Evaluation Core

评估核心

• 批准号: 10664629
• 负责人: Sarah V Suiter
• 金额: $ 15.9万
• 依托单位: VANDERBILT UNIVERSITY MEDICAL CENTER
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-06-01 至 2028-05-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10664629
• 关键词: Achievement; Affect; American Indians; Area; Automobile Driving; Award; Benchmarking; Biomedical Research; Black race; Climate; Collaborations; Community of Practice; Data; Data Analyses; Data Collection; Data Reporting; Decision Making; Development; Development Plans; Discipline; Documentation; Ensure; Equity; Evaluation; Evidence based practice; Faculty; Faculty Recruitment; Feedback; Fostering; Gender; Goals; Grant; Growth; Individual; Inequality; Inequity; Institution; Institutional Policy; Interview; Investments; Knowledge; Latinx; Leadership; Measures; Medicine; Mentors; Methods; Minority Groups; Modeling; Monitor; Morehouse School of Medicine; Outcome; Pacific Islander; Paper; Participant; Pathway Analysis; Persons; Policies; Population; Positioning Attribute; Process; Publications; Publishing; Race; Reporting; Research; Resources; Sample Size; Scholarship; Schools; Science; Scientist; Services; Shelter facility; Social Network; Surveys; Teacher Professional Development; Testing; Time; Training; Universities; Voice; Wages; Work; career; career development; cohort; comparison group; dashboard; design; development policy; equity, diversity, and inclusion; faculty mentor; implementation evaluation; improved; indexing; lens; meetings; member; outcome disparities; parity; peer; programs; racial diversity; racial minority population; satisfaction; skills; success; symposium; theories; tool

PROJECT SUMMARY/ABSTRACT: EVALUATION CORE The Vanderbilt FIRST (V-FIRST) Evaluation Core (EC) will be grounded in equity-focused, theory-driven evaluation to ensure that planning, monitoring, evaluation, and tracking of V-FIRST are comprehensive to the needs and goals of V-FIRST, and will employ evaluation activities to ensure that the EC is contributing to the goals of the FIRST program more broadly. The EC will test the hypothesis that 1) hiring a cohort of diverse faculty, 2) investing in the career development of those faculty with resources and relationships (mentoring and sponsorship), and 3) implementing institutional level practices to create academic cultures of inclusive excellence will lead to significant improvements in metrics of institutional culture and workforce diversity. Specifically, we will use quantitative and qualitative data collection methods to assess the following: Hiring: Increased percentage of Black, Latinx, American Indian, and Pacific Islander scientists applying to and accepting faculty positions; Racial diversity of faculty mirrors racial diversity of US population; Salary and start- up packages for faculty from minoritized racial groups are equal to other faculty in the same discipline, school, and rank; Faculty development: Faculty report satisfaction with lab, ability to recognize and access resources to advance their careers, and growth in skills overtime; Faculty meet milestones in faculty development plan; Number and impact of published papers; Number and type of grants applied for and won; Awards received for scholarship (research, leadership, service), and faculty achieve promotion & tenure. Mentoring and relationships: Faculty report satisfaction with their mentoring teams, Sponsors, relationships with other faculty at Vanderbilt, and opportunities for collaboration; Faculty report increased sense of belonging over time; Social network studies demonstrate increased scholarly integration V-FIRST faculty with their thematic areas over time; V-FIRST faculty report they are supported and recognized for their accomplishments by their peers, mentors, and institution; V-FIRST mentors report cultural humility, confidence in mentoring faculty from minoritized groups, and receiving support and resources they need to be good mentors. Institutional-level change: Implementation of new and/or changed policies and practices to enhance equity; Growth of social network ties across race, gender, and disciplinary diversity; Increased percentage of faculty participating in DEI trainings and reporting implementation of training content; Vanderbilt leadership displays race, gender, and other forms of diversity in leadership positions beyond DEI; Parity among faculty from various demographic groups on all domains of institutional surveys. We aim to build stakeholder voice throughout our evaluation process, such that V-FIRST faculty have multiple and confidential outlets for providing feedback, but are sheltered from the burden of trying to affect those changes. We will build on Vanderbilt's established Flight Tracker tool, a career development data and reporting dashboard to collect, store, manage, and share V- FIRST evaluation data. We will cooperate fully with the FIRST CEC, housed at Morehouse School of Medicine.

项目总结/摘要：评价核心 范德比尔特FIRST（V-FIRST）评估核心（EC）将以公平为中心，以理论为驱动， 评估，以确保V-FIRST的规划、监控、评估和跟踪全面， V-FIRST的需求和目标，并将开展评估活动，以确保EC有助于 第一个计划的目标更广泛。欧盟委员会将检验以下假设：1）雇用一批不同的 教师，2）投资于这些教师的职业发展与资源和关系（辅导和 赞助），以及3）实施机构层面的实践，以创造包容性的学术文化 卓越将导致机构文化和工作人员多样性指标的显著改善。 具体而言，我们将使用定量和定性数据收集方法来评估以下内容： 黑人、拉丁裔、美洲印第安人和太平洋岛民科学家申请和 接受教师职位;教师的种族多样性反映了美国人口的种族多样性;工资和起点- 少数民族教师的工资待遇与同一学科、学校的其他教师相同， 教师发展：教师报告对实验室的满意度，识别和访问资源的能力 促进他们的职业生涯，并在技能的增长加班;教师满足教师发展计划的里程碑; 已发表论文的数量和影响;申请和获得的赠款的数量和类型; 奖学金（研究，领导，服务），教师实现晋升和终身职位。辅导和 关系：教师对他们的指导团队，赞助商，与其他教师的关系表示满意 在范德比尔特，和合作的机会;教师报告增加归属感随着时间的推移;社会 网络研究表明，增加学术整合V-FIRST教师与他们的专题领域超过 时间; V-FIRST教师报告说，他们的成就得到了同行的支持和认可， 导师和机构; V-FIRST导师报告文化谦逊，对指导教师的信心， 少数群体，并获得支持和资源，他们需要成为良好的导师。制度层面 变化：实施新的和/或改变的政策和做法，以加强公平; 跨种族，性别和学科多样性的网络联系;参与DEI的教师比例增加 培训和报告培训内容的实施;范德比尔特领导显示种族，性别， 在DEI以外的领导职位的其他形式的多样性;来自不同人口统计的教师之间的平等 机构调查所有领域的小组。我们的目标是在整个评估过程中建立利益相关者的声音 过程，这样V-FIRST教师有多个和保密的渠道提供反馈，但 避免了试图影响这些变化的负担。我们将在范德比尔特建立的飞行 跟踪工具，职业发展数据和报告仪表板，用于收集，存储，管理和共享V- 第一次评估数据。我们将与位于莫尔豪斯医学院的第一CEC充分合作。