IRACDA - The New York Consortium for the Advancement of Postdoctoral Scholars (NY CAPS)Phase II

IRACDA - 纽约博士后学者促进联盟 (NY CAPS) 第二阶段

• 批准号: 9149880
• 负责人: Jorge L. Benach
• 金额: $ 89.14万
• 依托单位: STATE UNIVERSITY NEW YORK STONY BROOK
• 依托单位国家: 美国
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-08-01 至 2022-04-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9149880
• 关键词: Academy; Address; Administrator; Appointment; Award; Biochemistry; Biological; Biomedical Research; Chemistry; Cities; Collaborations; Communities; Complement; County; Development; Development Plans; Discipline; Ecology; Educational process of instructing; Effectiveness; Engineering; Evaluation; Evolution; Exposure to; Faculty; Feedback; Formulation; Funding; Goals; Grant; Hour; Individual; Institution; Journals; Learning; Manuscripts; Measurable; Measures; Mentors; Microbiology; Modality; Modeling; Monitor; Neurobiology; New York; Outcome; Persons; Pharmacology; Phase; Population; Positioning Attribute; Productivity; Publishing; Recruitment Activity; Regimen; Research; Research Training; Resources; Science; Science, Technology, Engineering and Mathematics Education; Scientist; Secure; Students; Technology; Training; Training Programs; Underrepresented Minority; Universities; Work; career; college; community college; disability; ethnic diversity; ethnic minority population; expectation; experience; faculty mentor; financial incentive; higher education; innovation; pedagogy; post-doctoral training; programs; racial and ethnic; racial minority; senior faculty; sexual minority; skills; teacher; teacher scholarship; tenure track; undergraduate student; virtual

This is a competitive renewal application for the IRACDA New York Consortium for the Advancement of Postdoctoral Scholars (NY-CAPS) program funded in 2012. NY-CAPS is a partnership among four higher education institutions in New York, to address the national need for greater diversity among tenure-track faculty in the biomedical sciences. Our postdoctoral scholars experience comprehensive and balanced training in research, teaching and professional development to pursue highly productive academic careers as scientist-teachers scholars. Our innovative, blended training model exploits over 20+ years of collaborations between a research-intensive institution (Stony Brook University), a comprehensive institution (The City University of New York Brooklyn College), a primarily undergraduate institution (The State University of New York Old Westbury), and a community college (Suffolk County Community College). The considerable strengths of each Consortium institution are leveraged to provide mentored research and pedagogic training and exposure to a diverse range of higher education institutions at which scholars may ultimately pursue academic careers. Measurable outcomes of our current NY-CAPS grant have outpaced our expectations; NY-CAPS is responsible for a 7% increase (7.6% in 2010 to 14.5% in 2015) in the racial/ethnic diversity of our domestic postdoctoral population at SBU since baseline. The NY-CAPS blended training model inspired the postdoctoral training component of the successful Stony Brook NSF AGEP-Transformation grant, which was funded one year later in 2013. These two programs work in concert to further expand the disciplinary diversity of our underrepresented minority, domestic postdoctoral community to include engineers and mathematicians. Our scholars have also published manuscripts in prestigious journals and impressively, five have already secured tenure-track faculty positions at teaching- or research-intensive institutions. The aggressive recruitment plan implemented during Phase I of NY-CAPS has generated a larger pool of outstanding candidates annually than originally expected (40+), with a high proportion of individuals identifying as racial, ethnic or sexual minorities and those with disabilities. Drawing from the sizable applicant pool, we will recruit four scholars per year during Phase II. These scholars will engage in a rigorous three-year training program complementing traditional research training (75% effort) with several modalities for mentored pedagogic training (25% effort). The program will continue to be led by a team that combines a highly accomplished national leader in biomedical research, a PAESMEM award winner honored for his mentoring and teaching activities, and a nationally recognized leader in STEM diversity best practices. The leaders at the Consortium institutions have extensive experience as senior faculty and administrators. These leaders are joined by research and teaching faculty with significant expertise in major biological and biomedical disciplines (biochemistry, chemistry, ecology and evolution, microbiology, neurobiology, pharmacology) across the four institutions. Mentoring teams for each scholar, which proved highly effective in Phase I, will be composed of the Research Mentor, the Teaching Mentor and another Faculty Mentor to guide the formulation of a required Individual Development Plan (IDP) that will help monitor scholar progress throughout their three year appointment. An added value and innovative approach of this renewal application is the modified teaching training component. In Phase II of this project, we will introduce a new blended pedagogy course, where 50% is virtual and taught by STEM Education Solutions’ “Scientist Teaching Science” Course offered also by the New York Academy of Sciences and the other 50% is taught in-person for one-hour-per-week by the Faculty Center/Teaching Learning Technologies and by the Alan Alda Center for Communicating Science. Also, in support of transforming the postdoctoral training experience for non-IRACDA scholars at the institution, we propose to introduce a NY-CAPS Associates Program, which will provide financial incentives (funded by Stony Brook University) to four non-IRACDA scholars per year to participate in the NY-CAPS training experience. Our comprehensive evaluation plan will assess our progress in achieving the key desired IRACDA program outcomes: teaching and research skills acquired from baseline, high research productivity, effectiveness of the three-person mentoring team and transformative impact at each Consortium institution as measured by student and faculty feedback and ultimately, by scholar career placement. Stony Brook University's President and Vice President for Research have both pledged significant resources to IRACDA NY-CAPS to demonstrate concrete institutional commitment to the objectives of the program. The three Specific Aims of this renewal application are: 1: Recruit and train 20 IRACDA NY-CAPS Scholars whose goals are to pursue careers as scientist-teacher scholars. 2: Provide a rigorous and productive training regimen for research and teaching scholarship that integrates strong mentoring practices by a team of mentors. 3: Develop a new IRACDA NY-CAPS Associates Program to have broader impact on the way postdoctoral scholars are recruited, trained and integrated into the broader university/college setting and to support appropriate transformative outcomes at the Consortium institutions.

这是 2012 年资助的 IRACDA 纽约博士后学者促进联盟 (NY-CAPS) 计划的竞争性更新申请。NY-CAPS 是纽约四所高等教育机构之间的合作伙伴关系，旨在满足国家对生物医学科学终身教职人员更大多样性的需求。我们的博士后学者在研究、教学和专业发展方面经历全面、平衡的培训，以追求作为科学家-教师学者的高产学术生涯。我们创新的混合培训模式利用了研究密集型机构（石溪大学）、综合性机构（纽约市立大学布鲁克林学院）、本科院校（纽约州立大学老韦斯特伯里分校）和社区学院（萨福克县社区学院）之间 20 多年的合作。每个联盟机构的巨大优势都被用来提供指导性研究和教学培训，并让学者们最终可以在各种高等教育机构中从事学术职业。我们当前 NY-CAPS 拨款的可衡量成果超出了我们的预期；自基线以来，NY-CAPS 使 SBU 国内博士后人口的种族/族裔多样性增加了 7%（2010 年为 7.6%，2015 年为 14.5%）。 NY-CAPS 混合培训模式启发了石溪 NSF AGEP 转型资助中博士后培训部分的成功，该资助于一年后的 2013 年提供。这两个项目协同工作，进一步扩大了我们代表性不足的少数族裔国内博士后社区的学科多样性，将工程师和数学家纳入其中。我们的学者还在著名期刊上发表了手稿，令人印象深刻的是，其中五人已经在教学或研究密集型机构获得了终身教职。 NY-CAPS 第一阶段实施的积极招聘计划每年产生的优秀候选人数量比最初预期的要多（40 多名），其中很大一部分人被认为是种族、族裔或性少数群体以及残疾人。从庞大的申请人库中，我们将在第二阶段每年招募四名学者。这些学者将参加严格的三年培训计划，以补充传统的研究培训（75％的努力）和多种指导教学培训（25％的努力）模式。该项目将继续由一个团队领导，该团队由一位在生物医学研究领域卓有成就的国家领导者、一位因其指导和教学活动而获奖的 PAESMEM 奖获得者，以及一位全国公认的 STEM 多样性最佳实践领导者组成。联盟机构的领导者拥有丰富的高级教师和管理经验。这些领导者由四个机构的研究和教学人员组成，他们在主要生物和生物医学学科（生物化学、化学、生态学和进化、微生物学、神经生物学、药理学）方面拥有丰富的专业知识。每位学者的导师团队将由研究导师、教学导师和另一位教师导师组成，在第一阶段被证明非常有效，以指导制定所需的个人发展计划（IDP），这将有助于监控学者在整个三年任命期间的进展。此更新应用程序的附加值和创新方法是修改后的教学培训部分。在该项目的第二阶段，我们将推出新的混合教学课程，其中 50% 是虚拟的，由纽约科学院提供的 STEM Education Solutions 的“科学家教学科学”课程教授，另外 50% 的课程由教师中心/教学技术中心和艾伦·阿尔达科学传播中心每周一小时面对面授课。此外，为了支持转变该机构非 IRACDA 学者的博士后培训体验，我们建议引入 NY-CAPS 合作伙伴计划，该计划将每年向四名非 IRACDA 学者提供经济激励（由石溪大学资助），以参加 NY-CAPS 培训体验。我们的综合评估计划将评估我们在实现 IRACDA 计划关键预期成果方面取得的进展：从基线获得的教学和研究技能、高研究生产力、三人指导团队的有效性以及通过学生和教师反馈以及最终通过学者职业安置来衡量的对每个联盟机构的变革性影响。石溪大学校长和研究副校长均承诺向 IRACDA NY-CAPS 提供大量资源，以展示机构对该计划目标的具体承诺。此次续签申请的三个具体目标是： 1：招募和培训 20 名 IRACDA NY-CAPS 学者，其目标是追求科学家兼教师学者的职业生涯。 2：为研究和教学奖学金提供严格且富有成效的培训方案，其中整合了导师团队的强有力的指导实践。 3：制定新的 IRACDA NY-CAPS 合作伙伴计划，对博士后学者的招募、培训和融入更广泛的大学/学院环境的方式产生更广泛的影响，并支持联盟机构适当的变革成果。