Faculty Development Core

教师发展核心

• 批准号: 10494242
• 负责人: BENJAMIN K CHEN
• 金额: $ 21.7万
• 依托单位: ICAHN SCHOOL OF MEDICINE AT MOUNT SINAI
• 依托单位国家: 美国
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-09-24 至 2026-08-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10494242
• 关键词: Address; Applications Grants; Biomedical Research; Career Mobility; Climate; Clinical; Communities; Development; Development Plans; Discrimination; Educational workshop; Ethnic group; Evaluation; Extramural Activities; Faculty; Funding; Goals; Grant; Health system; Individual; Institution; Knowledge; Manuscripts; Medicine; Mentors; Mentorship; Modeling; NCI Scholars Program; Personal Satisfaction; Population; Preparation; Productivity; Publications; Race; Research; Research Support; Resources; STEM field; STEM research; Science; Secure; Series; Social support; Teacher Professional Development; Testing; Training; Training Programs; Underrepresented Populations; United States National Institutes of Health; Work; Writing; anti-racism; career; career development; career life balance; cohesion; cohort; cultural competence; curriculum enhancement; design; early-career faculty; experience; faculty research; faculty support; improved; medical schools; member; parity; peer coaching; programs; racism; satisfaction; skill acquisition; skills; success; unconscious bias

SUMMARY Efforts to diversify the trainee population in STEM and biomedical research in the US have achieved some success. Nevertheless, diversifying the faculties of research institutions has lagged behind and remains a significant challenge. This disturbing lack of parity is attributed to numerous factors, including disproportionately high rates of attrition from underrepresented racial and ethnic groups during the transition from training into faculty-level research careers, lack of adequate mentorship, bias and racism, and challenges associated with securing extramural funding. The overarching goal of the Faculty Development Core (FDC) is to support faculty development, mentoring, sponsorship, and promotion for the FIRST Cohort. We will implement a program of professional development and career advancement tailored for a cohort/cluster model and intended to support the research success of the individual members of the cohort and of the cohort as a whole. Our program will combine mentoring/sponsorship, a curriculum of enhanced research skills development with support for producing strong grant applications, social supports to help FIRST Cohort faculty navigate the specific challenges and obstacles often faced by early-career faculty from underrepresented groups in science and medicine, and opportunities for networking at all levels across our institution, within the local community, and in the broader scientific community. The FDC will work closely with the Evaluation Core to track and assess metrics of success. Activities will include 1) required mentor/sponsor training centered on bias reduction, anti-racism, and mentoring for research success; 2) creation of individual development plans (IDPs); 3) mentor/sponsor committees; 4) a focused and FIRST Cohort program to support the development of knowledge and skills around building a successful research program and preparation of competitive grant applications. To reduce isolation, build community, and promote well-being, we will implement an integrated program to enhance professional development incorporating: 1) a cohort Coaching Team focused on work-life balance and well-being and on the specific barriers faced by underrepresented groups in academic medicine; 2) a Professional Development Workshop series to equip early-career faculty with strategies to improve their productivity and overall sense of satisfaction; and 3) a program of individualized coaching; and; 4) peer mentoring. To create opportunities for networking and increasing the visibility of FIRST Cohort faculty within our institution and beyond, we will identify formal and informal networking opportunities that will begin immediately upon hire and which will evolve over the period of the grant incorporating opportunities to network and engage with 1) faculty at all levels; 2) institutional leaders; 3) the larger scientific community; and 4) local communities. The proposed FIRST Cohort program will create a cohesive program of faculty development integrating various resources currently siloed at our institution. The program can potentially serve as a model for other research-focused institutions committed to inclusive excellence, and dissemination of best practices will be coordinated through the Center for Scientific Diversity.

总结 在美国，STEM和生物医学研究的受训人口多样化的努力取得了一些成果。 成功然而，使研究机构的教师多样化的工作已经落后，而且仍然是一项艰巨的任务。 重大挑战。造成这种令人不安的不平等的原因有很多， 在从培训过渡到培训期间，代表性不足的种族和族裔群体的自然减员率很高， 学院一级的研究事业，缺乏足够的指导，偏见和种族主义，以及与 争取校外资金教师发展核心（FDC）的首要目标是支持教师 发展，指导，赞助，并促进第一队列。我们将实施一项计划， 专业发展和职业晋升，专门针对群组/集群模式，旨在支持 研究成功的个别成员的队列和队列作为一个整体。我们的计划将 将联合收割机指导/赞助、加强研究技能发展的课程与支持 产生强大的赠款申请，社会支持，以帮助第一队列教师导航的具体 挑战和障碍往往面临的早期职业教师从代表性不足的群体在科学和 医学，并在我们的机构，在当地社区， 更广泛的科学界。FDC将与评估核心密切合作，跟踪和评估指标 成功的活动将包括1）所需的导师/赞助商培训，重点是减少偏见，反种族主义， 2）制定个人发展计划（IDP）; 3）导师/赞助商 委员会; 4）一个有针对性的第一队列计划，以支持知识和技能的发展 建立一个成功的研究计划，并准备有竞争力的赠款申请。为了减少隔离， 建立社区，促进福祉，我们将实施一项综合计划，以提高专业 发展包括：1）一个队列教练团队，专注于工作与生活的平衡和福祉， 学术医学中代表性不足的群体面临的具体障碍; 2）专业发展 研讨会系列，以装备早期职业教师的战略，以提高他们的生产力和整体意识， 满意度; 3）个性化辅导计划; 4）同伴指导。也会提供更多机会 网络和提高我们机构内外的第一队列教师的知名度，我们将确定 正式和非正式的网络机会，将在雇用后立即开始，并将在整个 补助金的期限包括与1）各级教师建立联系和参与的机会; 2）机构 （3）领导人;（4）更大的科学界;（5）当地社区。拟议的第一个队列计划将 创建一个有凝聚力的教师发展计划，整合我们机构目前孤立的各种资源。 该计划可能成为其他致力于包容性研究的机构的典范。 将通过科学多样性中心协调优秀和最佳做法的传播。