Partnered Research Experiences for Junior Faculty at Minority-Serving Institutions Enhance Professional Success
Partnered Research Experiences for Junior Faculty at Minority-Serving Institutions Enhance Professional Success
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DOI：
10.1187/cbe.13-02-0025
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发表时间：
2013-09-01
影响因子：
3.7
通讯作者：
Asai, David J.
中科院分区：
文献类型：
--
作者：
Campbell, Andrew G.;Leibowitz, Michael J.;Asai, David J.
科学劳动力的多样性对于确保实现我们的国家研究目标至关重要，少数民族服务机构在培养本科生从事科学职业方面发挥着至关重要的作用。本文总结了来自教学密集型、少数民族服务机构的教师支持职业培训和研究实践的成果。这些教师的支持预计将导致：1）在参考出版物的数量增加，2）增加联邦赠款资金，和3）在他们的家乡机构，支持学生培训的专业活动和课程实践的积极影响。结果显示，早在完成该计划后的1年内，生产力的提高就很明显，参与者在作为学术成功衡量标准的关键领域比他们的同龄人更独立地生产。这些成果与访问教授计划的目标是一致的，以加强影响本科生培训的科学实践。此外，研究结果表明，为少数群体服务机构的研究活动提供培训支持的好处，可以增加来自不同背景的学生的参与。实践和结果表明，一个成功的推广方法，刺激初级教师的发展，可以作为长期教师职业发展战略，支持科学的劳动力多样性的基础。
Scientific workforce diversity is critical to ensuring the realization of our national research goals and minority-serving institutions play a vital role in preparing undergraduate students for science careers. This paper summarizes the outcomes of supporting career training and research practices by faculty from teaching-intensive, minority-serving institutions. Support of these faculty members is predicted to lead to: 1) increases in the numbers of refereed publications, 2) increases in federal grant funding, and 3) a positive impact on professional activities and curricular practices at their home institutions that support student training. The results presented show increased productivity is evident as early as 1 yr following completion of the program, with participants being more independently productive than their matched peers in key areas that serve as measures of academic success. These outcomes are consistent with the goals of the Visiting Professorship Program to enhance scientific practices impacting undergraduate student training. Furthermore, the outcomes demonstrate the benefits of training support for research activities at minority-serving institutions that can lead to increased engagement of students from diverse backgrounds. The practices and results presented demonstrate a successful generalizable approach for stimulating junior faculty development and can serve as a basis for long-term faculty career development strategies that support scientific workforce diversity.