The National Institute of General Medical Sciences (NIGMS) convened a focus group to define/refine the term "developmental" as it pertains to research scientists seeking support through the Minority Biomedical Research Support (MBRS) Support of Continuous Research Excellence (SCORE) initiative. Specifically, the focus group was asked to define what constitutes the stages in the development of a research scientist seeking support by SCORE. This request was prompted, in part, by the SCORE policy statement which stipulates that participation of faculty in SCORE funded research is intended for those scientists who need assistance to develop and become competitive in their research careers. In addition, the applicant institution must have a method of selection of research project investigators and justify their inclusion in the application.
In response, the focus group described stages or scenarios ranging from "1"--those requiring the most developmental assistance to "10"--those involving the least support. Although these stages defined a typical career progression, the group also recognized that other stages or scenarios are likely to apply to individual scientists and other institutional settings. In addition to defining the stages in a developing scientist's career, the focus group also agreed that neither the academic rank of an individual scientist nor his/her productivity should be a factor critical in defining the developmental stage of a scientist's career.
The stages of development of MBRS research scientists, as defined by the focus group, were reviewed by NIGMS staff and are being used to further refine the eligibility criteria for researchers seeking support from the SCORE program. In addition, the focus group's recommendations are also being considered in determining future directions of Minority Opportunities in Research (MORE) Division initiatives.
All of the programs in the MORE Division of NIGMS are considered to be developmental in nature. That is, the programs are designed to develop competence for research among faculty at eligible institutions and/or develop activities to increase the preparedness of underrepresented minority students for careers in biomedical research. As part of the MORE Division, the MBRS Branch targets scientists at eligible institutions for participation in the SCORE program, an initiative that supports research projects that are scientifically meritorious though perhaps not yet competitive for R01 funding. Since its inception, the MBRS SCORE policy statement has stipulated that participation of faculty in SCORE funded research is intended for those scientists who need assistance to develop and become competitive in their research careers. It further states that the institution must have a method of selection of research project investigators and must justify their inclusion in the application.
Although these requirements have been in place since the announcement of the SCORE initiative in 1996, more recent questions raised by the MBRS community about specific eligibility requirements made it clear that refinement of eligibility criteria was needed. Towards this end, a focus group was convened and asked to discuss and define/refine the term "developmental" as it pertains to stages of development of research scientists seeking support through the SCORE initiative. The group membership consisted of scientists from large and small minority-serving institutions, most of whose research is currently supported by MBRS.
The focus group met December 9-10, 1999 at the Holiday Inn, Bethesda, MD. The first day was devoted to getting acquainted with the issue of development and participation in a brainstorming session to get a sense of the group's initial viewpoints on the issue. The second day was devoted to defining the issues in more detail and drawing conclusions that are presented in this report.
The focus group described a number of stages or scenarios ranked 1 to 10, with 1 as the most developmental (highest need for developmental assistance), and 10, the least developmental *.
These stages or scenarios are as follows:
*The focus group also recognized that other stages or scenarios (not included in the list) are likely to be appropriate to individual scientists and other institutional settings.
In addition to defining the stages in a developing scientist's career, the focus group also agreed that neither the academic rank of an individual scientist nor his/her productivity should be a factor critical in defining the developmental stage, as productivity is assessed during the scientific review of an application.
Joseph Dunbar (Chair)Department of PhysiologyWayne State UniversityDetroit, MI 48202
Sandra Harris-HookerDepartment of Medicine and PathologyMorehouse School of MedicineAtlanta, GA 30310-1495
Robert M. HoyteDepartment of Chemistry and PhysicsState University of New YorkCollege at Old WestburyOld Westbury, NY 11568-0210
Eppie D. RaelDepartment of Biological SciencesUniversity of Texas at El PasoEl Paso, TX 79968-0519
Laura J. RoblesAssociate Dean for Student Academic AdvancementDepartment of BiologyCalifornia State University, Dominguez HillsCarson, CA 90747
Hubert RuckerDepartment of Anatomy & PhysiologyMeharry Medical CollegeNashville, TN 37208
Jose Torres-RuizDepartment of BiochemistryPonce School of MedicinePonce, PR 00732
Maria Elena ZavalaBiology DepartmentCalifornia State University, NorthridgeNorthridge, CA 91330-8303
This page last reviewed on
12/30/2013 2:27 PM
Connect With Us: