Training and Education to Advance Minority Scholars In Science (TEAM-Science)

描述(由申请人提供)：在第一个资助周期中，威斯康星大学麦迪逊分校(UW)的少数民族科学(团队-科学)培训和教育计划(R25 GM083252)有两个目标：增加来自未被充分代表的少数族裔和少数族裔群体(URM)的学生进入并完成生物或行为科学(BBS)博士学位的人数，以及增加这些学生追求学术生涯的人数。在社会认知职业生涯理论的指导下，团队科学有五个核心组成部分：1)研究顾问的导师培训，2)成功学术生涯所需的八项共识衍生的基本能力，3)资深教员的职业指导，4)使学生的活动与八项基本能力保持一致的个性化职业发展计划，以及5)SWOT个人职业生涯分析。后三种是结构化的职业干预策略。前三年的数据表明，成功地将理论转化为实践，预期的中间结果是提高学生的研究自我效能感，积极的结果预期，以及对研究事业的承诺。在这次团队科学计划的竞争性更新中，我们计划继续五个组成部分，并扩大我们的重点，将残疾学生(SWD)包括在内，这是论坛中另一个代表性不足的群体。它建立在与教师在辅助技术研究和教育计划方面的合作基础上，旨在将残疾学生带入科学、技术、工程和数学(STEM)。在这个新的资助周期中，我们有三个具体目标：具体目标1.在论坛学科的博士培训期间，每名学生连续两年资助30名学生：一年级和二年级12名，三年级和四年级12名，五年级和六年级6名，包括结转在内；这样在资助周期结束时，27名城市管理学院学生和3名社会福利署学生仍在或已经完成论坛博士课程，市立大学和社会福利署的整体院校人数增加了4%和12%。具体目标2。至少80%的团队科学学者在完成博士学位后进入或有志于进入学术生涯。具体目标3.将在团队科学中开发和测试的有效策略传播给威斯康星大学及其他地方的其他毕业生多样性项目。团队科学仍然是一种全面的组织变革方法的一部分，目的是利用威斯康星大学作为一个“活的实验室”，通过反复评估和战略性传播的多层次(即个人和机构)干预措施来增加科学工作者的多样性。

DESCRIPTION (provided by applicant): In its first funding cycle, the Training and Education to Advance Minority Scholars in Science (TEAM-Science) Program (R25 GM083252) at the University of Wisconsin-Madison (UW) has had the twin goals of increasing the number of students from underrepresented ethnic and racial minority groups (URM) entering and completing a Ph.D. in biological or behavioral science (BBS) and increasing the number of these students who pursue academic careers. Informed by social cognitive career theory, TEAM-Science has five core components: 1) mentor-training for the research advisor, 2) eight consensus-derived fundamental competencies required for a successful academic career, 3) career coaching by a senior faculty member, 4) an individualized career development plan that aligns student's activities with the eight fundamental competencies, and 5) a SWOT personal career analysis. The latter three are structured career intervention strategies. Data from the firs 3 years suggest success in translating theory into practice with the desired intermediate outcomes of increasing students' research self-efficacy, positive outcome expectations, and commitment to a research career. In this competing renewal of the TEAM-Science Program we plan to continue the five components and expand our focus to include students with disabilities (SWD), another underrepresented group in BBS. This builds on collaborations with faculty in assistive technology research and education programs aimed at bringing students with disabilities into science, technology, engineering, and mathematics (STEM). In this new funding cycle, we have three specific aims: Specific Aim 1. To support 30 students for 2 consecutive years each during their doctoral training in a BBS discipline: 12 in years 1&2, 12 in years 3&4, and 6 in years 5&6 including carry-over; so that by the end of the funding cycle 27 URM students and 3 SWD remain in or have completed a BBS PhD program, increasing the overall institutional numbers by 4% for URMS and 12% for SWD. Specific Aim 2. To have at least 80% of TEAM-Science scholars entering or aspiring to enter an academic career at the completion of their doctoral degree. Specific Aim 3. To disseminate effective strategies developed and tested in TEAM-Science to other graduate diversity programs at UW and beyond. TEAM-Science remains part of a comprehensive, organizational change approach to increasing scientific workforce diversity using UW as a "living laboratory" with multi-level (i.e. individual and institutional) interventions that are iteratively evaluated and strategically disseminated.