National Institute for Mentoring Early Minority Faculty in Neuroscience

国家神经科学早期少数族裔教师指导研究所

• 批准号: 8990050
• 负责人: Gonzalo E. Torres
• 金额: $ 21.87万
• 依托单位: UNIVERSITY OF FLORIDA
• 依托单位国家: 美国
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-01-15 至 2018-12-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8990050
• 关键词: Academia; Address; Advanced Development; African American; American; American Indians; Applications Grants; Area; Characteristics; Communication; Data; Development; Development Plans; Discipline; Disease; Educational process of instructing; Educational workshop; Employee Strikes; Ethics; Evaluation; Exposure to; Faculty; Feedback; Foundations; Funding; Gender; Geographic Locations; Health; Hispanic Americans; Hispanics; Individual; Institutes; Institution; Instruction; Interview; Journals; Lead; Letters; Manuscripts; Measures; Mentors; Minority; Minority Groups; Modeling; Monitor; Native Americans; Neurobiology; Neurosciences; Neurosciences Research; Pacific Island Americans; Participant; Population; Positioning Attribute; Preparation; Process; Publications; Publishing; Research; Research Personnel; Research Project Grants; Science; Self Assessment; Series; Stress; Testing; To specify; Training; Training Programs; Translational Research; Underrepresented Minority; United States; Universities; Work; Writing; base; career; career development; career networking; demographics; design; faculty research; interest; meetings; member; oral communication; programs; racial and ethnic; responsible research conduct; senior faculty; skills; success; symposium

DESCRIPTION (provided by applicant): Despite many years of discussion, research, and efforts to promote change, a great disparity remains between the presence of black, Hispanic, Native American, and other underrepresented minority (URM) faculty at US research universities and their representation in the American population. This reality is no less true in te neurosciences than in other disciplines. Moreover, URMs who do achieve faculty status appear to achieve traditional measures of success at a lower rate than do their majority counterparts. Although data on publications and funding rates appear to be lacking, there is a striking absence of URMs in visible positions of prominence as full professors or chairs at research universities and as symposia speakers, journal editors, or societal officers. We believe that these two problems are related - that if those URMs who are faculty become more successful in regard to those measures, this in turn will stimulate an influx of other URMs into faculty ranks. Our evaluation of available programs in the United States strongly indicates that there are limited opportunities to adequately assist early career URM faculty in overcoming these difficulties, and it is this problem that we seek to address through the establishment of a nationa Early Career Institute (ECI) to promote the advancement of junior faculty members in the neurosciences at research universities. Defining success for such faculty in terms of quality and quantity of manuscripts published and research grant proposals submitted, scored, and funded, we propose to establish an ECI based on the following hypothesis: The success of early career URM faculty members in neuroscience can be increased substantially by an intensive individualized educational program focused on (1) exposure to cutting edge research in basic neuroscience, (2) increased background on the neurobiology of disease, (3) instruction in professional skills and the responsible conduct of research (RCR), (4) development of an expanded network, and (5) frequent mentoring by established faculty. To test this hypothesis we wish to establish a national Early Career Institute (ECI) to advance the development of URM faculty. We will begin by identifying 10 URM faculty members in the neuroscience each year who are early in their career and have great promise for success. We will then develop individualized career development programs for each participant selected and together the participant and mentoring team will develop a career development plan. To facilitate that plan we will establish a one- year educational program consisting of (a) workshops, (b) mentored attendance at professional scientific meetings, (c) assistance in the expansion of their network, and (d) a listserv to promote communication among the participants. The impact of our efforts will be carefully evaluated and the results disseminated at meetings and in published articles. We believe that this approach will have a significant impact on the success of early career URM faculty in the neurosciences and will also serve as a model for programs in many other areas of academia.

描述（由申请人提供）：尽管多年的讨论，研究和努力，以促进变革，黑人，西班牙裔，美洲原住民和其他代表性不足的少数民族（URM）教师在美国研究型大学和他们在美国人口中的代表性之间存在巨大的差距。这一事实在神经科学中并不比在其他学科中更真实。此外，URM谁实现教师的地位似乎实现传统的成功措施，在一个较低的速度比他们的大多数同行。虽然关于出版物和资助率的数据似乎缺乏，但在研究型大学的正教授或主席以及研讨会演讲者，期刊编辑或社会官员中明显缺乏URM。我们认为，这两个问题是相关的-如果这些URM谁是教师变得更成功的方面，这些措施，这反过来又会刺激其他URM涌入教师队伍。我们对美国现有项目的评估强烈表明，有有限的机会来充分帮助早期职业URM教师克服这些困难，正是这个问题，我们寻求通过建立一个nationa早期职业研究所（ECI）来解决，以促进研究型大学神经科学初级教师的进步。定义成功的教师在质量和数量方面的手稿出版和研究补助金的建议提交，评分，并资助，我们建议建立基于以下假设的ECI：早期职业URM教师在神经科学方面的成功可以通过集中在（1）接触基础神经科学的前沿研究，（2）增加疾病的神经生物学背景，（3）专业技能和负责任的研究行为（RCR）的指导，（4）扩展网络的发展，以及（5）由既定教师经常指导。为了验证这一假设，我们希望建立一个国家早期职业研究所（ECI），以促进URM教师的发展。我们将开始确定10 URM教师在神经科学每年谁是在他们的职业生涯早期，有很大的成功的希望。然后，我们将为每位选定的参与者制定个性化的职业发展计划，参与者和指导团队将共同制定职业发展计划。为了促进这一计划，我们将制定一个为期一年的教育方案，包括（a）讲习班，（B）指导参加专业科学会议，（c）协助扩大其网络，（d）一个邮件列表服务器，以促进参与者之间的交流。将认真评估我们努力的影响，并在会议上和发表的文章中传播结果。我们相信，这种方法将对神经科学早期职业URM教师的成功产生重大影响，也将成为学术界许多其他领域课程的典范。