The Yale Ciencia Academy: Enhancing Biomedical Training and Diversity Through a Peer & Role Model Professional Development Program

项目总结/摘要 在博士和教师阶段之间的代表性不足的少数民族（URM）科学家的加入是一个主要的问题。 生物医学劳动力多元化的绊脚石。虽然有多种因素导致这种流失， 博士后是决定学术生涯成果的关键一步。甚至比他们的博士实验室还要多， 实习生在哪里做博士后决定了他们的学术生产力和获得终身教职的几率 位置不幸的是，博士到博士后过渡的准备是非正式的，非结构化的和可变的， 提出了一系列独特的规划、指导和沟通挑战。对于URM学生，这些 挑战更加复杂，使他们更有可能减员。我们建议调整和应用 耶鲁大学公民学院（YCA）的有效专业发展战略，以无人值守的过渡 影响教师多样性的因素：博士到博士后的过渡。通过培训干预措施，包括 实践和建模，替代学习经验，以及同行指导互动，我们将证明 这一过渡所需的规划、指导和有效沟通的复杂性。具体地说， 学生将（a）制定一个个人发展计划（IDP），这是具体的博士到博士后过渡;（B） 掌握成功执行计划所需的职业规划、指导和沟通技巧; (c)制作交流材料，供博士后面试和提交赠款时使用;以及（d） 培养一个由同行导师、榜样和顾问组成的网络，在过渡期间为他们提供支持， 超越。通过在职业规划、指导和沟通方面提供切实的成果和技能，我们 希望该计划将提高参与者的学术和科学交流自我效能，科学 身份和积极的成果预期，并导致博士后安置，符合他们的职业生涯 目标.每年在美国各地至少招募16名生物医学URM博士生， 四个队列的64名学生。为了扩大我们计划的影响，我们将把大部分培训变成免费的， 视频单元，并附有执行指南，估计将影响数千个额外的 学生技能和专业知识，在这个程序中开发将允许学生模型支持 指导环境和有效的职业发展实践作为博士后，并最终作为教师， 为更具包容性的学术研究环境做出贡献。从长远来看，我们预计YCA将增加 学术研究职位上的URM的持续性和数量。

PROJECT SUMMARY / ABSTRACT Attrition of underrepresented minority (URM) scientists between the PhD and faculty stages presents a major stumbling block to diversify the biomedical workforce. While multiple factors contribute to this attrition, the postdoc stands as a critical step that can define academic career outcomes. Even more than their PhD lab, where a trainee does their postdoc determines their academic productivity and odds of securing a tenure-track position. Unfortunately, preparation for the PhD to postdoc transition is informal, unstructured and variable, and presents a unique set of planning, mentoring, and communication challenges. For URM students, these challenges are compounded, making their attrition much more likely. We propose to adapt and apply the validated professional development strategies of the Yale Ciencia Academy (YCA) to an unattended transition that is impacting faculty diversity: the PhD to postdoc transition. Through training interventions that include practice and modeling, vicarious learning experiences, and peer mentoring interactions, we will make evident the planning, mentoring, and effective communication complexities required for this transition. Specifically, students will (a) craft an individual development plan (IDP) that is specific to the PhD to postdoc transition; (b) master the career planning, mentoring-up and communication skills they need to successfully execute their plan; (c) produce communication materials for use during postdoctoral interviews and grant submissions; and (d) cultivate a network of peer mentors, role models, and advisors that can support them through the transition and beyond. By providing tangible outcomes and skills in career planning, mentoring-up, and communication, we expect the program will enhance participants’ academic and science communication self-efficacy, scientific identity and positive outcome expectations, and result in a postdoctoral placement that aligns with their career goals. A minimum of 16 biomedical URM PhD students will be recruited per year throughout the US for a total of 64 students over four cohorts. To extend the impact of our program, we will turn most of our trainings into free video-based modules with accompanying implementation guides, estimated to impact thousands of additional students. The skills and the know-how developed during this program will allow students to model supportive mentoring environments and effective career development practices as postdocs and ultimately as faculty, contributing to more inclusive academic research environments. In the long term, we expect YCA to increase persistence and the number of URMs in academic research positions.