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

这是2012年资助的IRACDA纽约博士后学者发展联盟（NY-CAPS）项目的竞争性续期申请。nyu - 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了全面和平衡的培训，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20多年来在研究密集型机构（石溪大学），综合机构（纽约城市大学布鲁克林学院），主要本科机构（纽约州立大学旧韦斯特伯里分校）和社区学院（萨福克县社区学院）之间的合作。每个联盟机构的相当大的优势被利用来提供指导研究和教学培训，并接触到各种各样的高等教育机构，学者们可能最终追求学术生涯。我们目前的NY-CAPS拨款的可衡量结果超出了我们的预期；NY-CAPS使SBU国内博士后人口的种族/民族多样性自基线以来增加了7%（2010年为7.6%，2015年为14.5%）。NY-CAPS混合培训模式启发了成功的Stony Brook NSF AGEP-Transformation资助的博士后培训部分，该资助于一年后的2013年获得资助。这两个项目协同工作，进一步扩大我们未被充分代表的少数民族，国内博士后社区的学科多样性，包括工程师和数学家。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，其中五位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超过了最初的预期（40人以上），其中种族、民族或性少数群体和残疾人的比例很高。从规模可观的申请者中，我们将在第二阶段每年招收四名学者。这些学者将参加一个严格的为期三年的培训计划，以补充传统的研究培训（75%的努力）和几种指导教学培训模式（25%的努力）。该项目将继续由一个团队领导，该团队包括一位在生物医学研究方面取得高度成就的国家领导者，一位因其指导和教学活动而获得PAESMEM奖的获奖者，以及一位在STEM多样性最佳实践方面获得全国认可的领导者。联盟机构的领导拥有丰富的资深教师和管理经验。四所大学的研究和教学人员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。每个学者的指导团队，在第一阶段被证明是非常有效的，将由研究导师、教学导师和另一位教师导师组成，指导制定所需的个人发展计划（IDP），帮助监控学者在三年任期内的进展。这个更新应用程序的一个附加价值和创新方法是修改的教学培训部分。在该项目的第二阶段，我们将引入一种新的混合教学法课程，其中50%是虚拟的，由纽约科学院提供的STEM教育解决方案的“科学家教学科学”课程教授，另外50%由教师中心/教学技术和Alan Alda交流科学中心每周授课一小时。此外，为了支持转变该机构非iracda学者的博士后培训经历，我们建议引入NY-CAPS联合计划，该计划将每年为四名非iracda学者提供经济奖励（由石溪大学资助），以参加NY-CAPS培训经历。我们的综合评估计划将评估我们在实现关键期望的IRACDA项目成果方面的进展：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每个联盟机构的变革性影响（通过学生和教师的反馈以及最终的学者职业安置来衡量）。石溪大学的校长和负责研究的副校长都承诺向IRACDA NY-CAPS提供大量资源，以表明对该计划目标的具体机构承诺。此更新申请的三个具体目标是：1：招募和培训20名IRACDA NY-CAPS学者，其目标是追求科学教师学者的职业生涯。2：为研究和教学奖学金提供严格而富有成效的培训方案，该方案整合了导师团队的强大指导实践。3：制定新的IRACDA NY-CAPS联合计划，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，并支持联盟机构的适当变革成果。

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.