Training Education and Mentoring in Science (TEAM-Science)

科学培训教育和指导（TEAM-Science）

• 批准号: 9904661
• 负责人: MOLLY L. CARNES
• 金额: $ 66.37万
• 依托单位: UNIVERSITY OF WISCONSIN-MADISON
• 依托单位国家: 美国
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-04-11 至 2022-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9904661
• 关键词: Address; Awareness; Behavioral Research; Big Data; Biomedical Research; Birds; Clinical Research; Collaborations; Community of Practice; Competence; Cultural Diversity; Doctor of Philosophy; Economics; Elements; Engineering; Evidence based practice; Face; Feedback; Funding; Future; Goals; Growth; Individual; Intervention; Laboratories; Mentors; Mind; Minority Groups; Organizational Change; Positioning Attribute; Program Development; Reproducibility; Research; Research Personnel; Research Training; Science; Scientist; Self Efficacy; Shapes; Stereotyping; Structure; Students; Talents; Training; Training Programs; Training and Education; Underrepresented Students; Universities; Wisconsin; base; career; career development; coping; curriculum development; disabled students; ethnic minority population; experience; faculty mentor; forging; graduate student; habit learning; improved; innovation; knowledge base; literate; member; minority student; programs; racial minority; response; science education; student mentoring; student training; success; theories

The overall goal of the Training Education and Mentoring in Science program (TEAM-Science) is to train graduate students from underrepresented racial and ethnic minority (URM) groups and students with disabilities (SWD) to conduct cutting-edge research as members and future leaders of the biomedical, behavioral and clinical research (BBCR) workforce while using TEAM-Science and UW-Madison as a “living laboratory” to develop, evaluate, implement and disseminate theoretically-informed evidence-based practices to achieve this goal. Through its structured career development program TEAM-Science provides training not otherwise available at UW-Madison to bolster the engagement and career persistence of URMs and SWDs in BBCR careers. This proposed renewal reflects refinement of the core elements of TEAM-Science over the past 7 years (4 years in the first cycle and 3 years of the current cycle), comprising our structured career development and community of practice approach. In addition, new curricular content reflects: 1) evolving research on training future scientists and diversifying the scientific workforce; 2) the call to transform traditional approaches to graduate student training and mentoring; 3) contemporary scientific challenges including reproducibility and transparency, big data, and team science; and 4) responses to program evaluative feedback. The specific aims of this new 5-year cycle are: Specific Aim 1. Support 30 URM or SWD graduate students for 2 consecutive years each during their doctoral training in participating BBCR programs: 10 in years 1&2 of the funding cycle, 10 in year 3&4 of the funding cycle, and 10 in years 5&6 of the funding cycle including carryover; so that by the end of the funding cycle, 95% of these students will remain in or have earned a PhD, increasing the numbers of URM students in the participating graduate programs by at least 25% and SWD by as much as 100%. Specific Aim 2. Develop and evaluate a formal professional development curriculum for students with content that addresses TEAM-Science's 8 Research Career Competencies; contributors to research career success and cultural navigation including research and coping self-efficacy, values affirmation, a growth mindset, and dispelling the constraints of cultural bias; contemporary scientific challenges including reproducibility and transparency, big data, and team science; and the extant opportunities for both research intensive or research related scientific career options. Specific Aim 3. Enhance training for TEAM-Science research mentors to help them become bias literate, break the bias habit, and learn culturally responsive mentoring. TEAM-Science remains part of a comprehensive, organizational change approach to increasing scientific workforce diversity with multi-level (i.e. individual and institutional) interventions that are iteratively evaluated and strategically disseminated.

培训教育和指导科学计划的总体目标（团队科学）是培养来自代表性不足的种族和少数民族（URM）群体和残疾学生（SWD）的研究生，作为生物医学，行为和临床研究（BBCR）劳动力的成员和未来领导者进行前沿研究，同时使用团队科学和威斯康星大学麦迪逊分校作为“活实验室”来开发，评估，实施和传播理论上知情的循证做法，以实现这一目标。通过其结构化的职业发展计划团队，科学提供培训，否则在威斯康星大学麦迪逊分校提供，以加强在BBCR职业的URMs和SWDs的参与和职业持久性。这一拟议的更新反映了过去7年（第一周期4年，本周期3年）对科学团队核心要素的完善，包括我们的结构化职业发展和实践社区办法。此外，新的课程内容 反映了：1）关于培养未来科学家和使科学劳动力多样化的不断发展的研究; 2）呼吁改变研究生培训和指导的传统方法; 3）当代科学挑战，包括可重复性和透明度，大数据和团队科学;以及4）对计划评估反馈的回应。这一新的五年周期的具体目标是：具体目标1。支持30 URM或社会福利署研究生连续2年在他们的博士培训期间参加BBCR计划：10年的第1和第2年的资助周期，10年的第3和第4年的资助周期，10年的第5和第6年的资助周期，包括结转;这样，在资助周期结束时，95%的学生将继续攻读或获得博士学位，使参与研究生课程的URM学生人数增加至少25%，社会福利署增加多达100%。具体目标2。为学生开发和评估正式的专业发展课程，内容涉及团队科学的8个研究职业竞争力;研究职业成功和文化导航的贡献者，包括研究和应对自我效能感，价值肯定，成长心态，消除文化偏见的限制;当代科学挑战，包括可重复性和透明度，大数据和团队科学;以及现有的研究密集型或与研究相关的科学职业选择的机会。具体目标3。加强对团队科学研究导师的培训，帮助他们成为偏见识字，打破偏见的习惯，并学习文化上敏感的指导。 科学团队仍然是一个全面的组织变革方法的一部分，以增加科学劳动力的多样性，多层次（即个人和机构）的干预措施，反复评估和战略传播。