MARC Technical Assistance Workshop

1. MARC Technical Assistance Workshop MORE Division, NIGMS February 13, 2009 NIH, DHHS

2. MARC-U*STAR: Introduction & Case Studies

3. MARC-U*STAR is an INSTITUTIONAL research training program that provides an opportunity to develop the research and academic skills of students and the training capabilities of the grantee institution The program emphasizes: • Institutional impact/improvement • Curricular reform (quantitative sciences) • Activities that increase the development of students in preparation for research careers • Summer research internships at research intensive institutions

4. What will be the delta or difference at your institution with a MARC-U*STAR program?

5. Case Study Instructions • Read Case Study 1 & discuss in groups for 20 minutes. List: • Strengths • Weaknesses • Gaps • Recommendations General discussion of Case Study 1 • Read Case Study 2& discuss in groups for 20 minutes. List: • Strengths • Weaknesses • Gaps • Recommendations General Discussion of Case Study 2

6. Case Study I Whowahr 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 the 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.

7. Case Study I (continued) The specific objectives of the proposed MARC U*STAR 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 provide career guidance through a seminar series • Have at least 33% of the MARC graduates enroll in graduate school and go on to receive a PhD

8. Group Discussion of Case Study I Strengths: • Diverse Student Body/URM Pool • Large Pool of Science Students • Admin Support - Dean as PI • Career Guidance for MARC students • Some Measurable Objectives • Some Prior Success/PhD track Record • Enriched Curriculum • Meets Mission of MARC program, including students getting research experiences • Faculty judged on scholarly activities

9. Group Discussion of Case Study I Weaknesses: • Using MARC as financial support to help institution recruit 'better' students/ Dean wants to recruit 'better' students for improved graduation rates (instead of focusing on improvement for existing students) • No institutional impact/improvement demonstrated • What's called "Objectives" is not - really activities • Some Objectives are not Measurable • No evidence of administrative support • Tone is institution-centered instead of student-centered (addressing needs of institute instead of students) • Faculty teaching load limits time for research/research training although proposed academic year/intramural research for students • Low proposed outcomes, only 33% to go on to PhD programs - questionable.  Is this an improvement over baseline.  Not clear. • No goal stated/Abstract is not logical, no overall BIG PICTURE • No data on quality of student pool • Numbers listed in abstract are not informative (no base line, from X to Y in Z amount of time not stated) • Giving past PhD track record at institution, the number of 12 MARC slots seems too high • Increase graduation rates of current students not the focus • No mentioned of the required summer research training experience

10. Group Discussion of Case Study I Gaps: • No Baseline data in proper context • No developmental training plan Recommendation: • NOT RECOMMENDED FOR FUNDING

11. Case Study II Whatsa Matter University (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, and 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 are funded by several government agencies and foundations such as the National Science Foundation (NSF), 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/NIGMS, and five T32 Research Training grants from NIGMS.

12. Case Study II (continued) WMU students also have the opportunity to compete for EPA, NASA and USDA fellowships on a regular basis. Most the researchers who have R01 type funding support students on as research associates on their grants. 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 pursue or are pursuing PhD degrees in science fields. At the graduate level, Whatsa Matter U awards 0.5% doctorates in science to minorities and foreign students.

13. Group Discussion of Case Study II Strengths: • Good research environment (faculty with R01 grants)/students may have opportunity to engage in research • Have data • Infer institutional commitment due to other URM student support programs • Potential student numbers from different schools • Diverse student body/URM pool Weaknesses: • Many student development programs, but not good outcomes in sending URMs to PhD programs • Don't know baseline • Low % of URM students going into PhD • No plan with no MGOs (Measurable Goal and Objectives) • Low retention and low graduation rates • The word "MARC" does not appear in the abstract - questionable • Focus on graduate training and not undergraduate

14. Group Discussion of Case Study I GAPS: • Need to show synergy with other existing student development programs • Need to specifically state with MARC is going to do for the institution • If demo. is "0" hard to show a gap Recommendations: •  Note Recommended for Funding

15. MARC’s “10 MUST Haves” • Institutional Setting • Institutional Past Training Record • Institutional Commitment • Program Director • Research Training Environment • Recruitment & Student Development Plan • Skills Development Pre-MARC • Skills Development MARC • Responsible Conduct of Research Training • Evaluation and Tracking

16. 1. Institutional Setting (Baseline Data) ALL URMs in Participating Departments • #URMs in science departments • # of honors URMs • # of junior/senior honors URMs • # URMs graduating per year • # URMs enrolled in PhD or MD/PhD • # URMs enrolled in MD/other professional • # URMs enrolled in postbacc

17. MARC applicants must describe the past 5 year record of the institution in sending URMs to science PhD programs Competing Renewal MARC applicants must also describe MARC alumni outcomes (suggested table in application) 2. Institutional Past Training Record

18. Sample Table for Renewal Applications

19. 3. Institutional Commitment Documented commitment to proposed research training program’s goals and assurance that the institution intends the MARC program to be an integral part of its research and research training endeavor (financial or otherwise)

20. 4. Program Director • Must be full-time faculty or administrator • Posses scientific background, leadership, research training experience and administrative capabilities • Responsible for overall direction, management, administration, and evaluation of the program

21. 5. Research Training Environment • Extramural research – summer requirement at T32 or like institution required • Intramural research if research intensive (RI) environment with active research faculty OR partnerships w/nearby RI (T32) institutions and/or “Research Classroom” training http://www.nigms.nih.gov/Training/MARC/USTARAwards.htm

22. Community for Advanced Graduate Training (CAGT)https://cagt.nigms.nih.gov/ On-line “matching service” exclusively for MARC-U*STAR students and NIGMS predoctoral T32 Programs for the MARC students extramural summer research experience and/or graduate school (Ph.D.) training.

23. 6. Recruitment & Student Dev. Plan • Recruitment and development plan for enhancing the pool of potential trainees (prefreshmen, freshmen, & sophomores) • A plan for trainee selection

24. 7. Skills Development Pre-MARC Program must develop the skills of pre-trainees (pre-freshmen, freshmen, sophomores) via workshops, etc. 8. Skills Development MARC trainees Program must develop the skills of MARC trainees: - research - critical thinking/problem solving - communication - career guidance

25. 9. Responsible Conduct of Research (RCR) • Mandatory RCR training • “NIH does not establish specific curricula or formal requirements, all programs are encouraged to consider instruction in the following areas: conflict of interest, responsible authorship, policies for handling misconduct, data management, data sharing, and policies regarding the use of human and animal subjects. Within the context of training in scientificintegrity, it is also beneficial to discuss the relationship and the specific responsibilities of the institution and the graduate students or post-doctorates appointed to the program”

26. 10. Evaluation and Tracking • Evaluation should be for your institution, not for NIH • Evaluation that’s in-line with measurable goals and objectives - - Did you get expected outcomes? If not, what would you change? • Tracking - 10 year tracking system to follow MARC trainee alumni

27. Budget • No cap; 5 year grant award • Allowable Costs: - Stipends (~11K/yr/trainee), partial tuition & fees - Trainee travel (mtgs and summer research) - Summer per diem ($931/mo. + travel)

28. Unallowable Costs • Stipends to pre-trainees • Funds to support more than awarded number of trainees • Recruitment activities • Faculty research • Faculty payment for mentoring • Workshops for specific tests (GRE)

29. Training Related Expenses • Activities to strengthen the pool: pre-freshmen, freshmen, & sophomores e.g., curricular improvement • Costs for workshops for faculty development (pedagogical) • Evaluation • Workshops to improve student critical thinking skills

30. MARC-U*STAR: Grant Writing Tips

31. Preparation of a MARC-USTAR Training Grant Application

32. Program Expectations • Increase in the baccalaureate retention rate as a result of pre-MARC training • Increase in the graduation rate of URM students from MARC supported schools • Increase in the number of URM students, both from the program and the institution, that obtain BS degrees and enroll in Ph.D. programs (institutional impact)

33. PROGRAM EXPECTATIONS • Increased academic preparation as a result of interdisciplinary instruction in the quantitative sciences to teach about biological phenomena. • Increased collaboration between MARC supported institutions and research intensive institutions • Exposure of MARC trainees to research during the academic year

34. Need a Good Plan • Conduct a self analysis and gather baseline data!! • What are the institutional needs? • What is your long range goal? • What are your specific goals and measurable objectives? • What activities will help your institution achieve these objectives?

35. Needs Statement • The needs statement is the difference between what is and what should be. • What your program will do to close this gap.

36. Rationale • Describe the problem or need • Explain the program’s long range goal • Identify institutional commitment • Put the program in context of institutional needs/program objectives (e.g. student retention, scholastic achievement/GPA/GRE scores, interest in research) • Review relevant literature that underlies your plan.

37. Important Steps in Preparing a Competitive Grant Application • read the program announcement carefully • Read the Program Announcement Carefully • READ THE PROGRAM ANNOUNCEMENT CAREFULLY • Read the correct program announcement (know the right program) • Read the most current program announcement • Read all of the instructions in the program announcement • FOLLOW all of the instructions in the program announcement

38. Sequence of Proposal Topics for Reading • Title Page and Abstract (Description) • Specific goals and measurable objectives • Institutional background and need • Rationale for literature review • Progress report (competing renewals) • Administration of the program • Plans to achieve objectives/activities • Evaluation Plan • Budget

39. Sequence of Topics for Proposal Development • Needs statement • Rationale and literature review • Specific measurable goals and objectives vis a vis current institutional productivity • Plans to achieve measurable goals and objectives • Evaluation Plan • Progress Report • Administration, budget, and biographic sketches • Budget • Description (Abstract)

40. Specific Goals & Measurable Objectives • State the long range goal of the program • State each specific goal or measurable objective, and state how it is connected to the long range goal • Be brief and focused

41. Objectives Achieved Through Activities Restate each objective and describe: • The intervention activities to achieve each objective • The anticipated impact of each activity • Who will implement the plan • Possible pitfalls and solutions • Alternative approaches • Timeline for interventions

42. Presentation of Data • Present data in figures, graphs, tables, or text • Place figures, tables, and graphs close to where they are referred to in the text • Make all figures, tables, and graphs clearly legible • Make a SINGLE point with each figure, graph, or table • Avoid irrelevant information

43. Training Plan: Summary • Make sure the long range goal is clear • Specific goals and measurable objectives are statements of end results. They are not a means to an end. • The activities proposed are the means to achieve your specific goals and measureable objectives.

44. Training Plan: Summary • Clearly explain the need • Provide baseline data • Explain the rationale for objectives and activities • Cite literature to support your choices • Consider alternative approaches or strategies

45. Training Plan: Summary • Use plain English • Be convincing • List intellectual and physical resources • Provide a timeline for implementations • The proposal should flow logically from section to section, i.e. activities = logical extensions of specific goals/measurable objectives

46. Administration Advisory committee: • Not required but highly recommended • Possible roles include program direction, selection of students and faculty mentors, preparing the application • Define the role(s) of the committee clearly Trainers, mentors,& other key personnel: • Define the roles clearly • Provide credentials

47. Other Parts of the Application • Title Page • Description of the Proposal (Abstract) • Budget • Biographical Sketch of key personnel • Institutional Resources

48. Description • Write the narrative for the description last – it details and summarizes the objectives, rationale, the plan and the anticipated outcomes • It should be succinct and motivating- most often it is the first section to be read, and is also the most often read section of a proposal

49. Budget • Should never drive the proposal • Justify all personnel with respect to effort and expertise • Any equipment request must be congruent with the resource statement and must stem from the proposed activities • Faculty mentoring is an unallowable cost • JUSTIFY, JUSTIFY, JUSTIFY

50. Biographical Sketches • Document credentials accurately • Document aspects of training and expertise that are relevant to the application • Include only relevant and full citations in the bibliography