About NCTABS

A Joint Minority Student Transfer Venture between
The University of North Carolina Office of the President (UNC-OP) and
The North Carolina Community College System (NCCCS)

A “Bridges to the Baccalaureate Degree” Program
Funded by the
National Institutes of Health

ABOUT NCTABS

History

In September 1992, the National Institutes of Health (NIH) initiated the Bridges to the Future Program Grants under the National Institute of General Medical Science (NIGMS) and the Office of Research on Minority Health (ORMH) with the goal of increasing the number of underrepresented minorities in the biomedical sciences.

The North Carolina Transition Program in the Biomedical Sciences was awarded its initial grant under the "Bridges" program in October 1995. The initial grant was for two years. The program included two universities, North Carolina A & T State University and The University of North Carolina - Pembroke as well as seven regional community colleges.

The first continuation grant was awarded in October 1997 and ends in September 2000. A second continuation proposal has been awarded and the program will extend from October 2001 to September 2004.

Over seventy percent of the students completing the NCTABS program have successfully entered four-year colleges for the purpose of attaining baccalaureate degrees in biomedical or biomedically-related sciences. Our students have roots in over fifteen different community colleges from across the state of North Carolina. They have participated in laboratory research at, or transferred to, over twelve colleges and universities.

Program Goals

The primary goal of the NCTABS is to increase the number of underrepresented minority community college students entering careers in biomedical research.

To achieve this goal, the NCTABS provides, per academic year, 25 underrepresented minority community college students with educational and biomedical research experiences that will promote their transition between the associate and baccalaureate degrees. Students are eligible to participate in the NC TABS for up to three years and only while actively pursuing an associate degree.

The NCTABS has five primary operational goals:

Strengthen existing relationships between North Carolina community colleges and baccalaureate institutions.
Recruit community college and baccalaureate institution faculty mentors willing to share their knowledge and educational experiences, assist the student's socialization into a disciplinary culture, and help the student find suitable employment.
Develop biomedical research skills in community college students through a paid research lab/seminar work-study experience at a community college, baccalaureate institution, or industrial laboratory.
Organize semiannual academic enhancement seminars to provide students with an overview of career opportunities in the biomedical sciences and current topics in biomedical research. Students may also attend additional seminars with support from the NCTABS, if justified.
Promote the transition of community college students into baccalaureate institutions through campus orientation seminars, involvement in support activities, and exposure to financial assistance opportunities.

Selection Process

Interested students must complete an application package that includes basic information (name, address, academic major, etc.), academic transcripts, test scores, a two-page essay outlining their career goals, and two faculty appraisals. Applicants are expected to have a minimum grade point average of 3.0 in mathematics and sciences courses. The NCTABS management team reviews applications to determine which students would best be served by the program. Accepted students typically are those who have strong academic records but might have difficulty obtaining a biomedically related baccalaureate degree without the financial and advising assistance of a program like the NCTABS.

Students may submit applications at any time during the year. Acceptance into the program occurs on a rolling basis (i.e., as space is available), but most students begin the program at the start of either the fall, spring, or summer academic semester.