IRACDA at the University of Pennsylvania: Penn Postdoctoral Opportunities in Research and Teaching (PennPORT).

总结 尽管多样化生物医学科学工作队伍的重要性得到了广泛的认可，但 在STEM领域扩大参与的速度一直慢得令人不安。联系鼓舞人心的STEM教育工作者 可以增加追求生物医学研究职业的代表性不足的学生的数量，但太少了。 科学家被培训为教师，而适应不同学生群体需求的科学家就更少了。的 宾夕法尼亚大学的博士后研究和教学IRACDA计划的机会 （Pennport IRACDA）一直致力于解决这个问题，通过培训博士后的职业生涯，联合收割机 高质量的研究和教学，同时支持地区少数民族服务机构的STEM教育。 该计划的双重目标是：1）培养一批训练有素的生物医学和 行为科学家谁都是杰出的研究人员和高素质的本科教育工作者， 2)在我们的伙伴学校加强本科科学教育，并鼓励本科生 学生继续深造，以从事科学事业。在为期三年的培训计划中， (with可选的第四年，研究密集年），15名学者（每年5名IRACDA资助的学者）将 在宾夕法尼亚大学教师研究导师的指导下进行尖端的独立研究， 代表了广泛的NIGMS相关的研究领域和部门在宾夕法尼亚大学及其附属机构。 在Pennport IRACDA和宾夕法尼亚大学生物医学博士后项目的支持和培训下， 将进行有影响力的研究，并发展在学术研究中取得成功所需的专业技能。在 与他们的研究培训并行，Pennport学者将通过教师培训序列的进展， 他们参加了宾夕法尼亚大学教学中心提供的正式的教学方法课程， 在我们的合作少数民族服务机构之一学习和审计课程，教两个学期， 伙伴学校教师的指导，并进行个性化的领导活动，以获得 接触学术编程。我们的三个合作机构，特拉华州县社区学院， 林肯大学和罗格斯-卡姆登大学，跨越了本科环境的范围， 为学者提供独特的教学机会。对于合作学校，PennPORT IRACDA学者 提供新的教学方法和令人兴奋的，以研究为导向的课程。此外，Pennport 奖学金获得者是合作学校本科生的重要导师和榜样，支持他们的职业生涯 进步，并提供机会在宾夕法尼亚大学实验室从事研究。我们期待一个成功的 计划的结果，其中至少70%的学者将实现他们的职业目标，获得独立的 结合教学和研究的学术职位。成功也将由积极的合作伙伴定义 学校的影响，包括提供高质量的课程和增加伙伴学校的参与 学生在研究型活动，可以导致在生物医学研究的职业生涯。

Summary Although the importance of a diverse biomedical science workforce is widely appreciated, progress toward broadening participation in STEM fields has been disappointingly slow. Contact with inspiring STEM educators can increase the number of underrepresented students who pursue biomedical research careers, but too few scientists are trained as teachers, and even fewer are attuned to the needs of diverse student populations. The University of Pennsylvania's Postdoctoral Opportunities in Research and Teaching IRACDA Program (PennPORT IRACDA) has been working to address this problem by training postdocs for careers that combine high quality research and teaching, while supporting STEM education at regional minority-serving institutions. The dual objectives of the program are: 1) to develop a diverse group of highly trained biomedical and behavioral scientists who are both outstanding researchers and highly qualified undergraduate educators, and 2) to strengthen undergraduate science education at our partner schools and encourage undergraduate students to pursue further education leading to a career in the sciences. During the three-year training program (with an optional fourth, research intensive year), 15 total scholars (5 IRACDA-funded scholars per year) will conduct cutting-edge, independent research under the direction of Penn faculty research mentors, who represent a broad array of NIGMS-related research areas and departments at Penn and its affiliated institutes. With support and training from PennPORT IRACDA and Penn’s Biomedical Postdoctoral Programs, scholars will conduct impactful research and develop the professional skills needed to succeed in academic research. In parallel with their research training, PennPORT scholars will progress through a teacher training sequence in which they take a formal course in pedagogical methods offered by the Penn Center for Teaching and Learning and audit a course at one of our partnering minority-serving institutions, teach for two semesters with mentorship from partner school teaching faculty, and conduct individualized leadership activities to gain exposure to academic programming. Our three partnering institutions, Delaware County Community College, Lincoln University, and Rutgers - Camden University, span the range of undergraduate environments, providing scholars with distinct teaching opportunities. For the partner schools, PennPORT IRACDA scholars provide new pedagogical approaches and exciting, research-oriented courses. In addition, PennPORT scholars serve as important mentors and role models to partner school undergraduates, supporting their career progression and providing opportunities to engage in research in Penn labs. We anticipate a successful program outcome in which at least 70% of scholars will attain their career goal of obtaining an independent academic position that combines teaching and research. Success will also be defined by positive partner school impacts, including the delivery of high-quality courses and increased engagement of partner school students in research-oriented activities that can lead to careers in biomedical research.