University of Maryland First Program

马里兰大学第一项目

基本信息

  • 批准号:
    10494946
  • 负责人:
  • 金额:
    $ 7.04万
  • 依托单位:
  • 依托单位国家:
    美国
  • 项目类别:
  • 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

项目摘要

SPECIFIC AIMS African American/Black, Hispanic/Latinx, American Indian, and Alaska Native individuals make up 34% of the population, however they are underrepresented in the biomedical sciences. Underrepresented minorities (URM) make up 15% of PhD graduates and representation further along the pipeline in academia shows further attrition with URMs comprising only 9% of Assistant Professor and 4% of tenured faculty positions. Lastly, URM scientists receive only 6% of NIH research grants which are a necessity for establishing and maintaining a successful research career. The inability to maintain a diverse pool of faculty who conduct biomedical and health related research has wide spread implications. Increasing representation within research institutions will allow academic medicine to meet the needs of a diverse nation and address persistent health inequities and disparities, such as those illustrated by the COVID-19 pandemic. To address the critical gap of underrepresentation, institutional strategies must establish equitable and inclusive recruitment and faculty development that directly address existing barriers to this population. The University of Maryland School of Medicine (UMSOM) and the University of Maryland Baltimore County (UMBC) have longstanding individual and collaborative efforts to increase diversity, equity, and inclusion in the biomedical sciences, with programs supporting trainees from middle school to graduate and medical school training. Collectively UMSOM & UMBC pipeline programs and partnerships stemming from these programs have increased the recruitment of UR students and enhanced trainee diversity at all levels; however, recruitment and retention of faculty from underrepresented groups signifies a key gap in this trajectory. Currently, at UMSOM and UMBC URMs make up only 5.3% and 12% of total tenure track faculty, respectively. URM in the biomedical sciences have expressed low representation leads to social and professional isolation. Lack of critical mass of minority faculty, coordinated programs and resources to support retention and promotion, and senior leader who serve as diversity champions have been identified as key barriers to the recruitment, retention, and promotion of URM faculty. To address existing barriers to URM faculty retention and promotion we will build off prior experience from UMBC’s nationally renowned Meyerhoff Scholars Program. The success of students within the Meyerhoff Scholars Program has been attributed to addressing 4 critical factors: academic and social integration, knowledge and skill development, support and motivation, and monitoring and advising. The overall goal of the faculty development core is to transform our faculty development approach through adaptation of the Meyerhoff model using coordinated programs and resources to: 1) support the development, retention, and promotion of URM faculty, 2) create a network of senior leaders who serve as diversity champions to sustain inclusion and equity and, 3) over the long term increase the critical mass of URM faculty within the University of Maryland. Towards this goal, the specific aims of the faculty development core are: • To ensure the University of Maryland (UM) FIRST faculty cohorts achieve academic & social Integration. We will utilize existing campus networks and events, combined with individual support for integration, to ensure UM FIRST faculty are included within the fabric of their academic department and institution. In addition, a pilot grant program will encourage academic integration through the formation of new collaborations between UM FIRST and UMSOM and UMBC investigators. • To use monitoring & advising of UM FIRST faculty cohort progress to support long term success. We will combine individual development plans, mentoring committees, and administrative support to provide continual monitoring and support for UM FIRST faculty career progression. • To ensure UM FIRST faculty develop skills & knowledge in scientific writing, grant writing, and scientific management, leadership, and teaching. UM FIRST faculty will participate in a pre-defined curriculum, the FIRST Curriculum, that will focus on developing the skills and knowledge essential for an independent research career, including the required milestones to achieve promotion and tenure. Informed by their IDP and mentoring committee, UM FIRST faculty will select the most appropriate training based on their current needs in each of the following focus areas: 1) scientific writing; 2) grant writing; and 3) scientific management, leadership, and teaching. • To provide support & motivation to the UM FIRST faculty cohort through peer-mentoring and individual coaching. UM FIRST faculty will participate in peer mentoring groups and receive individual coaching to receive support while pursuing their professional and research goals. By adapting the Meyerhoff model for faculty development we will implement a scalable model to increase coordinated programs and resources to support retention and promotion of URM and create a network of senior leaders who serve as diversity champions. The success of the UM FIRST program is central to the mission of both institutions and a key priority to establish a critical mass of diverse faculty while continuing to enhance equity and inclusion, specifically in the recruitment, retention, and promotion of URM faculty on both campuses.
具体目标 非裔美国人/黑人、西班牙裔/拉丁裔、美国印第安人和阿拉斯加原住民占美国人口总数的34% 然而,他们在生物医学科学中的代表性不足。代表不足的少数族裔(URM) 占博士毕业生的15%,学术界的代表进一步显示出进一步的流失 市政厅只占助理教授职位的9%和终身教员职位的4%。最后,URM科学家 只获得NIH研究拨款的6%,这是建立和维持成功的 研究生涯。无法维持教授生物医学和健康相关学科的多元化教职员工队伍 研究具有广泛的影响。增加研究机构的代表性将使学术 医药以满足多样化国家的需求,并解决长期存在的健康不平等和差距,例如 新冠肺炎大流行就说明了这些问题。为了解决代表性不足的严重差距,机构 战略必须建立公平和包容性的招聘和教师发展,直接解决 对这一群体的现有障碍。 马里兰大学医学院(UMSOM)和巴尔的摩县马里兰大学 (UMBC)有长期的个人和合作努力,以增加多样性、公平性和包容性 生物医学科学,支持从中学到研究生和医学院的实习生 训练。总的来说,UMSOM和UMBC管道计划以及由这些计划产生的合作伙伴关系 增加了UR学生的招聘,并增强了各级受训人员的多样性;然而,招聘和 从代表性不足的群体中留住教师,意味着这一轨迹中的一个关键差距。目前,在UMSOM 密歇根大学和密歇根大学的城市教师分别只占终身教职教师总数的5.3%和12%。 URM在生物医学科学中的代表性较低,导致社会和职业孤立。 缺乏足够数量的少数族裔教员,缺乏协调的方案和资源来支持留住和晋升, 作为多元化倡导者的高级领导人已被确定为招聘的关键障碍, 留住和提拔城市管理人员。解决留住和提升城市管理教师的现有障碍 我们将借鉴密歇根大学全国知名的迈耶霍夫学者项目的经验。成功之路 迈耶霍夫学者项目中的学生被归因于解决了4个关键因素:学术 以及社会融合、知识和技能发展、支持和激励,以及监测和建议。 教师发展核心的总体目标是转变我们的教师发展方式。 通过采用协调一致的方案和资源调整迈耶霍夫模式:1)支持 URM教师的发展、留住和提拔;2)创建由以下人员组成的高级领导网络 作为多样性的倡导者,以保持包容性和公平性,3)从长远来看,增加 马里兰大学内URM教师的临界数量。为了实现这一目标, 教师发展的核心是: ·确保马里兰大学(UM)首批教职员工实现学术和社交 整合。我们将利用现有的校园网络和活动,并结合个人支持 整合,以确保密歇根大学第一批教师包括在其学术部门的结构中,并 机构。此外,一项试点助学金计划将通过成立大学来鼓励学术融合。 UM First与UMSOM和UMBC调查人员之间的新合作。 ·使用对UM First教员群体进展的监控和建议,以支持长期成功。 我们将结合个人发展计划、指导委员会和行政支持来 为密歇根大学首任教师的职业发展提供持续的监督和支持。 ·确保密歇根大学第一批教员发展科学写作、赠款写作和 科学管理、科学领导、科学教学。嗯,第一批教员将参加一个预先定义的 课程,第一个课程,将侧重于发展必要的技能和知识 独立研究生涯,包括实现晋升和终身教职所需的里程碑。 在他们的IDP和指导委员会的通知下,UM First教职员工将选择最合适的 根据他们目前在以下每个重点领域的需要进行培训:1)科学写作;2)赠款 写作;3)科学管理、科学领导、科学教学。 ·通过同辈指导和 个人教练。嗯,第一批教师将参加同行辅导小组,并接待个人 在追求专业和研究目标的同时获得支持的教练。 通过将Meyerhoff模型应用于教师发展,我们将实施可扩展的模型,以提高 协调方案和资源,以支持保留和推广URM,并创建一个资深员工网络 作为多样性拥护者的领导人。UM First计划的成功对 这两个机构和一个关键优先事项是建立一大批多样化的教员,同时继续加强 公平和包容,特别是在招聘、留住和提升两个校区的URM教师方面。

项目成果

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Marey R. Shriver其他文献

Marey R. Shriver的其他文献

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{{ truncateString('Marey R. Shriver', 18)}}的其他基金

University of Maryland First Program
马里兰大学第一项目
  • 批准号:
    10701027
  • 财政年份:
    2022
  • 资助金额:
    $ 7.04万
  • 项目类别:

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