Faculty Development

项目摘要(学院发展核心) 康奈尔大学非常适合开发和测试创新方法，以增加教师多样性和 打造兼容并蓄的优秀文化。它的多所学院基本上是自主运作的， 是创新的实验室，带领康奈尔大学在设计创新方法方面取得了令人羡慕的记录 已经在全国范围内被采用。这些“实验”已经制定了规划和政策 在聘用和留住来自不同领域的教师方面取得了显著和可衡量的收益 背景，包括女性。这些政策使教员搜索委员会积极参与采用 包容性招聘的最佳做法，导致雇用更多妇女和其他个人 STEM中代表性不足或小规模的背景。康奈尔大学也有成功的记录 将机构投资与联邦计划相结合，以实现机构文化的变革和 在提高STEM教员代表性方面稳步取得进展。最好的有效实施 如果政策和我们雇用新员工的学术环境存在系统性偏见，制定的政策可能达不到要求 教师不被视为整体过程的一部分。利用Dr。 密歇根州立大学的贝伦达·蒙哥马利说，我们建议设立一个极具创新性的康奈尔第一学院 同时针对种子(教职员工)和土壤(社区和 气候)，以确保首批教师充分发挥潜力并在康奈尔取得成功。我们假设 整个康奈尔大学强有力的、以证据为基础的教师发展计划将创造肥沃的土壤 (文化)包容的卓越和归属感，并确保第一批教员取得成功。我们 为第一批代表人数不足或被边缘化的教职员工提出创新方案 通过实施我们的教师发展倡议，在他们的领域中发挥重要作用。康奈尔大学将建立第一个教师社区 通过在该学科和整个康奈尔大学创造一种归属感。我们将联系第一批教职员工 在其分组和队列、部门单位和研究领域内的专业和社会领域，以及 通过各种正式和非正式的网络和社区建设机会。 康奈尔大学还将通过为所有第一批教师提供 为首任教员提供量身定制的与文化相关的专业发展机会，以促进成功 启动他们的研究计划，为晋升和终身教职沟通明确的途径，并提供支持 在他们的教职员工角色中取得成功。我们预计康奈尔第一计划将成功招聘、留住和 支持10名在各自领域任职人数不足的新教员，同时促进可持续的机构文化变革。 这些活动将增加生物、生物医学和健康科学方面的教师队伍的多样性。 在康奈尔大学，在促进学院和未来几代STEM劳动力的多样性的同时，该项目也取得了巨大的成功。

Project Summary (Faculty Development Core) Cornell University is ideally suited to develop and test innovative approaches to increase faculty diversity and to create a robust culture of inclusive excellence. Its multiple colleges operate with substantial autonomy and are laboratories for innovation, leading Cornell to an enviable track record of designing innovative approaches that have been adopted around the country. These “experiments” have established programming and policies that have resulted in significant and measurable gains in both hiring and retention of faculty from diverse backgrounds, including women. These policies have positively engaged faculty search committees in adopting best practices for inclusive hiring, resulting in increased hiring of women and other individuals from underrepresented or minoritized backgrounds in STEM. Cornell also has a successful track record of combining institutional investments with federal programs to effect institutional culture change and make steady progress in increasing representational diversity of STEM faculty. Effective implementation of the best laid policies can fall short if systemic bias in policies and the academic environment into which we hire new faculty are not considered as part of a holistic process. Using the seed and soil model proposed by Dr. Beronda Montgomery of Michigan State University, we propose a highly innovative Cornell FIRST Faculty Development Program that addresses both the seed (faculty member) and the soil (the community and climate) to ensure that FIRST faculty hires reach their full potential and succeed at Cornell. We hypothesize that a robust, evidence-based faculty development program across Cornell will create fertile ground (culture) for inclusive excellence and belonging and ensure that FIRST faculty are successful. We propose innovative programs for the FIRST cohort and other faculty who are underrepresented or marginalized in their fields by implementing our Faculty Development Initiative. Cornell will build FIRST faculty community by creating a sense of belonging in the discipline and across Cornell. We will connect FIRST faculty professionally and socially across their clusters and cohort, within departmental units and research fields, and across the university through a variety of formal and informal networking and community-building opportunities. Cornell will also foster individual research and career development for all FIRST faculty by providing tailored culturally relevant professional development opportunities to FIRST faculty to facilitate the successful start-up of their research programs, communicate clear pathways for promotion and tenure, and support success in their faculty roles. We expect that the Cornell FIRST program will successfully hire, retain, and support 10 new faculty underrepresented in their fields, while fostering sustainable institutional culture change. These activities will result in increased diversity of the faculty in the biological, biomedical, and health sciences at Cornell, while contributing to the diversity of academy, and future generations of the STEM workforce.