UC San Diego FIRST Program

加州大学圣地亚哥分校 FIRST 项目

• 批准号: 10494790
• 负责人: VIVIAN REZNIK
• 金额: $ 15.8万
• 依托单位: UNIVERSITY OF CALIFORNIA, SAN DIEGO
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-09-09 至 2027-08-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10494790
• 关键词: Area; Award; Budgets; California; Collaborations; Communities; Competence; Development; Development Plans; Educational process of instructing; Elements; Environment; Equilibrium; Ethnic group; Faculty; Fostering; Funding; Goals; Grant; Institution; Intervention; Knowledge; Leadership; Manuscripts; Mentors; Mentorship; Methodology; Organizational Culture; Participant; Population; Positioning Attribute; Preparation; Process; Program Development; Research; Research Personnel; Research Training; Schools; Scientist; Services; Structure; System; Teacher Professional Development; Time; Training Programs; United States National Institutes of Health; Universities; Woman; Writing; career; career development; career networking; cohort; community building; design; evidence base; faculty support; health equity; improved; innovation; peer; peer coaching; programs; racial and ethnic; recruit; research and development; senior faculty; skills; success; women faculty

Abstract A diverse biomedical workforce is critical for enhancing scientific innovation, health equity, and inclusive excellence. However, the number of historically underrepresented racial/ethnic (UR) scientists and women, especially UR women remain disproportionately low in the biomedical workforce, particularly as faculty at research institutions. UR and women biomedical researchers are also less likely to be awarded NIH funding and are underrepresented in leadership positions. Key barriers to faculty retention and success include a lack of clarity regarding promotion criteria, effective mentorship and formal structured faculty development programs. In addition, the gap in representation is caused in large part by institutional cultures that lack critical elements of inclusion and equity. Thus, multiple evidence-based strategies are needed to enhance faculty diversity, success and inclusion. Cluster hiring at academic institutions is an effective strategy for enhancing faculty diversity. Formal structured faculty mentorship, research and career development programs improve faculty competencies and success and can impact organizational culture. The goal of the University of California San Diego (UCSD) Faculty Institutional Recruitment for Sustainable Transformation (FIRST) Faculty Development Core is to use evidence-based strategies to enhance FIRST participants’ academic advancement, research success, and inclusive institutional excellence. The objective of the Faculty Development Core is to develop institutional strategies to establish effective mentorship, enhance research and career development and promote interventions that will reduce isolation and increase community building for all UCSD FIRST participants. We hypothesize that UCSD FIRST cohort participants engaging in the Faculty Development Core program components will obtain direction in academic promotion, strong mentorship in research and career development, access to networks of colleagues, integration into their units and inclusion in robust communities of diverse scholars comprised of peers, near-peers and senior faculty across UCSD. We propose three specific aims. Aim 1. Strategy and Methodology. To improve UCSD FIRST faculty training for promotion, tenure and advancement and enhance integration into the department/division and institution. Aim 2. Professional Development and Progression. To improve and support faculty research and career development using evidence-based strategies. Aim 3. Culture and Environment. To reduce isolation, promote community building, support new faculty timely academic advancement and to enhance institutional inclusive excellence. Together, these aims will promote UCSD culture change towards inclusive excellence by using evidence-based strategies to enhance UR faculty academic advancement, research and career development, integration and implementation of system-wide structured faculty development programs to enhance inclusivity.

摘要 多样化的生物医学劳动力对于加强科学创新、健康公平和包容性至关重要。 卓越然而，历史上代表性不足的种族/民族（UR）科学家和妇女的人数， 特别是UR女性在生物医学劳动力中的比例仍然不成比例地低，特别是作为大学的教师， 研究机构UR和女性生物医学研究人员也不太可能获得NIH的资助， 担任领导职务的人数不足。教师保留和成功的关键障碍包括缺乏 明确晋升标准，有效的指导和正式的结构化教师发展计划。在 此外，代表性的差距在很大程度上是由缺乏关键要素的机构文化造成的， 包容和公平。因此，需要多种基于证据的策略来提高教师的多样性， 和包容。学术机构的集群招聘是提高教师多样性的有效策略。 正式结构化的教师指导，研究和职业发展计划提高教师的能力 成功，影响企业文化。加州圣地亚哥大学（UCSD）的目标 教师机构招聘可持续转型（第一）教师发展的核心是使用 以证据为基础的战略，以提高第一参与者的学术进步，研究成功， 具有包容性的优秀机构。教师发展核心的目标是发展机构 建立有效的导师制，加强研究和职业发展， 这些干预措施将减少所有UCSD FIRST参与者的隔离并增加社区建设。我们 假设UCSD FIRST队列参与者参与教师发展核心计划 各组成部分将获得学术晋升方向，研究和职业发展方面的强有力导师， 进入同事网络，融入他们的单位，并融入多样化的强大社区 学者包括同行，近同行和整个UCSD的高级教师。我们提出三个具体目标。目的 1.战略和方法。改善UCSD FIRST教师的晋升、终身教职和晋升培训 并加强与部门/部门和机构的融合。目标二。专业发展和 进步。改善和支持教师的研究和职业发展使用循证策略。 目标3.文化与环境。减少孤立，促进社区建设，及时支持新教师 学术进步和提高机构的包容性卓越。这些目标将共同促进 UCSD通过使用基于证据的策略来提高UR教师的包容性卓越文化变革 学术进步、研究和职业发展、整合和实施全系统 结构化的教师发展计划，以提高包容性。