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Michigan IRACDA: Diversifying the Future Academic Workforce in STEM

密歇根州 IRACDA：使 STEM 领域的未来学术队伍多样化

基本信息

批准号：
10674765
负责人：
Susan V Brooks
金额：
$ 91.13万
依托单位：
UNIVERSITY OF MICHIGAN AT ANN ARBOR
依托单位国家：
美国
项目类别：
财政年份：
2016
资助国家：
美国
起止时间：
2016-08-01 至 2026-07-31
项目状态：
未结题

来源：
https://reporter.nih.gov/project-details/10674765
关键词：
Communities County Development Education Educational process of instructing Engineering Faculty Funding Future Future Teacher Generations Inosine Diphosphate Institution Laboratories Learning Mathematics Mentors Mentorship Michigan Paper Positioning Attribute Postdoctoral Fellow Process Program Evaluation Publishing Recording of previous events Records Reproducibility Research Research Project Grants Research Training Scholarship Science Scientist Secure Students Teacher Professional Development Technology Time Training Underrepresented Minority Universities Work career cohort college community college education research equity, diversity, and inclusion experience faculty mentor innovation instructor learning materials member peer post-doctoral training programs success underrepresented minority student university student

项目摘要

Abstract The University of Michigan (UM) has a superb history of training postdoctoral fellows and is committed to enhancing diversity in the pipeline of future teachers and students pursuing Science, Technology, Engineering or Mathematics (STEM). With this in mind, UM has partnered with two local colleges, Henry Ford College (HFC) and Wayne County Community College District (WCCCD), to develop the Michigan IRACDA: Diversifying the Academic Workforce in STEM program to develop future scientist educators. HFC and WCCCD each have 18,000-20,000 students with a large number of underrepresented minority students. Both colleges provide numerous courses for participation by our scholars and teaching mentors with outstanding teaching records and strong commitments to sharing their expertise. The proposed four-year program for each trainee scholar involves an initial 3 years of 75% time research training by UM research mentors with excellent records of mentorship and funding. The participating research mentors span the University community and include a combined record of training >400 current and past trainees and nearly $15M in current funding. The remaining 25% training time during the first 3 years consists of training in teaching and professional development. Training in teaching involves extensive classroom experiences at HFC and WCCCD, participation in outstanding programs provided by the renowned UM Center for Learning and Teaching (CRLT), and culminating in a “capstone” experience chosen by each scholar. Capstone experiences include serving as instructor of record for an entire course, generation of new curricular materials, or participation in education research. The 4th year of training will be covered by the research mentors providing full time in the laboratory to allow the scholars to complete research projects, publish papers, carry out some teaching and work towards securing a faculty position. For this renewal application, our program objectives are to (1) promote independent, innovative, and rigorous scholarship, team-science, and research discovery; (2) engage our Fellows in unique teaching experiences each year with expert teaching mentors and formal pedagogical training; (3) provide extensive, individualized mentoring using IDPs, mentoring plans, trained faculty mentors, and both peer-to-peer and alumni networking; (4) deliver a range of professional development opportunities, including training in RCR, Rigor & Reproducibility, and Diversity, Equity & Inclusion; and (5) provide pedagogical and professional development opportunities for teaching mentors and inform community college students about STEM education and research. Unique features of our Program include the outstanding record of the research and teaching mentors, a focus on students with diverse backgrounds where we anticipate a huge impact on the trajectory of the students, full engagement of the renowned UM CRLT, a robust scholar and Program evaluation process, and strong institutional support. We are confident our program will continue our demonstrated success in preparing a new generation of scientist-educators to be highly effective and successful faculty members and mentors, and that we will inspire an up-and-coming cohort of students to pursue science and engineering careers.

摘要密歇根大学(UM)在培养博士后研究员方面有着卓越的历史，并致力于加强未来教师和学生攻读科学、技术、工程专业的多样性或数学(STEM)。考虑到这一点，UM与当地的两所大学--亨利·福特学院建立了合作伙伴关系 (HFC)和韦恩县社区学院区(WCCCD)，以发展密歇根州IRACDA：使STEM项目的学术队伍多样化，以培养未来的科学家教育工作者。HFC和每个WCCCD都有18,000-20,000名学生，其中有大量代表不足的少数民族学生。两者都有学院提供了许多课程供我们的学者和教学导师参与，并以优秀的教学记录和分享专业知识的坚定承诺。为每个人提出的四年计划实习学者包括UM研究导师最初3年75%的时间进行的研究培训，并具有出色的指导和资助记录。参与研究的导师跨越大学社区和包括400名现任和过去学员的培训记录，以及近1500万美元的当前资金。这个前3年的其余25%的培训时间包括教学和专业培训发展。教学培训包括在HFC和WCCCD的广泛课堂经验，参加著名的密歇根大学学习与教学中心(CRLT)提供的优秀课程，并在每个学者选择的“顶峰”体验中达到顶峰。顶峰经验包括担任整个课程、新课程教材的编写或参与教育的讲师研究。第四年的培训将由研究导师提供全职的实验室时间允许学者完成研究项目，发表论文，开展一些教学和工作确保一个教员的职位。对于此次续签申请，我们的计划目标是：(1)促进独立、创新、严谨的学术、团队科学和研究发现；(2)参与我们的每年在专家教学导师和正规教学人员的指导下，获得独特的教学经验培训；(3)利用境内流离失所者、辅导计划、训练有素的教员导师提供广泛、个性化的辅导，以及点对点和校友网络；(4)提供一系列职业发展机会，包括RCR、严格性和可重复性以及多样性、公平性和包容性方面的培训；和(5)提供为教学导师和社区学院提供教学和专业发展机会学生对STEM教育和研究的了解。我们节目的独特之处包括杰出的记录在研究和教学导师中，重点关注具有不同背景的学生，我们预计对学生的轨迹产生了巨大的影响，充分参与了著名的UM CRLT，一位稳健的学者和计划评估流程，以及强有力的制度支持。我们有信心我们的计划将继续下去我们在培养新一代科学家-教育家方面取得了成功，使其成为高效和成功的教职员工和导师，我们将激励一批有前途的学生追求科学和工程事业。