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
- 来源:
- 关键词:AcademiaAddressAfrican AmericanAlaska NativeAmerican IndiansAreaBaltimoreBiomedical ResearchBlack AmericanCOVID-19 pandemicCancer BiologyCollaborationsCommunicable DiseasesCountyDevelopmentDevelopment PlansDoctor of PhilosophyEducational CurriculumEducational process of instructingEngineeringEnsureEventFacultyGoalsGrantHealthHispanicImmunologyIndividualInosine DiphosphateInstitutionJointsKnowledgeLatinxLeadershipMarylandMedicineMentorsMicrobiologyMinorityMissionModelingMonitorMotivationNCI Scholars ProgramNeurosciencesPopulationPositioning AttributeResearchResearch PersonnelResearch Project GrantsResourcesSTEM programScienceStudentsTeacher Professional DevelopmentTechnologyTextilesTrainingUnderrepresented MinorityUnderrepresented PopulationsUnderrepresented StudentsUnited States National Institutes of HealthUniversitiesWritingbasecareercohortdiversity and equityexperiencehealth disparityhealth inequalitiesjunior high schoolmedical schoolsmemberminority scientistpeer coachingprofessorprogramsrecruitskill acquisitionskillssocialsocial integrationstemsuccesstenure trackundergraduate student
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.
特定的目标
项目成果
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Marey R. Shriver其他文献
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