAdministrationAdvisory committee:Advisory committee: Not required but highly recommendedNot required but highly recommended Possible roles include program direction, Possible roles include program direction,
selection of students and faculty mentors, selection of students and faculty mentors, preparing the applicationpreparing the application
Define the role(s) of the committee clearlyDefine the role(s) of the committee clearly
Trainers, mentors,& other key Trainers, mentors,& other key personnel:personnel:
Define the roles clearlyDefine the roles clearly Provide credentialsProvide credentials
Other Parts of the Other Parts of the ApplicationApplication
Title PageTitle Page Description of the Proposal Description of the Proposal
(Abstract)(Abstract) BudgetBudget Biographical Sketch of key Biographical Sketch of key
personnelpersonnel Institutional ResourcesInstitutional Resources
DescriptionDescription Write the narrative for the Write the narrative for the
description last – it details and description last – it details and summarizes the objectives, summarizes the objectives, rationale, the plan and the rationale, the plan and the anticipated outcomesanticipated outcomes
It should be succinct and motivating- It should be succinct and motivating- most often it is the first section to most often it is the first section to be read, and is also the most often be read, and is also the most often read section of a proposalread section of a proposal
BudgetBudget Should never drive the proposalShould never drive the proposal Justify all personnel with respect to Justify all personnel with respect to
effort and expertiseeffort and expertise Any equipment request must be Any equipment request must be
congruent with the resource statement congruent with the resource statement and must stem from the proposed and must stem from the proposed activitiesactivities
Faculty mentoring is an unallowable Faculty mentoring is an unallowable costcost
JUSTIFY, JUSTIFY, JUSTIFYJUSTIFY, JUSTIFY, JUSTIFY
Biographical SketchesBiographical Sketches Document credentials accuratelyDocument credentials accurately Document aspects of training Document aspects of training
and expertise that are relevant and expertise that are relevant to the applicationto the application
Include Include only relevantonly relevant and full and full citations in the bibliographycitations in the bibliography
Reasons for FailureReasons for Failure
Common Reasons for Common Reasons for FailureFailure
Failure to use your resources wiselyFailure to use your resources wiselyIf the institution has limited or no research capacity, If the institution has limited or no research capacity, don’t propose to put students in research labs on don’t propose to put students in research labs on your campus. Find alternativesyour campus. Find alternatives
Lack of clear and well-defined measurable Lack of clear and well-defined measurable objectivesobjectives““Having a seminar series” is not a measurable Having a seminar series” is not a measurable objective and neither is “creating an atmosphere of objective and neither is “creating an atmosphere of science”science”
Missing or inadequate baseline dataMissing or inadequate baseline dataReviewers need to know your starting point and what Reviewers need to know your starting point and what will change as a result of your proposed programwill change as a result of your proposed program
Common Reasons for Common Reasons for FailureFailure
Activities poorly related to the objectivesActivities poorly related to the objectives Poorly developed or missing evaluation Poorly developed or missing evaluation
datadata Lack of institutional commitment or Lack of institutional commitment or
supportsupport Lack of coordination with other programs Lack of coordination with other programs
at the institution aimed at accomplishing at the institution aimed at accomplishing similar goalssimilar goals
““Program-centric” application vs. Program-centric” application vs. institutional applicationinstitutional application
What Reviewers What Reviewers Seek…Seek…
““10 MUST Haves”10 MUST Haves” Institutional SettingInstitutional Setting Institutional Past Training RecordInstitutional Past Training Record Institutional CommitmentInstitutional Commitment Program Director Program Director Research Training Environment (mentors)Research Training Environment (mentors) Recruitment & Student Development PlanRecruitment & Student Development Plan Skills Development Pre-MARCSkills Development Pre-MARC Skills Development MARCSkills Development MARC Responsible Conduct of Research TrainingResponsible Conduct of Research Training Evaluation and TrackingEvaluation and Tracking
Questions and Questions and AnswersAnswers