Bridges TTVN

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Information about Bridges TTVN

Published on December 29, 2007

Author: george


Bridges to the Baccalaureate: Strategies for Preparing an Application:  Bridges to the Baccalaureate: Strategies for Preparing an Application Sponsored by the Texas A&M University System Presented by Robyn Pearson Office of Proposal Development Texas A&M University TTVN, March 29, 2007 VPR Office of Proposal Development:  VPR Office of Proposal Development Supports Texas A&M University faculty in the development and writing of research and educational proposals Center-level initiatives Multidisciplinary research teams Research affinity groups Junior faculty research Diversity in the research enterprise OPD Web Page:  OPD Web Page Located at Serves as an interactive tool and faculty resource for the development and writing of competitive research and educational proposals to federal agencies and foundations Includes information on: Funding opportunities Junior faculty support Proposal development resources Grant writing seminars and workshops Grant writing workbooks and toolkits OPD Staff:  OPD Staff Jean Ann Bowman: Ecological and environmental sciences; agriculture-related proposals and centers Libby Childress: Scheduling, resources, training workshop management, project coordination Mike Cronan: Center-level proposals, A&M System partnerships, new proposal and training initiatives Lucy Deckard: New faculty, fellowships, physical science-related proposals, equipment and instrumentation, interdisciplinary materials group, OPD web management OPD Staff (con’t):  OPD Staff (con’t) John Ivy: Biomedical and health-related sciences proposals and interdisciplinary research collaborations across the Health Science Center and Texas A&M University Phyllis McBride: Craft of proposal writing training; NIH and related agency initiatives in the biomedical, social, and behavioral sciences; editing and rewriting Robyn Pearson: Education, liberal arts, social and behavioral sciences, and humanities-related proposals; support for interdisciplinary research group development; editing and rewriting Bridges to the Baccalaureate  Bridges to the Baccalaureate NIH: Participating organizations are NIGMS & NCMHD Must consist of a partnership between at least two institutions Due May 18, 2007 (no November 2007 cycle) $200,000/year for five years Six to nine NEW awards anticipated in 2007 for Bridges to the Baccalaureate Mechanism of Support:  Mechanism of Support Research Education Grant (R25) award mechanism Paper applications will not be accepted Just-in-time concepts and non-modular budget format SF424 Research and Related Budget Component F&A will be reimbursed at 8% of modified total direct costs Anticipated start date for new awards is January Purpose:  Purpose Program goal is to increase the number of associate degree students from underrepresented groups and/or health disparities populations who transfer to a baccalaureate program and pursue subsequent careers in biomedical research Provides support to institutions to help students make transitions at critical stages in their development as scientists Aimed at helping students make the transition from 2-year junior or community colleges to full 4-year baccalaureate programs Partnership Structure:  Partnership Structure Must consist of a partnership between at least two institutions The 2-year college must offer the associate degree as the only undergraduate degree in the sciences and must have a significant enrollment of underrepresented minority students The other partner must be a college or university offering the baccalaureate degree in areas relevant to the biomedical and behavioral sciences Partnership Eligibility:  Partnership Eligibility An applicant institution may not submit more than one Bridges to the Baccalaureate application An institution may be involved as a partner in more than one Bridges program, but may be the APPLICANT institution for only one program Partnership is limited to five institutions, including the applicant institution PI/PD Eligibility:  PI/PD Eligibility PI/PD should be full-time faculty with teaching, student counseling, and/or administrative experience PI/PD should have an interest in promoting biomedical and behavioral science education among students from underrepresented groups and/or health disparities populations PI/PD is responsible for administration and management of the program and serves as liaison between applicant institution and NIH Student Eligibility:  Student Eligibility Students are required to be US citizens or permanent residents and enrolled full-time at the community college Eligible students are from groups typically under-represented in the biomedical sciences and/or populations disproportionately affected by health disparities Should be majoring in relevant behavioral, physical, and/or quantitative sciences that are relevant to the biomedical sciences Minimum number of student participants is SIX A good application has the following elements::  A good application has the following elements: Background information: data relevant to program goals, descriptions of the partner institutions, descriptions of previous and ongoing efforts to create transitional programs, and a survey of research literature relevant to your program goals A clear statement of program goals A detailed description of program activities  An evaluation plan with specific measurable objectives Evidence of institutional support from all partner institutions  Evidence that you can manage the grant Examples of Student Developmental Activities:  Examples of Student Developmental Activities Institutions jointly develop and deliver community college courses that are transferable for baccalaureate degree credit Allow community college students to take some courses at the baccalaureate institution Arrange academic or financial counseling sessions for community college students with counselors from the baccalaureate institution Examples of Student Developmental Activities (con’t):  Examples of Student Developmental Activities (con’t) Allow community college students access to computer and library facilities at the baccalaureate institution Engage community college students as laboratory assistants at the baccalaureate institution Introduce the concepts and principles of research in the community college curriculum Examples of Student Developmental Activities (con’t):  Examples of Student Developmental Activities (con’t) Arrange visiting lectures for faculty from the baccalaureate institution at the community college Develop joint team-taught courses Develop college orientation courses to help student learn what is expected of them and to assist them in adjusting to the college environment Examples of Student Developmental Activities (con’t):  Examples of Student Developmental Activities (con’t) Proposed educational experiences may complement other ongoing research training and education programs at the applicant institution, but must be distinct from other programs currently receiving federal support Grant must reflect the plans and priorities of the participating institutions as well as the collective plans and priorities of the partnerships Other Special Eligibility Criteria:  Other Special Eligibility Criteria Sponsoring institution must assure support for the proposed project, including provision of adequate staff, facilities, and educational resources, as well as administrative infrastructure Must include plan for Training in the Responsible Conduct of Research Must include an evaluation plan Must include a Partnership/Consortium Agreement defining respective roles in program administration and submit letters signed by appropriate institutional officials Electronic Submission Requirements:  Electronic Submission Requirements Institutions must have a Data Universal Number System (DUNS) number and register with the Central Contractor Registration (CCR); see Institutions must be registered in the eRA Commons; see PI/PD must also be registered in eRA Commons Registration steps take time; check with appropriate business officials early Allowable Costs:  Allowable Costs Limited administrative and clerical salary costs that are not normally provided by the applicant institution; must be specifically identified and justified May include salary and fringe benefits Salary for the PD is limited to a maximum of 3 person months (25% of a 12-month academic year) Salary for the Program Coordinator at each partnering community college is limited to a maximum of 1.8 person months (15% of a 12-month academic year) Allowable Costs (con’t):  Allowable Costs (con’t) Consultant costs, equipment, supplies, travel for key persons and other program related expenses must be justified and may not duplicate items generally available at the applicant institution Travel expenses are allowed for PD and Program Coordinator to attend NIGMS-sponsored Bridges meeting biannually Allowable Costs (con’t):  Allowable Costs (con’t) Faculty costs (academic year or summer) for developing or implementing student activities at either the baccalaureate or community college must be reasonable, well documented, and fully justifiable Will NOT cover mentoring and other student interaction activities that are considered a regular part of academic duties Student Remuneration:  Student Remuneration Limited to students from underrepresented groups or health disparities populations May include salary/wages for activities that foster research (not regular coursework) Student should be performing necessary work, have an employer/employee relationship with the institution, and activities should be part of the Bridges Program Maximum is $10/hour Mileage paid for students if partner institution is more than 25 miles distant Unallowable Costs:  Unallowable Costs Student recruitment expenses Student housing or food expenses Payment to students to participate in an activity Student incentives such as computers, calculators, etc. No payments allocated for students after they transfer to the baccalaureate institution Institutional Support:  Institutional Support Include plan to support students if they transfer to the applicant baccalaureate institution Discuss financial services and counseling available at baccalaureate institution, as well as any work study or other options Research Plan (Items 2 – 5):  Research Plan (Items 2 – 5) May not exceed 25 pages, including tables, graphs, etc. Item 2: Specific Aims Item 3: Background and Significance Item 4: Preliminary Studies Item 5: Research Education Program Plan 2. Specific Aims:  2. Specific Aims Specific Goals: long-term aspirations of the partnering institutions; relate to NIGMS and NCMHD missions Milestones: intermediate markers of progress Measurable Objectives: qualitative and quantitative measures of improved preparation of students for undergraduate studies and percent increase in the number of students transferring to baccalaureate degree programs 3. Background and Significance:  3. Background and Significance Current status of academic environment at applicant institution (faculty and their teaching experience) to justify their suitability to assume proposed student development activities Name and describe partner institutions and why they are involved in the project Include baseline data on number of students who transition and receive an baccalaureate, as well as their subsequent careers or educational progress This section will help determine whether project’s specific aims are reasonable 4. Preliminary Studies:  4. Preliminary Studies Present information on steps that have led to the proposed program; i.e., existing programs New applicants: describe and summarize outcomes within last 4-6 years of existing programs that have helped retain and train students from under-represented or health disparities groups Competing renewals must submit a progress report; see RFA for details 5. Research Education Program Plan:  5. Research Education Program Plan Use the following subheadings: 5a. Program Director(s) 5b. Program Faculty/Staff 5c. Proposed Research Education Program 5d. Responsible Conduct of Research 5e. Program Participants 5f. Evaluation Plan 5g. Consortium Agreements 5a. Program Director(s):  5a. Program Director(s) Describe administration of the program Provide evidence that the Program Director is actively engaged in research and/or teaching Provide evidence that the PD can organize, administer, monitor, and evaluate the program Provide evidence of institutional support for the program PD responsibilities::  PD responsibilities: Typically responsible for selection of students, maintaining student data, and tracking students Responsible for coordination/implementation of educational and mentoring activities Primary contact with Bridges Program staff at NIH Responsible for submitting timely progress and other reports, including any changes in program activities Works with evaluator to assess progress of specific activities and overall functioning of the program 5b. Program Faculty/Staff:  5b. Program Faculty/Staff Describe characteristics and responsibilities of participating faculty Provide evidence that faculty and instructors are actively engaged in research or other scholarly activities related to missions of NIGMS and NCMHD 5c. Proposed Research Education Program:  5c. Proposed Research Education Program Provide programmatic detail on special activities, such as courses, curricula, seminars, workshops, etc. Describe in detail the nature of teaching and/or other academic development activities Activities must address needs and requirements of community college students Must identify faculty who will be implementing these activities and their experience 5c. Proposed Research Education Program (con’t):  5c. Proposed Research Education Program (con’t) Must include a time schedule for activities For each activity, include an explanation of the problem being addressed and how it will be remedied Show evidence for acceptance of students from the community college by the baccalaureate institution To ensure critical mass to accomplish program goals, the minimum number of student participants is SIX 5c. Proposed Research Education Program (con’t):  5c. Proposed Research Education Program (con’t) If the applicant (baccalaureate) institution is involved in more than one existing Bridges program, describe how the programs will interact and are consistent with overall Bridges to the Future goals Describe how any other active programs – SCORE, MARC, RISE, HHMI, or NSF programs – will complement each other and how students/faculty will interact Describe any other transition program(s) and the relationship to the proposed Bridges program 5c. Proposed Research Education Program: Examples of Activities:  5c. Proposed Research Education Program: Examples of Activities Enrich the curriculum at the 2-year institution Allow community college students to take courses and/or participate in seminars at the baccalaureate institution Develop courses at the community college that involve joint teaching by faculty at both institutions Provide laboratory experiences at the baccalaureate institution, other research institutions, or industrial labs for community college students Provide financial or academic counseling for community college students through the baccalaureate institution 5d. Responsible Conduct of Research:  5d. Responsible Conduct of Research Describe plan to provide formal and informal instruction on research integrity and ethical principles in research related to the proposed education program Include topics such as conflict of interest, policies for misconduct, responsible authorship, data sharing, data management, use of human/animal subjects Must address subject matter, format of instruction, degree of program faculty participation, participant attendance, frequency of instruction, and rational for the proposed plan of instruction 5e. Program Participants:  5e. Program Participants Provide details about the pool of proposed participants and their qualifications Describe recruitment strategies and sources of applicant pool Describe procedure for selecting student participants Describe success of the 2-year institution in training students in the sciences, including the number of students from underrepresented/health disparities populations who receive an associate’s degree, as well as their subsequent careers and educational attainment 5f. Evaluation Plan:  5f. Evaluation Plan Specify benchmarks; relate benchmarks to specific aims Describe specific plans and procedures to capture, analyze, and report outcome measures Include a plan to track retention, graduation, and transfer rates for Bridges students Include a plan to compare retention, graduation, and transfer rates of Bridges students with other non-Bridges students in order to assess impact of the Bridges program Tables and figures should be placed at the end of Section 5, Research Education Program Plan 5f. Evaluation Plan (con’t):  5f. Evaluation Plan (con’t) Include a description of expectations of the program Include a statement of goals that indicates proposed increases in number of students who transfer to baccalaureate institutions Include a set of measurable objectives for tracking progress toward goals Include a plan for evaluating whether objectives are met through proposed activities Identify who will conduct the evaluation Show how evaluation results will be used to improve the program 5g. Consortium Agreements:  5g. Consortium Agreements Include a single paragraph stating that the appropriate agreements and consortium arrangements have been made between the applicant institution and the partnering institutions May include reference to required letters from each partnering institution that are to be placed in the Appendix Appendix:  Appendix Must include letters from each partnering institution signed by the appropriate institutional official and program coordinator acknowledging participation in the program; specific language in RFA must be stated verbatim May include up to 10 publications (in press or accepted), abstracts, patents, or other printed materials relevant to the project Evaluation instruments and reports, curricula, surveys, questionnaires Do not use the appendix to present new information or graphics that are not presented in the 25-page Research Plan Review and Selection:  Review and Selection As part of the initial merit review, applications will: Applications with highest scientific merit (usually the top half) will be assigned a priority score Applications will receive a written critique Applications will undergo a second level of review by the National Advisory General Medical Sciences Council Review Criteria:  Review Criteria Significance Approach Innovation Investigator Environment Evaluation Plan Review Criteria:  Review Criteria Significance: Does the proposed program address topics related to the mission of NIGMS and NCMHD as well as the Bridges program? Are the proposed activities likely to improve academic preparation among community college underrepresented/health disparities students and encourage them to seek admission to baccalaureate programs? What is the program’s impact in terms of increasing the number of students who transfer to baccalaureate programs in the sciences? Will it impact scientific career choices? Will objectives be achieved? Review Criteria (con’t):  Review Criteria (con’t) Approach: Are framework, design, methods, and analyses well integrated and appropriate to project aims? Are potential problems and solutions addressed? Is program based on sound research concepts and educational principles? Is the approach feasible? Are recruitment, retention and follow-up activities adequate? Are institutional roles well developed? Does the program provide details and rationale for activities to enhance academic preparation of targeted students? Review Criteria (con’t):  Review Criteria (con’t) Innovation: Is the program original and innovative? Does it challenge existing paradigms and address critical student barriers? Do activities use novel concepts or approaches to attract, retain, and prepare students for more challenging baccalaureate programs? Is there any duplication or overlap with existing education, training, or career development programs at the applicant institution? Review Criteria (con’t):  Review Criteria (con’t) Investigators: Are investigators well suited and appropriately trained to carry out the project? Is the proposed program appropriate to experience of the PD and other researchers? Does the team bring complementary and integrated exertise to the program? Will an appropriate level of effort be devoted to the program? Do key personnel have experience in mentoring the targeted student populations? Review Criteria (con’t):  Review Criteria (con’t) Environment: Does the scientific and educational environment contribute to probability of success? Does the program benefit from unique features of the environment? Is there evidence of collaboration among departments and institutions? Are plans adequate for coordination/communication between partners at multiple sites? Is coursework integrated between partners to allow a seamless transition? Is consortium agreement adequate? Review Criteria (con’t):  Review Criteria (con’t) Evaluation Plan: Is the evaluation plan and timeline adequate for assessing the effectiveness (process and outcome) of the program? Additional Review Considerations:  Additional Review Considerations Budget and Period of Support: The reasonableness of the budget and appropriateness of the requested period of support will be assessed by reviewers, but will not affect the priority score. Training in the Responsible Conduct of Research: Plans for training in conduct of research will be assessed on appropriateness of topics, format, amount and nature of faculty participation, and frequency and duration of instruction, but will not be a factor in the priority score. Agency Contacts:  Agency Contacts Scientific/Research Contact: Adolphus Toliver, Peer Review Contact: Cathleen Cooper, Financial or Grants Management: Antoinette Holland, Helpful URLs:  Helpful URLs National Institute of General Medical Sciences Bridges to the Future Programs Bridges to the Baccalaureate Institutions To download the application package, enter the Funding Opportunity number PAR-07-039

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