Michigan IRACDA: Training Future Professors of Engineering and Physiology

密歇根 IRACDA：培训未来的工程和生理学教授

• 批准号: 10005363
• 负责人: Susan V Brooks
• 金额: $ 57.29万
• 依托单位: UNIVERSITY OF MICHIGAN AT ANN ARBOR
• 依托单位国家: 美国
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-08-01 至 2021-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10005363
• 关键词: Anatomy; Biology; Biomedical Engineering; County; Educational process of instructing; Engineering; Evaluation; Faculty; Fellowship; Funding; Future; Future Teacher; Generations; Grant; Learning; Mathematics; Mentors; Michigan; Mind; Physiology; Positioning Attribute; Postdoctoral Fellow; Process; Recording of previous events; Research; Research Project Grants; Research Training; STEM field; Science; Scientist; Secure; Students; Time; Training; Training Activity; Universities; Work; base; career; cohort; college; community college; experience; medical schools; member; mid-career faculty; post-doctoral training; professor; programs; recruit; summer research; training opportunity; underrepresented minority student; university student

 DESCRIPTION (provided by applicant): The University of Michigan (UM) has a superb history of training postdoctoral fellows, and is committed to enhancing diversity and the pipeline of future teachers and students in the workforce that pursues the Science/Technology/Engineering/Mathematics (STEM) fields. With this in mind, the UM College of Engineering and Medical School have partnered with two colleges that are within a 45 minute drive, Henry Ford College (HFC) and Wayne County Community College District (WCCCD) to develop the Michigan IRACDA: Training of Future Professors of Engineering and Physiology program to train future scientist- educators. The proposed four-year program for each trainee scholar involves an initial three years of 75%-time research training by 32 UM research mentors who have an excellent training record and are well funded. The research mentors are based primarily in the Departments of Biomedical Engineering and Physiology, and include 3 assistant professors, 9 associate professors and 20 professors; with a training record of >230 current and past postdocs and 31 current postdocs who are training grant eligible. The remaining 25% training time of the first 3 years consists of training in teaching, which will be carried out at HC and WCCCD. Four trainee scholars will be selected annually, with 12 total scholars by years 3-5 of the program; half will have an engineering focus and teach at HFC and half with a physiology focus and teach at WCCCD. The fourth year of training will be covered by the research mentors and is expected to allow the scholars to complete their research projects, carry out some teaching and work towards securing a faculty position. HFC and WCCCD have 18,000-20,000 students each, with science class sizes of 24-36, and a large number of underrepresented minority students (46% at HFC, >80% at WCCCD). Both colleges will provide several courses for our scholars to teach including anatomy and physiology, biology, engineering and mathematics. The full-time teaching experience of the six mentors from HFC and WCCCD is 7-20 years per mentor, and the mentors were selected because of their outstanding teaching. Highlights and unique features of our proposal include the outstanding record of the research and teaching mentors, our scholar evaluation and selection process, the focus on college students with diverse backgrounds where we anticipate making a huge impact on the trajectory of the students, the program oversight, an institutional commitment that has already allowed recruiting two Michigan IRACDA scholars, full engagement of the renowned UM Center for Research on Learning and Teaching to provide training modules and opportunities for both the scholars and their teaching mentors, and the institutional support to provide summer research fellowships for up to 20 students from HFC and WCCCD. We are confident that our program will be successful in preparing a new generation of scientist-educators to be highly effective and successful faculty members and mentors, and that we will inspire an up-and-coming cohort of students to pursue science and engineering careers.

 描述（由申请人提供）：密歇根大学（UM）在培养博士后研究员方面有着悠久的历史，并致力于加强未来教师和学生在追求科学/技术/工程/数学（STEM）领域的劳动力的多样性和管道。考虑到这一点，工程和医学院的UM学院已与两所大学，是在45分钟的车程，亨利福特学院（HFC）和韦恩县社区学院区（WCCCD）开发密歇根州IRACDA：工程和生理学计划的未来教授的培训，以培养未来的科学家，教育家。每个实习学者的拟议四年计划包括由32名具有良好培训记录和资金充足的UM研究导师进行的最初三年75%时间的研究培训。研究导师主要在生物医学工程和生理学系，包括3名助理教授，9名副教授和20名教授;有超过230名现任和过去的博士后和31名现任博士后的培训记录。头三年剩余的25%的培训时间包括教学培训，将在HC和WCCCD进行。每年将选出四名实习学者，在该计划的第3-5年共有12名学者;一半将以工程为重点，在HFC任教，另一半将以生理学为重点，在WCCCD任教。第四年的培训将由研究导师负责，预计将使学者能够完成他们的研究项目，进行一些教学，并努力争取教师职位。HFC和WCCCD各有18，000 - 20，000名学生，理科班的规模为24-36人，以及大量代表性不足的少数民族学生（HFC为46%，WCCCD>80%）。两所学院都将为我们的学者提供几门课程，包括解剖学和生理学、生物学、工程学和数学。来自HFC和WCCCD的六位导师的全职教学经验为7-20年，导师是因为他们出色的教学而被选中的。我们的提案的亮点和独特之处包括研究和教学导师的出色记录，我们的学者评估和选择过程，对具有不同背景的大学生的关注，我们预计会对学生的轨迹产生巨大影响，计划监督，已经允许招募两名密歇根州IRACDA学者的机构承诺，著名的澳大学习与教学研究中心的全面参与，为学者及其教学导师提供培训模块和机会，并提供机构支持，为来自HFC和WCCCD的多达20名学生提供夏季研究奖学金。我们相信，我们的计划将成功地培养新一代科学家教育工作者成为高效和成功的教师和导师，我们将激励一批崭露头角的学生追求科学和工程事业。