Ensuring success in academia for underrepresented faculty to advance biomedical science research

确保代表性不足的教师在学术界取得成功，以推进生物医学科学研究

• 批准号: 10509091
• 负责人: Rena A. S. Robinson
• 金额: $ 37.4万
• 依托单位: VANDERBILT UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-09-01 至 2027-07-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10509091
• 关键词: Academia; Affect; Applications Grants; Asian; Biomedical Research; Black race; Climate; Collaborations; Color; Communication; Communities; Coupled; Development; Development Plans; Ensure; Faculty; Funding; Goals; Grant; Hispanic; Home; Institution; Journals; K-Series Research Career Programs; Knowledge; Latino; Measures; Mentors; Motivation; Outcome; Output; Participant; Pattern; Periodicity; Politics; Postdoctoral Fellow; Productivity; Publications; Race; Reporting; Research; Research Project Grants; Resources; Science; Self Efficacy; Services; Social Network; Social support; Stress; Structural Racism; Training; Underrepresented Minority; United States National Institutes of Health; Well in self; Wellness Center; Writing; black men; black women; burnout; career; career life balance; career networking; cohort; coping; design; experience; faculty mentor; faculty research; fighting; follow-up; holistic approach; member; mid-career faculty; people of color; programs; racial and ethnic; recruit; resilience; senior faculty; skill acquisition; skills; social; social capital; success; tenure track; tool; undergraduate student

ABSTRACT Over the past several decades, little has changed in reported experiences of faculty of color at predominately white institutions (PWIs). Underrepresented minority (URM) scholars at PWIs often contend with numerous challenges that impact their research success and productivity. There are empirically supported problems with recruiting and retaining URM faculty in academia and the biomedical workforce. Faculty advancement and faculty research productivity are closely intertwined with psychological wellness. Faculty that are most well, as defined by having high levels of social support, mentoring, an enhanced sense of belonging at their institution and a satisfactory work-life balance are the most successful in academia. There are several programs largely focused on increasing the pipeline from undergraduate to graduate and post-doctoral scholars, leaving a gap in the training and mentoring needs of new and mid-career tenure-track faculty that often feel isolated and devalued at their home institutions. Success for URM faculty is largely driven by knowledge coupled with motivation, self- efficacy, and tangible support. The overarching goal of the Faculty Accomplished Community that Cultivates Equity and Success in Science (ACCESS) Program, focused on racial/ethnic URM scholars across the career trajectory at PWIs, is to provide faculty with tools and resources needed to be successful biomedical scientific leaders. The Faculty ACCESS Program will center wellness and resiliency to equip multiple marginalized faculty members to persist towards advancing biomedical research despite systemic, institutional, cultural, and environmental challenges. To this end, the objectives are 1) To provide programming and mentoring for URM faculty at PWIs centering wellness and focused on skill building to increase rigorous research productivity, 2) To provide targeted training in grant-writing to increase NIH grant submissions by URM faculty, 3) To provide a network of funded URM faculty mentors for trainee participants to enhance social and tangible support. Expected outcomes of the Faculty ACCESS Program are to facilitate skill development in rigorous research through wellness to increase publication outputs, increase NIH grant submissions and resubmissions, and support and prepare faculty for the promotion and tenure processes. Additional outcomes include increased sense of belonging, self-efficacy, reduced stress, and increased social and professional networks. The overarching goal is to facilitate success of URM faculty and increase retention in the biomedical research field which is a stated priority for NIH in the fight to end structural racism.

摘要 在过去的几十年里，几乎没有什么变化，在报告中的经验，教师的颜色占主导地位， 白色机构。代表性不足的少数民族（URM）学者在PWIs经常与许多人竞争， 影响其研究成功和生产力的挑战。有经验支持的问题， 招聘和保留URM教师在学术界和生物医学劳动力。教师发展和教师 研究生产力与心理健康密切相关。教师是最好的，如定义 通过获得高水平的社会支持、指导、增强对所在机构的归属感， 在学术界，工作与生活的平衡最成功。有几个项目主要集中在 增加从本科到研究生和博士后学者的管道， 培训和指导新的和中期职业生涯的终身教职员工的需求，往往感到孤立和贬值， 他们的家乡机构。URM教师的成功在很大程度上是由知识驱动的，再加上动机，自我， 有效性和切实的支持。教师成就社区的总体目标是培养 公平和成功的科学（访问）计划，专注于种族/民族URM学者在整个职业生涯 PWIs的发展轨迹，是为教师提供成功的生物医学科学所需的工具和资源， 领导人的人选信号教师访问计划将集中健康和弹性，以装备多个边缘化 教师坚持推进生物医学研究，尽管系统，机构，文化， 环境挑战。为此，目标是：1）为城市资源管理提供方案编制和指导 PWIs的教师以健康为中心，专注于技能培养，以增加严格的研究 生产力，2）提供有针对性的赠款写作培训，以增加URM提交的NIH赠款 3）为学员提供一个由受资助的城市资源管理学院导师组成的网络， 有形的支持。教师准入计划的预期成果是促进技能发展 通过健康进行严格的研究，以增加出版物产量，增加NIH的拨款申请， 重新提交，并支持和准备教师的晋升和终身职位的过程。其他结局 包括增强归属感、自我效能感、减轻压力以及增强社交和职业能力 网络.总体目标是促进URM教师的成功，并增加生物医学专业的保留率。 研究领域，这是国家卫生研究院在结束结构性种族主义的斗争中的一个优先事项。