University of Maryland First Program

马里兰大学第一项目

• 批准号: 10701027
• 负责人: Marey R. Shriver
• 金额: $ 17.54万
• 依托单位: UNIVERSITY OF MARYLAND BALTIMORE
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-09-09 至 2027-08-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10701027
• 关键词: Academia; Address; African American; Alaska Native; American Indians; Area; Baltimore; Biomedical Research; Black race; COVID-19 pandemic; Cancer Biology; Collaborations; Communicable Diseases; County; Development; Development Plans; Doctor of Philosophy; Educational Curriculum; Educational process of instructing; Engineering; Ensure; Equity; Event; Faculty; Goals; Grant; Health; Hispanic; Immunology; Individual; Inosine Diphosphate; Institution; Joints; Knowledge; Latinx; Leadership; Maryland; Medicine; Mentors; Microbiology; Minority; Mission; Modeling; Monitor; Motivation; Neurosciences; Population; Positioning Attribute; Research; Research Personnel; Research Project Grants; Resources; Scholars Program; Science; Students; Teacher Professional Development; Technology; Textiles; Training; Underrepresented Minority; Underrepresented Populations; Underrepresented Students; United States National Institutes of Health; Universities; Writing; career; cohort; equity, diversity, and inclusion; experience; graduate school; health disparity; health inequalities; junior high school; medical schools; member; minority scientist; peer coaching; professor; programs; recruit; skill acquisition; skills; social; social integration; stem; success; tenure track; undergraduate student

SPECIFIC AIMS African American/Black, Hispanic/Latinx, American Indian, and Alaska Native individuals make up 34% of the population, however they are underrepresented in the biomedical sciences. Underrepresented minorities (URM) make up 15% of PhD graduates and representation further along the pipeline in academia shows further attrition with URMs comprising only 9% of Assistant Professor and 4% of tenured faculty positions. Lastly, URM scientists receive only 6% of NIH research grants which are a necessity for establishing and maintaining a successful research career. The inability to maintain a diverse pool of faculty who conduct biomedical and health related research has wide spread implications. Increasing representation within research institutions will allow academic medicine to meet the needs of a diverse nation and address persistent health inequities and disparities, such as those illustrated by the COVID-19 pandemic. To address the critical gap of underrepresentation, institutional strategies must establish equitable and inclusive recruitment and faculty development that directly address existing barriers to this population. The University of Maryland School of Medicine (UMSOM) and the University of Maryland Baltimore County (UMBC) have longstanding individual and collaborative efforts to increase diversity, equity, and inclusion in the biomedical sciences, with programs supporting trainees from middle school to graduate and medical school training. Collectively UMSOM & UMBC pipeline programs and partnerships stemming from these programs have increased the recruitment of UR students and enhanced trainee diversity at all levels; however, recruitment and retention of faculty from underrepresented groups signifies a key gap in this trajectory. Currently, at UMSOM and UMBC URMs make up only 5.3% and 12% of total tenure track faculty, respectively. URM in the biomedical sciences have expressed low representation leads to social and professional isolation. Lack of critical mass of minority faculty, coordinated programs and resources to support retention and promotion, and senior leader who serve as diversity champions have been identified as key barriers to the recruitment, retention, and promotion of URM faculty. To address existing barriers to URM faculty retention and promotion we will build off prior experience from UMBC’s nationally renowned Meyerhoff Scholars Program. The success of students within the Meyerhoff Scholars Program has been attributed to addressing 4 critical factors: academic and social integration, knowledge and skill development, support and motivation, and monitoring and advising. The overall goal of the faculty development core is to transform our faculty development approach through adaptation of the Meyerhoff model using coordinated programs and resources to: 1) support the development, retention, and promotion of URM faculty, 2) create a network of senior leaders who serve as diversity champions to sustain inclusion and equity and, 3) over the long term increase the critical mass of URM faculty within the University of Maryland. Towards this goal, the specific aims of the faculty development core are: • To ensure the University of Maryland (UM) FIRST faculty cohorts achieve academic & social Integration. We will utilize existing campus networks and events, combined with individual support for integration, to ensure UM FIRST faculty are included within the fabric of their academic department and institution. In addition, a pilot grant program will encourage academic integration through the formation of new collaborations between UM FIRST and UMSOM and UMBC investigators. • To use monitoring & advising of UM FIRST faculty cohort progress to support long term success. We will combine individual development plans, mentoring committees, and administrative support to provide continual monitoring and support for UM FIRST faculty career progression. • To ensure UM FIRST faculty develop skills & knowledge in scientific writing, grant writing, and scientific management, leadership, and teaching. UM FIRST faculty will participate in a pre-defined curriculum, the FIRST Curriculum, that will focus on developing the skills and knowledge essential for an independent research career, including the required milestones to achieve promotion and tenure. Informed by their IDP and mentoring committee, UM FIRST faculty will select the most appropriate training based on their current needs in each of the following focus areas: 1) scientific writing; 2) grant writing; and 3) scientific management, leadership, and teaching. • To provide support & motivation to the UM FIRST faculty cohort through peer-mentoring and individual coaching. UM FIRST faculty will participate in peer mentoring groups and receive individual coaching to receive support while pursuing their professional and research goals. By adapting the Meyerhoff model for faculty development we will implement a scalable model to increase coordinated programs and resources to support retention and promotion of URM and create a network of senior leaders who serve as diversity champions. The success of the UM FIRST program is central to the mission of both institutions and a key priority to establish a critical mass of diverse faculty while continuing to enhance equity and inclusion, specifically in the recruitment, retention, and promotion of URM faculty on both campuses.

具体目标 非裔美国人/黑人，西班牙裔/拉丁裔，美洲印第安人和阿拉斯加的本地人占34％ 但是，在生物医学科学中，人口不足。代表性不足的少数民族（URM） 沿学术界的管道进一步占15％的博士学位毕业生和代表性 URMS仅完成助理教授的9％和4％的终身教师职位。最后，URM科学家 仅获得6％的NIH研究补助金，这是建立和维护成功的必要条件 研究职业。无法维持与生物医学与健康有关的潜水员库 研究具有广泛的含义。在研究机构中增加代表性将允许学术 满足多样性国家需求并解决持续的健康不平等和差异的医学，例如 由COVID-19的大流行所示的。解决代表性不足，机构的关键差距 策略必须建立公平且包容的招聘和教师发展，直接解决 现有该人群的障碍。 马里兰大学医学院（UMSOM）和马里兰大学巴尔的摩县 （UMBC）长期以来的个人和协作努力，以增加多样性，公平性和包容性 生物医学科学，计划支持中学到研究生和医学院的培训 训练。共同源于UMSOM和UMBC管道计划和由这些计划引起的合作伙伴关系 提高了UR学生的招聘，并在各个层面上增强了学员的多样性；但是，招募和 从代表性不足的群体中保留教师表示这一轨迹中的关键差距。目前，在UMSOM UMBC URMS分别仅占终身轨道教师的5.3％和12％。 生物医学科学中的URM表达了较低的代表性，导致社会和专业孤立。 缺乏少数群体教师，协调计划和资源以支持保留和晋升的资源， 担任多元化冠军的高级领导人被确定为招募的关键障碍， 保留和促进URM教师。解决URM教师保留和晋升的现有障碍 我们将从UMBC全国著名的Meyerhoff学者计划中建立先前的经验。成功 Meyerhoff学者计划中的学生归因于解决4个关键因素：学术 以及社会融合，知识和技能发展，支持和动机以及监视和咨询。 教师发展核心的总体目标是改变我们的教师发展方法 通过使用协调的程序和资源改编Meyerhoff模型：1）支持 URM教师的发展，保留和促进，2）建立一个由高级领导者组成的网络 作为维持包容性和公平性的多样性拥护者，3）长期增加 马里兰州大学的URM教师的临界群众。针对这个目标， 教师发展核心是： •确保马里兰州大学（UM）第一教师队列实现学术和社会 一体化。我们将利用现有的校园网络和事件，再加上个人的支持 集成，以确保UM第一教师被包括在其学术部门的结构中 机构。此外，试点赠款计划将通过编队鼓励学术整合 UM First和UMSOM和UMBC调查人员之间的新合作。 •使用UM First教师队列进度的监视和咨询来支持长期成功。 我们将结合个人发展计划，心理委员会和行政支持 为UM第一教师职业发展提供持续的监控和支持。 •确保科学写作，授予写作和 科学管理，领导和教学。 UM第一教师将参加预定的 课程，第一个课程，将着重于发展技能和知识 独立的研究职业，包括实现晋升和任期所需的里程碑。 在其IDP和心理委员会的信息中，UM First教师将选择最合适的 基于他们当前在以下重点领域的目前需求的培训：1）科学写作； 2）赠款 写作; 3）科学管理，领导和教学。 •通过同伴入学和 个人教练。 UM第一教师将参加同伴的心理小组并获得个人 教练在追求专业和研究目标的同时获得支持。 通过调整Meyerhoff模型的教师发展模型，我们将实施可扩展的模型以增加 协调的计划和资源，以支持URM的保留和促进并建立高级网络 担任多样性冠军的领导者。 UM第一计划的成功是使命的核心 机构和关键优先事项是建立批判的潜水员教师，同时继续增强 公平和包容，特别是在两个校园中URM教师的招聘，保留和促进。