Research Education Component

WF OAIC研究教育部分(REC)旨在培养有才华的研究人员的独立性 在具有挑战性的学术环境中，并支持发展所需的翻译技能 开展与WF OAIC主题一致的多学科研究，“整合影响 身体机能是残疾治疗和预防的新方法。“ 在国家研究领导者Denise Houston博士和Heidi Klepin博士的领导下，WF OAIC REC招募到了有前途的 和多样化的早期职业教师，并为每个REC学者创建个性化的职业发展计划 基于先前教育、经验、优势和劣势以及个人目标的需求。这些计划 包括：a)一个精心设计的研究项目，与伊斯兰会议组织的主题相结合，以发起一项独立的 研究；b)正式的、个性化的教育和技能获取计划，并通过翻译 领导力、道德和行政发展的范围和机会；c)强大的团队精神 导师计划，以促进翻译方法；以及d)严格的监测过程，使用特定的 成就的里程碑。 WF OAIC REC的具体目标是：1)招聘、支持和指导早期职业教师(REC 学者)，通过提供财政支持和 量身定做的指导、研究和教育计划，强调发展技能和 在协作和跨学科的老龄化研究中建立独立职业生涯所需的能力； 2)使用预期成果的具体里程碑来监控REC学者的进展，并改进 REC计划通过持续的评估过程。形成性和总结性评价包括 REC活动，与其他OAIC组件的互动，以及与整个大学职业生涯的互动 发展活动将用于改进和完善区域经济共同体赞助的活动。 在这个周期中，我们提议实施四项新的或增强的活动，这些活动是在我们以前的基础上进行的 成功的创新或对前辈或现任学者的评价反馈的回应：1) 翻译催化剂会议；2)研究设计工作室；3)虚拟跨OAIC学者聚焦系列； 还有一个老年评估训练营。通过其计划和活动，WF OAIC REC培训 跨学科科学家采用基于团队的协作方法，以便发现、评估和翻译 创新的方法，以保持功能和预防和治疗残疾。

The WF OAIC Research Education Component (REC) seeks to foster talented researchers’ independence in a challenging academic environment, and to support the development of the translational skills needed to conduct multi-disciplinary research consonant with the WF OAIC theme, “Integrating pathways affecting physical function for new approaches to disability treatment and prevention.” Led by national research leaders, Drs. Denise Houston and Heidi Klepin, the WF OAIC REC recruits promising and diverse early-career faculty and creates an individualized career development plan for each REC Scholar’s needs based on prior education, experience, strengths and weaknesses, and personal goals. The plans include: a) a well-designed research project, integrated with the OAIC’s theme, to initiate an independent line of research; b) a formal, individualized educational and skill acquisition plan with exposure across the translational spectrum and opportunities for leadership, ethical and administrative development; c) a robust team-based mentorship program to foster translational approaches; and d) a rigorous monitoring process using specific milestones of achievements. The Specific Aims of the WF OAIC REC are: 1) to recruit, support, and mentor early career faculty (REC Scholars) with a demonstrated commitment to an aging research career by providing financial support and a tailored mentorship, research and educational program emphasizing the development of skills and competencies necessary to build an independent career in collaborative and interdisciplinary aging research; and 2) to monitor progress of REC Scholars using specific milestones of expected achievements, and improve REC programs through an on-going evaluation process. Formative and summative evaluations encompassing REC activities, interactions with other OAIC components, and interactions with university-wide career development activities will be used to improve and refine REC-sponsored activities. In this cycle, we are proposing to implement four new or enhanced activities that build upon our previous successful innovations or are in response to evaluative feedback from previous or current scholars: 1) Translational Catalyst Meetings; 2) Research Design Studios; 3) Virtual Cross-OAIC Scholar Spotlight Series; and a 4) Geriatric Assessment Boot Camp. Through its programs and activities, the WF OAIC REC trains interdisciplinary scientists in team-based collaborative approaches in order to discover, evaluate, and translate innovative approaches to preserve function and prevent and treat disability.