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