University of Maryland First Program

马里兰大学第一项目

• 批准号: 10494946
• 负责人: Marey R. Shriver
• 金额: $ 7.04万
• 依托单位: UNIVERSITY OF MARYLAND BALTIMORE
• 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/10494946
• 关键词: Academia; Address; African American; Alaska Native; American Indians; Area; Baltimore; Biomedical Research; Black American; COVID-19 pandemic; Cancer Biology; Collaborations; Communicable Diseases; County; Development; Development Plans; Doctor of Philosophy; Educational Curriculum; Educational process of instructing; Engineering; Ensure; Event; Faculty; Goals; Grant; Health; Hispanic; Immunology; Individual; Inosine Diphosphate; Institution; Joints; Knowledge; Latinx; Leadership; Maryland; Medicine; Mentors; Microbiology; Minority; Mission; Modeling; Monitor; Motivation; NCI Scholars Program; Neurosciences; Population; Positioning Attribute; Research; Research Personnel; Research Project Grants; Resources; STEM program; Science; Students; Teacher Professional Development; Technology; Textiles; Training; Underrepresented Minority; Underrepresented Populations; Underrepresented Students; United States National Institutes of Health; Universities; Writing; base; career; cohort; diversity and equity; experience; health disparity; health inequalities; junior high school; medical schools; member; minority scientist; peer coaching; professor; programs; recruit; skill acquisition; skills; social; social integration; stem; success; tenure track; undergraduate student

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，美洲印第安人和阿拉斯加原住民占34%， 妇女在人口中所占比例很高，但她们在生物医学领域的代表性不足。代表性不足的少数群体（URM） 占博士毕业生的15%，而学术界的代表性进一步沿着管道显示出进一步的流失 URM仅占助理教授的9%和终身教职的4%。最后，URM科学家 只有6%的NIH研究赠款是建立和维持一个成功的 研究生涯。无法维持一个多样化的教师谁进行生物医学和健康相关的人才库 研究具有广泛的影响。增加研究机构内的代表性将使学术界能够 医学，以满足多样化国家的需求，并解决持续存在的卫生不公平和差距，如 COVID-19大流行所说明的情况。为了解决代表性不足的严重差距， 战略必须建立公平和包容性的招聘和教师发展，直接解决 对这一人群的现有障碍。 马里兰州大学医学院（UMSOM）和马里兰州巴尔的摩县大学 （UMBC）有长期的个人和合作努力，以增加多样性，公平和包容性， 生物医学科学，支持从中学到研究生和医学院的学员的计划 训练共同UMSOM和UMBC管道计划和伙伴关系源于这些计划， 增加了工发组织学生的招聘，并加强了各级受训人员的多样性;然而，招聘和 保留来自代表性不足群体的教师是这一轨迹中的一个关键差距。目前，在UMSOM 和UMBC的URM仅占终身教职员工总数的5.3%和12%。 URM在生物医学科学中的代表性低，导致社会和专业孤立。 缺乏足够数量的少数民族教师，协调的方案和资源，以支持保留和晋升， 和担任多样性拥护者的高级领导人已被确定为招聘的主要障碍， 保留和促进URM教师。解决URM教师保留和晋升的现有障碍 我们将建立从UMBC的全国知名的迈耶霍夫学者计划之前的经验。成功 Meyerhoff学者计划中的学生人数增加归因于解决4个关键因素：学术 社会融合、知识和技能发展、支持和激励以及监测和咨询。 教师发展核心的总体目标是转变我们的教师发展方式 通过使用协调的计划和资源来适应Meyerhoff模型，以：1）支持 URM教师的发展，保留和推广，2）创建一个高级领导人网络， 作为多样性的拥护者，以维持包容和公平，3）从长远来看， 在马里兰州大学内的URM教师的临界质量。为实现这一目标， 教师发展的核心是： ·确保马里兰州大学（UM）FIRST教师队伍实现学术和社会 一体化我们将利用现有的校园网络和活动，结合个人支持， 整合，以确保UM FIRST教师被纳入其学术部门的结构， 机构。此外，一个试点赠款计划将鼓励通过形成学术融合 UM FIRST、UMSOM和UMBC调查人员之间的新合作。 ·利用UM FIRST教师队列进展的监测和建议来支持长期成功。 我们将联合收割机结合个人发展计划、指导委员会和行政支持， 为UM FIRST教师的职业发展提供持续的监控和支持。 ·确保UM FIRST教师发展科学写作，资助写作和 科学管理、领导和教学。UM FIRST教师将参加预定义的 课程，第一课程，这将侧重于发展技能和知识所必需的 独立的研究生涯，包括实现晋升和终身职位所需的里程碑。 由他们的IDP和指导委员会通知，UM FIRST教师将选择最合适的 根据他们目前在以下各重点领域的需求进行培训：1）科学写作; 2）赠款 科学管理、科学领导、科学教学。 ·通过同行指导为UM FIRST教师队伍提供支持和激励， 个人教练。UM FIRST教师将参加同行指导小组，并接受个人 辅导，以获得支持，同时追求自己的专业和研究目标。 通过调整Meyerhoff教师发展模型，我们将实施一个可扩展的模型，以增加 协调计划和资源，支持保留和推广URM并创建高级网络 作为多样性拥护者的领导者。UM FIRST计划的成功对于以下使命至关重要： 两个机构和一个关键的优先事项，以建立一个多元化的教师的临界质量，同时继续提高 公平和包容性，特别是在招聘，保留，并在两个校区URM教师的推广。