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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

基本信息

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
项目类别：
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

项目摘要

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