Mentoring Institute for Neuroscience Diversity Scholars

神经科学多样性学者辅导研究所

• 批准号: 10762624
• 负责人: Gonzalo E. Torres
• 金额: $ 26.73万
• 依托单位: LOYOLA UNIVERSITY CHICAGO
• 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 2025-08-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10762624
• 关键词: Academia; Address; Advanced Development; African American; African American population; American Indians; Applications Grants; Area; Award; Communication; Data; Development; Development Plans; Disabled Persons; Discipline; Disparity; Education; Educational process of instructing; Educational workshop; Elements; Ethics; Evaluation; Exposure to; Faculty; Funding; Goals; Grant; Hispanic; Hispanic Americans; Individual; Institution; Instruction; Interview; Journals; Letters; Manuscripts; Measures; Mentors; Modeling; Monitor; Native Americans; Nature; Neurosciences; Neurosciences Research; Oral; Pacific Islander; Participant; Pathway interactions; Population; Positioning Attribute; Postdoctoral Fellow; Process; Program Development; Publications; Publishing; Recommendation; Research; Research Project Grants; Scholars Program; Self Assessment; Series; Testing; Training; Training Programs; Underrepresented Minority; Underserved Population; United States; Universities; Visit; Work; Writing; career; career development; career networking; college; demographics; design; early-career faculty; experience; implicit bias; meetings; member; patient engagement; peer coaching; programs; recruit; responsible research conduct; senior faculty; skills; success; symposium

ABSTRACT Despite many years of discussion, research, and efforts to promote change, a great disparity remains between the presence of African American, Hispanic, Native American, People with Disabilities, and other underrepresented minority (URM) faculty at US research universities and their representation in the US population. This reality is no less true in the 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 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 US 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 Mentoring Institute for Neuroscience Diversity Scholars (MINDS) 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, grants submitted, and funded, visibility at the national level, mentoring of others by the participants, and promotion, we propose to establish a program based on the following hypothesis: The success of early career URM faculty in neuroscience can be increased substantially by an intensive individualized educational program focused on (1) and individualized career development plan and the identification of a team of relevant mentors (2) strong instruction in professional skills and the responsible conduct of research (RCR), (3) individualized and frequent mentoring by senior established faculty (4) development of an expanded network and peer-mentoring, and (5) the promotion and enhancement of the career of URM faculty at their own institutions. To test this hypothesis we will continue the MINDS program to advance the development of URM faculty. We will recruit 10 early career URM faculty in neuroscience each year who have great promise for success. We will then develop career development programs for each participant and together the participant and mentoring team will develop a career development plan. To facilitate that plan we will establish a two-year educational program consisting of (a) workshops, (b) strong mentoring, (c) attendance at professional scientific meetings, (d) assistance in the expansion of their network, and (e) mechanisms to promote communication and peer-mentoring among the participants. The impact of our efforts will be evaluated and the results disseminated at meetings and in publications. We believe that this approach will have a significant impact on the success of early career URM faculty in the neurosciences and will serve as a model for programs in other areas of academia.

摘要 尽管经过多年的讨论、研究和努力来促进变革， 非裔美国人，西班牙裔，美洲原住民，残疾人和其他人的存在 美国研究型大学的少数族裔教师及其在美国的代表性 人口这一事实在神经科学中并不比在其他学科中更真实。此外， 获得教师地位的人似乎比他们的大多数人以更低的速度获得传统的成功标准 同行虽然似乎缺乏关于出版物和供资率的数据， 在大学担任教授或主席以及担任专题讨论会主席的 演讲者、期刊编辑或社会官员。我们认为，这两个问题是相关的-如果这些 作为教师的URM在这些措施方面变得更加成功，这反过来又会刺激涌入 其他URM进入教师队伍。我们对美国现有项目的评估表明， 有限的机会，以充分协助早期职业URM教师克服这些困难，这是 我们寻求通过神经科学多样性学者指导研究所（MINDS）解决的问题 促进研究型大学神经科学初级教员的进步。限定 成功的教师在质量和数量的手稿，赠款提交，并资助，知名度 在国家一级，由参与者指导他人，并进行推广，我们建议建立一个项目， 基于以下假设：早期职业URM教师在神经科学方面的成功可以增加 基本上是通过集中在（1）和个性化的职业生涯密集个性化的教育计划 发展计划和确定一个相关导师团队（2）专业方面的有力指导 技能和负责任的研究行为（RCR），（3）由高级管理人员进行个性化和频繁的指导 建立教师队伍（4）扩大网络和同行指导的发展，以及（5）促进和 加强URM教师在自己机构的职业生涯。为了验证这一假设，我们将继续 MINDS计划，以促进URM教师的发展。我们将招募10名早期职业URM教师， 神经科学领域的人都有成功的希望。然后我们将发展职业发展 为每个参与者提供的计划，参与者和指导团队将共同发展职业生涯 发展规划为了促进这一计划，我们将建立一个为期两年的教育方案，包括： 讲习班，（B）强有力的指导，（c）出席专业科学会议，（d）协助 扩大其网络，以及（e）建立机制，促进 参与者将对我们努力的影响进行评估，并在会议上和 出版物。我们相信，这种方法将对早期职业URM的成功产生重大影响 教师在神经科学，并将作为一个模型，在学术界的其他领域的方案。