1. PRESENTERS… University of Nebraska Medical Center University of Richmond University of Virginia Virginia Commonwealth University Eastern Virginia Medical School Virginia Polytechnic Institute and State University

2. About The Alliance 4 Pillars The establishment of a series of systematic strategies targeted toward the early cultivation of students as they pursue professional careers in the health, basic sciences and other disciplines. The installation of administrative and programmatic mechanisms purposed to stimulate the sharing of intellectual talent and technical expertise among and between the faculty of the member institutions. The identification and implementation of collaborative strategies for securing research funds thus leading to creative approaches to the reduction of barriers which perpetuate disparities in access to health care and resulting health outcomes. The identification and implementation of collaborative strategies for securing funding (infrastructure, training, program development, etc.) which will further enhance the educational environment of the partner institutions. Statement of Affiliation Whereas, the nation continues to experience increasing diversity but also profound disparities in access to quality health care and ultimately health outcomes largely based on racial/ethnic status, economic and social circumstances, and the lack of racial diversity within the health care policy, administration, and practitioner communities and; Whereas, Historically Black Colleges and Universities provide a nurturing educational environment of excellence for African-Americans and other under represented minority students in the face of steadily shrinking infrastructure, technical, and professional resources and; Whereas, health science education centers offer a complex array of world-class professional and technical resources while seeking to diversify their student bodies and faculty as a means of enriching their campus environments, their neighboring communities, and ultimately to address the pervasive issues which contribute to disparities in health care throughout the nation; Whereas, academic health science centers are resources for education, and research for their states and nation. As such will collaborate on innovative educational and research programs to address the needs of their respective states; Whereas, academic health science centers such as the University of Nebraska Medical Center and Virginia Commonwealth University are respected as leaders in identifying and responding to emerging national healthcare issues (bioterrorism, health disparities, HIV/AIDs, etc.) and are committed to establishing collaborations with each other and with the HBCU to address these national concerns; Be it therefore resolved that: the Charter Members of the Virginia-Nebraska Alliance shall establish a representative Steering Committee for the exploration, design, and implementation of academic initiatives which will reflect the needs and resources of each individual Charter Member as that member seeks to preserve and expand its unique historical mission. A key element of the Alliance will be the establishment of collaborative activities with the goal of raising the necessary funds in support of these academic initiatives.

3. Student Programs Details National Institues of Health (NIH) Research Supplements to Promote Diversity in Health Related Research Researcher and student complete supplement application for NIH Award. Award allows student to join basic science research team for 12 weeks for 2 summers, attend research seminars, enrichment programs, and present research at national meeting. Minority Health Education Research Office Summer Research Opportunities Opportunity to join a research team and work in basic science research laboratory full-time for one summer. Opportunities to attend research seminars, enrichment program, and present research poster at end of summer. Experimental Program to Stimulate Competitive Research National Science Foundation funded opportunity to work on a research team in basic science research laboratory full-time for one summer. Opportunities to attend research seminars, enrichment program, meet students from other campuses for enrichment activities, and present research poster at end of summer and at annual meeting. Summer Medical and Dental Education Program (SMDEP) Intensive academic science review, opportunities to interact with current graduate students, weekly clinical learning opportunities. Summer Research - VCU, UNMC, UVA, EVMS Full-time summer research experience, enrichment seminars, and poster presentation at end of summer. Summer MCAT Program A summer experience at the University of Richmond that includes professional guidance for the MCATs and other health professional prerequisites. Bon-Secours Nursing Program Richmond Ambulance Authority Fellowships A semester long fellowship to research health care policy issues that impact on the provision of services, and the design of an integrated delivery model that would direct those accessing the Emergency Medical Services System. Summer Research Experience (High School) Students would participate in an innovative program that introduces them to the health sciences, through an early educational initiative that fosters academic achievement, career development and enrichment experiences in the health sciences. Students would participate in a researched based curriculum that conforms to the standards of learning and incorporates the core academic subjects of science, math and reading. Students would have an opportunity to see first hand the relationship between academic preparation and skills needed to be successful in the health care arena. Alliance medical and research professionals would provide hands on activities that stimulate and encourage student learning. Student

4. Faculty Programs Details Faculty Exchange Program The Faculty Exchange Program would provide opportunities for Alliance faculty members to visit between and among campuses in order to conduct seminars, workshops, and other scholarly presentations. These presentations will be intended to spawn opportunities for collaborative teaching and research, either through the above Faculty Fellowships, or through other relationships that develop through the exchanges. A typical presentation would involve members of a research team each giving a series of presentations that together describe a program of research that is of mutual interest to the AMC and to the HBCU. Faculty Development Fellowship The Faculty Development Fellowships provide prolonged face-to-face mentoring opportunities between seasoned (Academic Medical Centers (AMC) researchers and junior HBCU faculty who are seeking careers as an independent researchers in the health sciences. The Faculty Development Fellowship Program would begin with an 8-10 week summer experience for the junior faculty investigator as a collaborator in the laboratory or clinical research program of a seasoned (usually NIH-funded) investigator. The summer experience would provide the opportunity for the junior faculty member to begin and/or refine his/her research focus. Junior investigators will be paired with senior investigators according to the match of mutual interests and lines of investigation. During the summer, the junior faculty member and senior faculty member would team up to write a minority supplement to the senior faculty member’s award. This supplement would be used to buy-down the faculty member's teaching load at the HBCU, so that they could work on research with the parent grant rather than teach at the HBCU. These minority supplements are quick turnaround, and are administratively buy not competitively reviewed. Administrative review can produce funding within 3 months of submission. The NIH award would in turn allow the junior faculty member to continue the line of investigation begun during the summer. The goal is for the funded research to lead to an R-01 in the name of the HBCU and with the minority investigator as Principal Investigator. Naturally, one would expect such R-01s to still involve the parent lab or research program at the AMC in some way. The ultimate goal also is for the junior investigator to evolve into a senior investigator with his/her own independent line of research and trainees at the HBCU. Faculty

5. 2008 Programs and Participants

6. University of Richmond (MCAT Program) Virginia Union Clinton Davis Hampton University Keshia Avant Danielle Williams Blair Thomas Virginia Commonwealth University Quinney Harris Marianna Sukholutsky Elizabeth Proffitt Kristina Kim Trisha Pascall-Lopez University of Virginia Brian Freeman Norfolk State University Nanna Frimpong Whitney Osborne Virginia State University Khristian Harris Trenee Harris

7. University of Virginia Hampton University Keshia Avant Kelly Ferguson Jamie Hardy Norfolk State University Saskia Patterson

8. Richmond Ambulance Authority Virginia Union University Ingrid Gyening Kweku Biney Ruth Gbesorgbor Tiara Harrison

9. Virginia Commonwealth University Virginia Union University Jocelyn Wondong Norfolk State University Douglas Miller

10. University of Nebraska Medical Center Virginia Union University Aya A. E. Ashaal Virginia State University Raheed Sanders Irene Amoah University of Virginia Anita Afriyie Kisiedu Hampton University Gerald Porter Byron Spells Jacqueline Watson

11. Virginia-Nebraska H.S. Program University of Virginia Samuel Best

12. Virginia-Nebraska Alliance Hampton University Kourtni Barrett

13. Eastern Virginia Medical School Hampton University Ashley Garvin Jessica Rivers Crystal Conner Alisha Stephens Andria Tatem Norfolk State University Josiah Wrensford Ariel James Doreen Jackson Rachael Anzia Anika Rollins University of Virginia Ericka Chambliss

14. *HSURUVAVUUSPVSUNSUHUJSRVCUBS 10070491505 0

16. Student Program Participation - 2008 U of R (MCAT) 14 EVMS12 VCU2 UVA4 RAA4 UNMC7 VT0 HS1 VANE1 TOTAL45

17. Alliance Student Participants 2008 HU15 J. Sargeant Reynolds0 NSU9 SP0 VSU4 VUU8 VCU5 UVA0 UNMC0 U of R0 HS1 TOTALS44

19. Virginia State University Irene Amoah Raheed Sanders Khristian Harris Trenee Harris Hampton University Kourtni Barrett Keshia Avant Kelly Ferguson Jamie Hardy Gerald Porter Byron Spells Jacqueline Watson Danielle Williams Blair Thomas Ashley Garvin Jessica Rivers Crystal Conner Alisha Stephens Andria Tatem Dr. Gabril Fadika - Faculty Norfolk State University Saskia Patterson Douglas Miller Nanna Frimpong Whitney Osborne Josiah Wrensford Ariel James Doreen Jackson Rachael Anzia Anika Rollins Virginia Union University Jocelyn Wondong Aya A. E. Ashaal Tiara Harrison Clinton Davis Ingrid Gyening Kweku Biney Ruth Gbesorgbor Dr. Philip Archer - Faculty Dr. Dorothy Eseonu - Faculty Virginia Commonwealth University Quinney Harris Marianna Sukholutsky Elizabeth Proffitt Kristina Kim Trisha Pascall-Lopez Armstrong H.S. Samuel Best

20. VIRGINIA-NEBRASKA ALLIANCE STUDENT SURVEY Prepared by Kourtni Barrett Fellow Hampton University And Ilana Mittman Health Policy Institute at The Joint Center for Political & Economical Studies in conjunction with The Virginia Nebraska Alliance

21. ItemN% Graduated from College2871.8% Still in college1128.2% Duration in program4 wks – 2 years In graduate school/planning to grad school39 100% Average GPA3.418 (2.3- 3.9) Majors Biology2051.3% Chemistry923.1% Clinical Laboratory Science25.1% Forensic Sciences12.6% Sociology12.6% African Studies12.6% Biochemistry25.1% Biomedical Engineering25.1% Mathematics12.6% Career Plans Medicine2871.8% MD/PhD12.6% MD/MPH12.6% Pharmacy37.7% Business25.1% Podiatry12.6% Public Health25.1% Community Counseling12.6% Currently in medical school512.8% Keeping in touch with program3384.6% Have jobs923.1% Total Students Surveyed = 39

22. General comments: All participants stated that they benefited from the program. Benefits include: MCAT preparation and the experience to receive a structured environment where the MCAT was the main focus. Teachers were also great. Gained ability to network. (2) Gained verbal techniques. The vision or inspiration to start one’s own program similar to that of the VA-NE Alliance programs. Help in looking at medical schools. Memory was refreshed for MCAT. Learned about the research process as a whole. Learned to adjust to a new environment and gained a knack for research. Gained good test-taking strategies. (3) MCAT preparation. (5)

23. General Comments (continued): Gained the book knowledge for one’s weakest area which is now helping the student with current courses. Opened more doors for occupational realms. Also had a great mentor and became more meticulous with procedures receiving a head start amongst her peers. Meeting new people/made new friendships. More exposure to labs. Learned new things from working in a foreign environment. Gained study skills. (2) Gained better understanding of research and what being a graduate student actually entails. Also gained clarification for what she wanted to do in life, opposed to what she did not want to do (2). Learned to apply information learned in college to new situations. Learned data analysis and compiling. Learned about the healthcare system in Virginia.

24. General Comments (continued): Gained knowledge they use in Medical school. Expanded the research experience as a whole. Met trustworthy mentors. Gained higher self-motivation skills. Helped students apply information learned to science. Expanded critical thinking. Learned time management skills for standardized exams. Developed greater respect for health professionals. Learned how to concentrate on more than one thing at a time. Learned to decipher test questions.

25. General Comments (continued): Helped to build resume. Benefited from knowledgeable teachers in small classes. Learned how to interact with people from different social and cultural backgrounds. Experienced medicine first hand. Enjoyed interacting with the alliance and considering taking a part in it. Felt it was helpful to have peers that they could share aspirations, experiences and fears with. Received research experience. Met a “lot of influential” people. Program allowed for a good assessment of academic standing and means to improve.