Victoria N. Luine - US grants

Proposed research will further examine the response of hypothalamic monoamine oxidase (MAO) to naturally occurring changes in gonadal hormone levels and explore whether such changes in MAO activity are involved in regulation and/or mediation of female sexual behavior (lordosis). Specific nuclei within the preoptic-hypothalamic area which show hormone-dependent changes in MAO activity and which are implicated as sites for hormonal regulation of lordosis will be sampled and MAO activity measured by radiochemical techniques. Emphasis will be placed on measuring MAO activity during the estrous cycle, after ovariectomy, and after hormone treatment. Mechanisms responsible for the estrogen plus progesterone-dependent increase in MAO will be stuided. The involvement of MAO in lordosis behavior will be examined with monoamine oxidase inhibitors which are known to decrease lordotic responding in hormonally primed ovariectomized rats. Specific inhibitors of Type A and B MAO will be given systemically and by cannula to specific hypothalamic regions and the effects on lordosis measured (lordosis quotient). The application of biochemical, anatomical, pharmacological and behavioral techniques should characterize the role of MAO in hormonally dependent lordosis behavior and the sites in the hypothalamus and mechanisms responsible.

nicotinic receptors; cholinergic receptors; hormone regulation /control mechanism;

9514369 Luine Communication between cells in the brain requires the secretion of a chemical from one cell which then acts on another cell, that is frequently adjacent to it. One of the chemical messenger molecules of the brain is serotonin. If enough cells in the brain release the same neurotransmitter in the same area at the same time, the behavior of the organism may be changed. Dr. Luine is involved in elucidating whether serotonin or another chemical mediator, gamma-aminobutyric acid, is responsible for mediating hormone-dependent behavioral changes. The change in gamma-aminobutyric acid levels after hormonal treatment or under natural conditions are being assessed, as are modifications in gamma-aminobutyric acid receptors, and the enzymes responsible for producing this chemical in the brain. Investigating the physical connections between serotonin- and gamma-aminobutyric acid-containing neurons is underway. These studies will allow Dr. Luine to establish the complex interplay between brain messenger molecules required to formulate a behavioral response. Moreover, these investigations will provide a useful model for understanding how serotonin and gamma-aminobutyric acid interact throughout the brain. All vertebrate species sleep, eat, and behave and these results will be pertenient to the generation of behaviors in animals in their natural habitats.

substance abuse related disorder; cognition; nervous system; minority institution research support; Mammalia;

Hunter College proposes to continue the traditions and goals of its 15 year old MBRS Program which has had approximately 90% of its graduates (93 out of 104 students) enter/graduate from doctoral programs in science (approximately one-half with medical degrees). The program provides biomedical science research experience primarily for minority undergraduate and graduate students. Its aim is to foster the entrance of underrepresented minorities in science into biomedical research careers. Through this process the program also supports research of the faculty. At both the undergraduate and graduate levels, the program will achieve its goals through an intensive research experience in a lab engaged in nationally funded, competitive, state of the art biomedical research. At the undergraduate level it also involves intensive mentoring by a faculty member and other enrichment activities intended to enhance scientific performance and to inspire and motivate students. In addition, the program will sponsor yearly special events to encourage underrepresented minority students at Hunter, in the CUNY system and in the tri-state area to enter biomedical research. A procedure for tracking Hunter MBRS students and other science students while at the college and upon graduation will be established and networked with pertinent NIH-MORE databases. Finally, an evaluation program will be implemented so that pertinent quantitative data and the achievements of MBRS students and other minority and majority students at Hunter College can be evaluated. Faculty mentors will also be evaluated to identify those qualities of faculty most associated with success (or failure) of students. Finally, recruitment methods of the program will also be evaluated to determine those which have a high return rate and attract high quality students.

behavioral /social science research tag; behavioral habituation /sensitization

memory; cognition; estrogens; progesterone; hormone regulation /control mechanism; sex hormones; neural transmission; gamma aminobutyrate; stereotaxic techniques; laboratory rat; radioimmunoassay; field study; neurochemistry; in situ hybridization; female; high performance liquid chromatography; behavior test;

[unreadable] DESCRIPTION (provided by applicant): Hunter College proposes to continue, expand and improve its 22 year old MBRS-supported student training program (1981 - present) which has produced approximately 42 PhDs (34 are in progress) from students who are underrepresented in science. Three developmental activities are included: an Undergraduate Student Training Program, a Graduate Student Program, and Summer Research Programs for undergraduate students. At both the undergraduate and graduate level, students who are underrepresented in science receive an intensive research experience in a laboratory engaged in nationally funded, competitive, state of the art, biomedical science research. At the undergraduate level it also involves intensive mentoring by a faculty member and other enrichment activities intended to enhance science performance and to inspire and motivate students to seek advanced degrees in science (PhD) and a research career. At the graduate level, it also provides an environment which promotes the achievement of a PhD and future science careers. Summer programs provide the opportunity for research: non-Hunter College undergraduates will come to Hunter College and Hunter College MBRS (RISE) and MARC undergraduates have the opportunity to go to The College of Physicians and Surgeons of Columbia University. [unreadable] [unreadable] The MBRS-RISE goals of the program are to increase the number underrepresented minorities entering biomedical research careers and to enhance science learning at Hunter College. A number of specific objectives are detailed in the evaluation plan. The most important include increasing entrance into PhD programs by RISE undergraduates to 50% of participants (an increase of approximately 2 students/yr) and increasing the number of PhDs/year in the graduate program by 100% (from 1/yr to 2/yr). In both programs, the population of students will be widened and diversified. Promising, but not high achieving, students will be accepted and provided assistance to progress to PhD degrees. [unreadable] [unreadable]

DESCRIPTION (provided by applicant): Hunter College of the City University of New York is a large, urban, diverse campus with over 50% minority students. The Hunter SCORE program supports research in 26 of the 49 research labs in the School of Arts and Sciences, which in 2002 published 145 peer-reviewed papers based on research of 35 post-docs, 145 PhD students, and 110 undergraduates. Funded since 2000, SCORE has achieved most of its measurable objectives including a 25% increase in publications, a 78% increase in post-docs, a 50% increase in undergraduate researchers, and an unanticipated 75% increase in doctoral students, including increased number and percentage of undergraduates and PhD students from under-represented minorities. In addition, we exceeded our objective of 4 new sources of major independent research funding: SCORE faculty garnered 7 new awards and 7 renewals so far, including NSF Career Awards to two junior faculty, one a former MARC student. These outcomes result from direct research support, support of research seminar programs, and institution of two major activities: meetings of small SCORE mentoring/interest groups called Scientific Research Interest Groups (SRIGs), and grantsmanship activities including workshops and internal and external critiquing and editing of proposals. In the next funding period we seek to extend these successes to additional Hunter research faculty. We ask support for17 full and 3 Pilot proposals, mostly from new faculty and Associate Professors. Six projects are new and three more are from faculty with three years or less of SCORE funding. The Hunter SCORE program will support research in these labs, as well as expanded grantsmanship training, seminar support, SRIG meetings, and facilitation of junior faculty travel to scientific meetings and to collaborators. Evaluation activities are based on internal data collection, annual assessments by an External Advisory Committee of distinguished scientists, and evaluation surveys. These activities will lead to achievement of the following objectives: 1. increase by one third the number of refereed publications by SCORE participants; 2. a further 50% increase in the number of post-docs in SCORE labs; 3. six new grants and six renewals among SCORE participants; 4. a 50% increase in the number of doctoral students in SCORE labs; and 5. with the support of the College and other programs, hiring of 4 new research active minority faculty.

[unreadable] DESCRIPTION (provided by applicant): Hunter College will establish a SCORE Institutional Development Program to improve the research environment and provide an enhanced ability of the faculty to conduct competitive biomedical and behavioral research. Aims are based on successful activities of previous SCORE funding and from surveying the needs of science faculty. Productivity in grant submissions and awards will be increased. The SCORE Office will provide a variety of initiatives to assist faculty to apply for and obtain research grants. Specific initiatives will focus on faculty at different levels of development including new, junior and senior faculty. All faculty, as well as SC1, SC2 and SC3 SCORE PIs, will be assisted to apply to appropriate SCORE or CUNY-wide, state, federal or foundation grants. Increases in both the number of grant applications and the success rate of applications are sought. Programs to enhance faculty communication skills will be initiated and include providing an editor to review manuscripts and sponsoring a yearly symposium for faculty to present research results. Improvements in grant writing skills will be supported by grant writing workshops by various outside groups. On-going help in grant writing and critiquing will be provided by senior Hunter Faculty who hold R01 grants. Increases in college- and CUNY-wide collaborations will be sought in order to become competitive for multi-disciplinary research or equipment grants from CUNY and/or federal agencies. As in previous SCORE grant, groups of faculty from different departments, but with common research interests, will be formed: Research Interest Groups (RIGs). Faculty will share and discuss results, invite outstanding speakers and participate in a yearly science symposium. The RIGs will be the site for establishing junior-senior faculty mentoring relationships for assistance in paper and grant writing. Further, the SCORE office will co-ordinate with other SCORE PDs and chairs to involve faculty at other CUNY colleges in order to apply for collaborative grants. Finally, SCORE will establish/upgrade on-line data-bases for monitoring faculty research productivity and tracking graduate student programs which are necessary for many grant applications. In summary, four specific aims/initiatives are presented to improve the research environment at Hunter College and to enhance the research productivity of its faculty. Each initiative has specific goals and measurable objectives, and an evaluation plan is provided. In addition, time-lines for institutionalization of the aims are provided. [unreadable] [unreadable] [unreadable]

[unreadable] DESCRIPTION (provided by applicant): The goals of the MBRS program are to increase the numbers of underrepresented minority faculty, investigators and students engaged in biomedical and behavioral research, and to broaden the opportunities for underrepresented minority faculty and students for participation in biomedical and behavioral research. These goals are integral to the long-term, institutional commitment of Hunter College to diversity, and thus, the College proposes to continue, expand and improve its MBRS supported RISE program. The MBRS Program, which has been in existence at Hunter College since 1981 has produced approximately 63 PhDs from students who are underrepresented in science disciplines, and an additional 38 students are enrolled in PhD Programs. In this renewal, we propose to continue our Undergraduate Research Training Program (10 supported students) and our Graduate Student Training program (16 supported students). At both the undergraduate and graduate level, trainees who are underrepresented in science (African-American and Hispanic, primarily) receive intensive research experiences in laboratories engaged in nationally funded, competitive, state of the art, biomedical science research. Participating departments include Biology, Chemistry, Physics and Psychology. At the undergraduate level, the program also involves intensive mentoring by a faculty member and other enrichment activities intended to enhance science performance and to inspire and motivate students to seek advanced degrees in science (PhDs) and research careers. At the graduate level, it provides an environment which promotes the achievement of a PhD and future science careers. In addition, undergraduate students attend at least one extramural summer research program either at The College of Physicians and Surgeons of Columbia University or at other sites in the USA. A number of specific objectives are detailed in the specific aims section and the evaluation plan in order to achieve program goals. The most important aims include increasing entrance into PhD programs by RISE undergraduates from 40 to 50% of program participants and increasing the number of PhDs received/year by graduate students by 25% (from 2/yr to 2.5/yr). At the graduate level, 90% of students awarded a PhD will enter post-doctoral programs. Students in the Physics Graduate Program will receive tutoring and assistance to pass the qualifying exams in order to increase the number of participating students from this department by 30% (from 3 to 4). Two masters students will be supported yearly and 75% of them will enter PhD programs. The proposed program will continue Hunter College's tradition of graduating large numbers of minority students who become graduate students, post doctoral fellows and faculty members engaged in science research at numerous colleges and universities in NYC and elsewhere in the USA. Project Narrative: Undergraduate college students and graduate students (enrolled in Ph.D. programs) will receive research training in biomedical areas. Thus, this program will educate and train the next generation of scientists who engage in research to benefit public health. [unreadable] [unreadable] [unreadable]

DESCRIPTION (provided by applicant): Increasing the number of students from underrepresented (UR) groups in biomedical and behavioral research who enter and complete Ph.D. programs is the major goal of RISE. Since 2000, the Hunter College RISE Research Development Program has contributed since 42 UR undergraduate participants have entered PhD or MD/PhD programs (13 have completed and entered post doctoral study) and 37 UR graduate students completed PhDs and most entered post doctoral training. Moreover, ten students have joined the professoriate. Based on surpassing most national RISE program objectives in the current cycle, we propose an improved and expanded program for Biology, Chemistry, Physics and Psychology undergraduate (UG, 20 total), masters (5) and PhD (20) majors. This program was developed from evaluation, mentor and administrator inputs and support from new college initiatives. Program objectives have been raised: 80% of UGs and MS students will, upon graduation, enter PhD Programs and 90% of PhD students will graduate and enter post doctoral programs, all at research intensive universities. To achieve these objectives, we made changes and additions to ensure that UGs will be better candidates for PhD programs and ready to apply as seniors. We have also developed state of the art professional development tools and instituted mechanisms to monitor and support adherence and achievement. Students will continue to receive research experiences in laboratories engaged in nationally funded, competitive, state of the art, biomedical science research and UGs are required to spend one summer at an external research program; however, the enhanced program involves more intensive mentoring and evaluation by faculty mentors and professional development coordinator for both UGs and Graduate students. Both will attend RISE classes which promote research skills, professional development and instill knowledge for responsible conduct of research. Graduate students also receive extensive assistance in writing and verbal skills, critical thinking and use of on-line networking tools and are required to submit grants and research papers. Graduate students will also prepare annual Individual Developmental Plans (IDP). We will utilize new tools and programs initiated by the college that monitor and track STEM students and the services of the newly appointed college evaluator. Our Program also developed new tools through an ARRA supplement. The RISE Information and Tracking by Access system provides storage of program data required by NIGMS, information for program evaluation, and a tracking mechanism for all graduates. Another on-line resource allows posting of student documents which are available for mentors and RISE personnel for review and editing. With these tools, we can quickly determine whether students are progressing to meet intermediate milestones and overall goals and adjust if they are not. Finally, we will continue to institutionalize RISE initiatives and expand opportunities to all STEM students in order to enhance research at the college and to further NIH goals. PUBLIC HEALTH RELEVANCE: Undergraduate college students and graduate students (enrolled in masters and Ph.D. programs) will receive research training in biomedical and behavioral areas. Thus, this program will educate and train the next generation of scientists who engage in research to benefit public health.