# Presentation: 329424

## Bridges To the Doctorate Program

**Shiva P. Singh, Ph.D.**
**Division of Minority Opportunities in Research**
**National Institute of General Medical Sciences**
**National Institutes of Health, USDHHS**
**July 25, 2008**

## Outline of Presentation

**Overview of Bridges to the Doctorate Program (****PAR-07-410****)**
**Guidance for****  ****Bridges to the Doctorate Program Development **

## Bridges Program Goals

- 	An **institutional** program funded by NIGMS and NCMHD that is designed to increase the number of master’s degree students from underrepresented groups and/or health disparities populations (URMs) who transfer and complete the Ph.D. degree in biomedical and behavioral sciences.** **
**	**

## The Bridges Program Emphasizes:

**	****Institutional Focus:** impact on Bridges and non-Bridges students alike so more students transfer from the master’s degree institution to the Ph.D. degree-granting institution.
**	****Partnership **of master’s degree institutions with the Ph.D. degree-granting institutions
- 	**Program **with well-integrated **developmental activities** that will provide URMs with the necessary academic preparation and skills to enable their transition and successful completion of the Ph.D. degree in biomedical/behavioral sciences.
**	****Clear Expectations**

## Purpose: To facilitate a seamless transition of targeted
	students from the master’s degree institution to the Ph.D. degree-granting institution in biomedical/behavioral sciences

Up to three (3) institutions in the partnership, including the applicant institution, unless strongly justified otherwise

An institution may participate in more than one Bridges to the Doctorate partnership if strongly justified by the potential to magnify the programs’ and institution’s outcomes

- 	students from the master’s degree institution to the Ph.D. degree-granting institution in biomedical/behavioral sciences
- Up to three (3) institutions in the partnership, including the applicant institution, unless strongly justified otherwise
- An institution may participate in more than one Bridges to the Doctorate partnership if strongly justified by the potential to magnify the programs’ and institution’s outcomes

**Partnership/Consortium **

## 
Students from groups underrepresented in the biomedical and behavioral research enterprise of the nation and/or populations disproportionately affected by health disparities (targeted groups). Nationally, these groups include, but are not limited to, African Americans, Hispanic Americans, Native Americans (including Alaska Natives), Natives of the U.S. Pacific Islands, and/or rural Appalachians. 

Must be U.S. citizens or non-citizen nationals or permanent residents.

Must be matriculated full-time in master’s degree program in biomedical/behavioral science fields at the partner master’s degree institution.

- Students from groups underrepresented in the biomedical and behavioral research enterprise of the nation and/or populations disproportionately affected by health disparities (targeted groups). Nationally, these groups include, but are not limited to, African Americans, Hispanic Americans, Native Americans (including Alaska Natives), Natives of the U.S. Pacific Islands, and/or rural Appalachians.
- Must be U.S. citizens or non-citizen nationals or permanent residents.
- Must be matriculated full-time in master’s degree program in biomedical/behavioral science fields at the partner master’s degree institution.

**Bridges Students**

*(**Students who receive support in the form of salaries/wages)*

## 
Student Selection  

Institution’s responsibility to establish student qualifications

Describe the criteria for selection and retention of Bridges students into the program

Critical Mass

6-8 Bridges students in the program, each year

3 Bridges students from each master’s degree institution

**Student Selection****  **
- Institution’s responsibility to establish student qualifications
- Describe the criteria for selection and retention of Bridges students into the program
**Critical Mass**
- 6-8 Bridges students in the program, each year
- 3 Bridges students from each master’s degree institution

** ****Student Selection & ****Critical Mass**** **

## 
Baseline Data & Goals to Improve
Effective Partnerships
Strong Pool of Targeted Students 
Well-integrated Student Development Activities year-round
Strong Institutional Commitment
Sound Evaluation Plan

- Baseline Data & Goals to Improve
- Effective Partnerships
- Strong Pool of Targeted Students
- Well-integrated Student Development Activities year-round
- Strong Institutional Commitment
- Sound Evaluation Plan

**Program Expectations**

## Baseline

The baseline is a starting point; it serves as a guide to capacity, 
	and is necessary to gauge the impact of the program. For example, 
	an increase of 100% on a base of 1 is not nearly as impressive as if 
	it were on a base of 10.

Usually it’s an average data over a 3-5 year period

Measurable Objectives

These are brief (and focused) statements of end results – 
	connected to the long-term goal. They can be qualitative and 
	quantitative, but must be measurable.

They are not a means to an end, or a checklist of “to do” list.

The activities proposed are the means to achieve your goals and 
	objectives.

- The baseline is a starting point; it serves as a guide to capacity,
- 	and is necessary to gauge the impact of the program. For example,
- 	an increase of 100% on a base of 1 is not nearly as impressive as if
- 	it were on a base of 10.
- Usually it’s an average data over a 3-5 year period
**Measurable Objectives**
- These are brief (and focused) statements of end results –
- 	connected to the long-term goal. They can be qualitative and
- 	quantitative, but must be measurable.
- They are not a means to an end, or a checklist of “to do” list.
- The activities proposed are the means to achieve your goals and
- 	objectives.

**What Are the Baseline Data **
**& Measurable Objectives?**

## Examples of Baseline Data & Measurable Objectives

-  	An application proposes to increase the number of master’s degree students who transfer to Ph.D. degree programs in biomedically relevant sciences
- How many and what percent of its students currently transfer to Ph.D. degree -granting institutions in biomedically relevant disciplines? (baseline)
- What is the proposed number and percentage of students who will transfer to Ph.D. degree -granting institutions in biomedically relevant disciplines during the grant period (measurable objective)

## Examples of Baseline Data & Objectives, cont.

**Institutional Baseline:****  **
- 	Out of a total of 40 master’s degree students (60% non-URM and 40% URM), 9 non-URMs (37.5%) and 4 URMs (25%) actually transfer to Ph.D. degree programs in biomedically relevant disciplines per year (average data from 2004-2007).
**Institutional Objective:**
- 	The URM transfer in biomedically relevant disciplines will increase from the current rate of 25% to 37.5% (from an average of 4 to 6 students per year) by the fourth year of the grant award.

## Examples of Baseline Data & Objectives, cont.

**	****Bridges Baseline on Students Transfer -**** **An average of 4 out of 8 (50%) Bridges students in the program transferred to Ph.D. degree programs in biomedically relevant disciplines per year (average data from 2004-2007).
**	****Objective -** The transfer of Bridges students to Ph.D. degree programs in biomedically relevant disciplines will increase from the current rate of 50% to 75% (from an average of 4 to 6 students per year) by the fourth year of the grant award.
**	****	**
**	****Bridges Baseline on Degree Completion -**** **An average of 2 out of 4 (50%) transferring Bridges students completed the Ph.D. degree in biomedically relevant disciplines per year (average data from 2004-2007).
- 	**Objective -** Bridges students’ Ph.D. degree completion in biomedically relevant disciplines will increase from the current rate of 50% to 75% (to an average of 4.5 graduates per year) by the fourth year of the grant award.

## Clearly stated goals, and measurable objectives relative to the baseline and in context of NIH expectations

Must improve on the previous record and make substantial progress towards meeting the NIH expectations during the next 5 years

- Must improve on the previous record and make substantial progress towards meeting the NIH expectations during the next 5 years

** ****Goals to Improve the Track Record**

## Institutional
Increase in the institutional transfer of targeted students (Bridges & non-Bridges) to Ph.D. degree programs in biomedically relevant sciences by 50% in five years 

Bridges

Increase in the transfer of Bridges students to Ph.D. degree programs in biomedically relevant sciences (75% in five years) 

Increase in the Ph.D. degree completion of transferring Bridges students (80% in five years) 

- Increase in the institutional transfer of targeted students (Bridges & non-Bridges) to Ph.D. degree programs in biomedically relevant sciences by 50% in five years
**Bridges**
- Increase in the transfer of Bridges students to Ph.D. degree programs in biomedically relevant sciences (75% in five years)** **
- Increase in the Ph.D. degree completion of transferring Bridges students (80% in five years)

**NIH Expectations**

## BASELINE DATA AND OBJECTIVES

| Applicant Institution/
Unified Institutional Program | Partner Institutions | Institutional Transfer of URMs and non-URMs (# of students who transfer/ # of students enrolled full-time in master’s degree programs) | Institutional Objectives on the Transfer of URMs | Bridges Transfer (# of Bridges students who transfer/ total # of Bridges students in the program) & Degree Completion (# of Bridges students who complete the Ph.D. degree/ # of transferring Bridges students) | Bridges Objectives on the Transfer & Degree Completion  |
| --- | --- | --- | --- | --- | --- |
| Great University | Champion College |   |   |   |   |
|   |  |   |   |   |   |
|  | Valley State University |   |   |   |   |
|  |  |   |   |   |   |
| Unified Institutional Program |   |   |   |   |   |

## 
To Move the Institution Forward from Baseline to NIH Expectations

Faculty from the two types of institutions jointly developing courses and curricula, including updating existing or developing new/advanced courses at the master’s degree institution 

Faculty from the doctorate institution serving as visiting lecturers, offering lectures and/or laboratory courses at the master’s degree institution 

Faculty from the doctorate institution providing mentored research experiences to Bridges students, including the summer research internships, and serving on their thesis advisory committees 

Fostering research capacity of the master’s degree institution via research collaborations

- To Move the Institution Forward from Baseline to NIH Expectations
- Faculty from the two types of institutions jointly developing courses and curricula, including updating existing or developing new/advanced courses at the master’s degree institution
- Faculty from the doctorate institution serving as visiting lecturers, offering lectures and/or laboratory courses at the master’s degree institution
- Faculty from the doctorate institution providing mentored research experiences to Bridges students, including the summer research internships, and serving on their thesis advisory committees
- Fostering research capacity of the master’s degree institution via research collaborations

**Examples of Developmental Activities**** **

## 
Allowing Bridges students to take some courses, and complete part of their master’s thesis research at the doctoral institution

Providing Bridges students access to computer and library facilities, seminars, and workshops, etc., at the doctoral institution 

Establishing a mentoring and academic counseling program for master’s students with faculty at the doctoral institution

Advanced or special courses and scientific research conferences for Bridges faculty from the master’s degree institution

- Allowing Bridges students to take some courses, and complete part of their master’s thesis research at the doctoral institution
- Providing Bridges students access to computer and library facilities, seminars, and workshops,*** ***etc., at the doctoral institution
- Establishing a mentoring and academic counseling program for master’s students with faculty at the doctoral institution
- Advanced or special courses and scientific research conferences for Bridges faculty from the master’s degree institution

**Examples of Developmental Activities**** **

##   	Strong commitment to the goals of the proposed program from all participating institutions, including commitment to:

Provide the institutional data on the transfer of URMs and non-URMs in biomedically relevant sciences

Provide the data on transfer and Ph.D. degree completion by Bridges students in biomedically relevant sciences

Track Bridges students over a ten-year period as they progress through the pipeline

Institutionalize the most effective activities supported by the Bridges program 

- Provide the institutional data on the transfer of URMs and non-URMs in biomedically relevant sciences
- Provide the data on transfer and Ph.D. degree completion by Bridges students in biomedically relevant sciences
- Track Bridges students over a ten-year period as they progress through the pipeline
- Institutionalize the most effective activities supported by the Bridges program

**Institutional Commitment**

## Purpose: Provide information useful to the applicant and the partner institutions for improving the program, and for institutionalizing the most effective activities supported by the Bridges program.

A sound evaluation plan, with timeline, that’s in-line with measurable goals and objectives

Identify the selected evaluator and include his/her biosketch

- A sound evaluation plan, with timeline, that’s in-line with measurable goals and objectives
- Identify the selected evaluator and include his/her biosketch

**Evaluation**** **

## 
Consortium agreement between the master’s and Ph.D.
	 degree-granting institutions define the participating institutions’ 
	respective roles in administering the Bridges program.

The application must include a letter from each collaborating 
	institution signed by the appropriate institutional officials and 
	program director/program coordinator, acknowledging participation 
	in the program. These letters must also include the following:

	“THE APPROPRIATE PROGRAMMATIC AND ADMINISTRATIVE PERSONNEL 
	OF EACH INSTITUTION INVOLVED IN THIS GRANT APPLICATION ARE AWARE 
	OF THE NIH CONSORTIUM GRANT POLICY AND ARE PREPARED TO
	 ESTABLISH THE NECESSARY INTER-INSTITUTIONAL AGREEMENT(S) 
	CONSISTENT WITH THAT POLICY.” 

- Consortium agreement between the master’s and Ph.D.
- 	 degree-granting institutions define the participating institutions’
- 	respective roles in administering the Bridges program.
- The application must include a letter from each collaborating
- 	institution signed by the appropriate institutional officials and
- 	program director/program coordinator, acknowledging participation
- 	in the program. These letters must also include the following:
- 	**“****THE APPROPRIATE PROGRAMMATIC AND ADMINISTRATIVE PERSONNEL **
**	****OF**** ****EACH INSTITUTION INVOLVED IN THIS GRANT APPLICATION ARE AWARE **
**	****OF THE**** ****NIH CONSORTIUM GRANT POLICY AND ARE PREPARED TO**
**	**** ****ESTABLISH THE**** ****NECESSARY INTER-INSTITUTIONAL AGREEMENT(S) **
**	****CONSISTENT WITH THAT POLICY.”**
**	**

** ****Consortium Agreement **

## The program provides support for student, faculty, and institutional development activities

Budget must be reasonable, well documented, and 
	fully justified and commensurate with the scope of 
	the proposed program 

Duration: up to five years

- Budget must be reasonable, well documented, and
- 	fully justified and commensurate with the scope of
- 	the proposed program
- Duration: up to five years

** ****Budget and Years of Support**** **

## Guidance for  Bridges to the Doctorate Program Development

## Develop a Plan

- Read the FOA and F&Qs
- Conduct an institutional assessment and gather baseline data: how many transferring/graduating with Ph.D., why not more transferring/graduating? what can change so more will transfer/graduate?
- What are the institutional needs?
- What is your long range goal?
- What are your measurable objectives?
- What activities will help your institution achieve these objectives
- How will you evaluate your program outcomes?
- Follow all of the instructions in writing the application!!

## 
Project Summary, & Performance site (s)

Facilities & other Resources

Key Persons and their Biographical Sketches

Budget

Research Plan:

**Project Summary, & Performance site (s)**
**Facilities & other Resources**
**Key Persons and their Biographical Sketches**
**Budget**
**Research Plan:**

**Application Components/Organization**** **

## 
Research Plan:

(Introduction)

Specific Aims and Measurable Objectives

Background and Significance: Institutional & student data; vision and anticipated value

Preliminary Studies or Progress Report: Specific Outcome Data & Impact on the Institution

Research Design & Methods:

**Research Plan:**
**(****Introduction)**
**Specific Aims and Measurable Objectives**
**Background and Significance: ****Institutional & student data; vision and anticipated value**
**Preliminary Studies or Progress Report: ****Specific Outcome Data & Impact on the Institution**
**Research Design & Methods:**

**Application Components/Org., Cont.**** **

## Research Design & Methods:

PD, PCs, and Program Faculty

Developmental Activities:

The rationale and detailed description
Who will implement and the timeline
Possible pitfalls and alternative approaches

Responsible Conduct of Research

Evaluation Plan

Consortium Agreements

**PD, PCs, and Program Faculty**
**Developmental Activities:**
**The rationale and detailed description**
**Who will implement and the timeline**
**Possible pitfalls and alternative approaches**
**Responsible Conduct of Research**
**Evaluation Plan**
**Consortium Agreements**

**Application Components/Organization, Cont.**** **

## 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
- Avoid irrelevant information
- Do not use the Appendix to circumvent the page limitations of the Research Plan

## Common Reasons for Failure

- Missing or inadequate baseline data
- Lack of clear and well-defined measurable objectives
- Lack of adequate progress
- Activities poorly related to the objectives
- Poorly developed or missing evaluation plan
- Lack of institutional commitment or support
- Lack of  coordination with other institutional programs aimed at accomplishing similar goals
- “Program-centric” application vs. institutional application

## Institutional baseline data on enrollment and transfer of URM & non-URM students in biomedically relevant disciplines

Bridges baseline data on the transfer and Ph.D. degree completion by the targeted students

Clear statement of program goals, specific aims, and measurable objectives relative to the baseline

Detailed progress report, if applicable

PD/PI, Coordinators, and program faculty with appropriate training and experience

Detailed description of developmental activities

Sound evaluation plan (see for example, http://oerl.sri.com/ and http://www.nsf.gov/pubs/2002/nsf02057/start.htm)

A plan for training in responsible conduct of research

Evidence of strong institutional commitment

Consortium Agreement with “specific language”

A well justified budget that is commensurate with the scope of the proposed program

- Bridges baseline data on the transfer and Ph.D. degree completion by the targeted students
- Clear statement of program goals, specific aims, and measurable objectives relative to the baseline
- Detailed progress report, if applicable
- PD/PI, Coordinators, and program faculty with appropriate training and experience
- Detailed description of developmental activities
- Sound evaluation plan (see for example, _[http://](http://oerl.sri.com/)__[oerl.sri.com](http://oerl.sri.com/)__[/](http://oerl.sri.com/)_ and _[http://www.nsf.gov/pubs/2002/nsf02057/start.htm](http://www.nsf.gov/pubs/2002/nsf02057/start.htm)_)
- A plan for training in responsible conduct of research
- Evidence of strong institutional commitment
- Consortium Agreement with “specific language”
- A well justified budget that is commensurate with the scope of the proposed program

**Summary: Bridges “Essentials”**

## BASELINE DATA AND OBJECTIVES

| Applicant
Institution/
Unified
Institutional
Program | Partner
Institutions | Institutional
Transfera
of URMs and
non-URMs | Institutional
Objectivesb on
the Transfer of URMs | Bridges
Transferc &
Degree 
Completiond |  | Bridges Objectivesb
on the Transfer &
Degree Completion |
| --- | --- | --- | --- | --- | --- | --- |
| Great
University

 | Champion
College |   |   |   |  |   |
|  | Valley
State University |   |   |   |   |  |
| Unified
Institutional
Program |  
  |   |   |   |  |   |

## INSTRUCTIONS

- a Provide the number and percent of URMs and non-URMs who transfer to Ph.D. degree programs in biomedically relevant sciences from each participating master’s degree institution. Usually, this is an average data over a 3-5 year period. The institutional transfer is calculated by the number of students who actually transfer to Ph.D. degree programs in biomedically relevant sciences divided by the number of students enrolled full-time in master’s degree program(s).
- b The objectives must be measurable, relative to the current baseline and in context of NIH expectations (see FOA for details)
- c Provide the number and percent of Bridges students in the program who transferred to Ph.D. degree programs in biomedically relevant sciences during the previous funding cycle. The transfer is calculated by the number of Bridges students who actually transferred divided by the total number of Bridges students in the program. Provide the collective data for the entire program (not the individual institution)
- d Provide the number and percent of Bridges students in the program who completed the Ph.D. degree in biomedically relevant sciences during the previous funding cycle. The degree completion is calculated by the number of Bridges students who actually completed the Ph.D. degree divided by the total number of transferring Bridges students. Provide the collective data for the entire program (not the individual institution)