Mentoring Institute for Neuroscience Diversity Scholars

神经科学多样性学者辅导研究所

• 批准号: 9791921
• 负责人: Gonzalo E. Torres
• 金额: $ 27万
• 依托单位: CITY COLLEGE OF NEW YORK
• 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 2024-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9791921
• 关键词: Academia; Address; Advanced Development; African American; American Indians; Applications Grants; Area; Award; Communication; Data; Development; Development Plans; Disabled Persons; Discipline; Educational process of instructing; Educational workshop; Elements; Ethics; Evaluation; Exposure to; Faculty; Funding; Goals; Grant; Hispanic Americans; Hispanics; Individual; Institutes; Institution; Instruction; Interview; Journals; Lead; Letters; Manuscripts; Measures; Mentors; Modeling; Monitor; NCI Scholars Program; Native Americans; Nature; Neurosciences; Neurosciences Research; Oral; Pacific Island Americans; Participant; Pathway interactions; Population; Positioning Attribute; Postdoctoral Fellow; Process; Program Development; Publications; Publishing; Recommendation; Research; Research Project Grants; Self Assessment; Series; Testing; Training; Training Programs; Underrepresented Minority; United States; Universities; Visit; Work; Writing; base; career; career development; career networking; college; demographics; design; early-career faculty; experience; implicit bias; meetings; member; 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.

抽象的 尽管进行了多年的讨论、研究和努力来促进变革，但之间仍然存在巨大差距 非裔美国人、西班牙裔人、美洲原住民、残疾人和其他人的存在 美国研究型大学中代表性不足的少数族裔 (URM) 教师及其在美国的代表性 人口。这一现实在神经科学中与在其他学科中一样真实。此外，URM 这样做 取得教师地位的人实现传统衡量成功的比率似乎低于大多数人 同行。尽管似乎缺乏出版物和资助费率的数据，但明显缺乏 担任大学正教授或主席以及研讨会的 URM 的显要职位 演讲者、期刊编辑或社会官员。我们相信这两个问题是相关的——如果这些问题 作为教员的 URM 在这些措施方面变得更加成功，这反过来又会刺激大量涌入 其他 URM 进入教师队伍。我们对美国现有计划的评估表明，有 充分协助早期职业 URM 教师克服这些困难的机会有限，这就是 我们寻求通过神经科学多样性学者辅导研究所 (MINDS) 解决的问题 促进研究型大学神经科学领域初级教师的进步。定义 这些教师在手稿的质量和数量、提交的赠款和资助、知名度方面取得的成功 在国家层面，由参与者指导其他人并进行宣传，我们建议制定一个方案 基于以下假设：早期职业 URM 教师在神经科学领域的成功率可以提高 主要通过集中于（1）和个性化职业的强化个性化教育计划 发展计划和相关导师团队的确定 (2) 专业指导 技能和负责任的研究行为（RCR），（3）由资深人士进行个性化和频繁的指导 建立师资队伍 (4) 发展扩大的网络和同伴指导，以及 (5) 促进和 提高 URM 教师在其所在机构的职业生涯。为了检验这个假设，我们将继续 MINDS 计划旨在促进 URM 教师的发展。我们将招募 10 名早期职业 URM 教师 每年都有神经科学界人士大有成功的希望。然后我们将进行职业发展 为每个参与者提供计划，参与者和指导团队将共同发展职业生涯 发展计划。为了促进该计划，我们将建立一个为期两年的教育计划，包括（a） 讲习班，(b) 强有力的指导，(c) 参加专业科学会议，(d) 协助 扩大其网络，以及 (e) 促进各方之间的沟通和同行指导的机制 参与者。我们的努力的影响将得到评估，并在会议和会议上传播结果 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 神经科学系的教师，并将成为学术界其他领域项目的典范。