Mentoring Institute for Neuroscience Diversity Scholars

摘要 尽管进行了多年的讨论、研究和促进变革的努力，但仍存在巨大的差距 非洲裔美国人、西班牙裔美国人、土著美国人、残疾人和其他人的存在 美国研究型大学中代表不足的少数族裔(URM)教师及其在美国的代表性 人口。这一现实在神经科学中并不比在其他学科中更真实。此外，这样做的URM 获得教员地位似乎比他们大多数人获得成功的传统衡量标准要低 对口单位。尽管有关出版物和资金率的数据似乎很缺乏，但这一数据的缺失令人震惊。 作为大学的正式教授或主席以及作为研讨会的显要位置的城市管理委员会 演讲者、期刊编辑或社会官员。我们认为这两个问题是相关的-如果那些 作为教师的城市管理人员在这些措施方面变得更成功，这反过来又会刺激涌入 其他城市管理人员进入教员队伍。我们对美国现有项目的评估表明，有以下几个 有限的机会，充分协助早期职业URM教员克服这些困难，就是这样 我们试图通过神经科学多样性学者指导研究所(Minds)解决的问题 促进研究型大学初级教员在神经科学方面的进步。定义 这样的教员在手稿、提交的补助金和资助的质量和数量方面的成功，可见度 在国家层面，参与者对他人的指导，以及推广，我们建议建立一个计划 基于以下假设：早期职业URM教员在神经科学方面的成功可以增加 基本上是通过集中于(1)和个性化职业生涯的强化个性化教育计划 发展计划和相关导师团队的确定(2)专业指导能力强 技能和负责任的研究(RCR)，(3)由高年级学生进行个性化和频繁的指导 常设教员(4)发展扩大的网络和同行指导，以及(5)促进和 加强URM教员在各自机构的职业生涯。为了检验这一假设，我们将继续 Minds计划，以促进URM教师的发展。我们将在年内招聘10名早期职业URM教师 每年都有很大希望获得成功的神经科学奖。然后，我们将发展职业发展 每个参与者的计划，参与者和指导团队将共同发展职业生涯 发展规划。为了促进这一计划，我们将建立一个为期两年的教育计划，包括(A) 讲习班，(B)强有力的指导，(C)出席专业科学会议，(D)协助 扩大他们的网络；以及(E)建立机制，促进 参与者。将评估我们努力的影响，并在会议和#年传播结果。 出版物。我们相信，这种方法将对早期职业URM的成功产生重大影响 他是神经科学领域的教师，并将成为学术界其他领域项目的典范。

ABSTRACT Despite many years of discussion, research, and efforts to promote change, a great disparity remains between the presence of African American, Hispanic, Native American, People with Disabilities, and other underrepresented minority (URM) faculty at US research universities and their representation in the US population. This reality is no less true in the neurosciences than in other disciplines. Moreover, URMs who do achieve faculty status appear to achieve traditional measures of success at a lower rate than do their majority counterparts. Although data on publications and funding rates appear to be lacking, there is a striking absence of URMs in visible positions of prominence as full professors or chairs at universities and as symposia speakers, journal editors, or societal officers. We believe that these two problems are related – that if those URMs who are faculty become more successful in regard to those measures, this in turn will stimulate an influx of other URMs into faculty ranks. Our evaluation of available programs in the US indicates that there are limited opportunities to adequately assist early career URM faculty in overcoming these difficulties, and it is this problem that we seek to address through the Mentoring Institute for Neuroscience Diversity Scholars (MINDS) to promote the advancement of junior faculty members in the neurosciences at research universities. Defining success for such faculty in terms of quality and quantity of manuscripts, grants submitted, and funded, visibility at the national level, mentoring of others by the participants, and promotion, we propose to establish a program based on the following hypothesis: The success of early career URM faculty in neuroscience can be increased substantially by an intensive individualized educational program focused on (1) and individualized career development plan and the identification of a team of relevant mentors (2) strong instruction in professional skills and the responsible conduct of research (RCR), (3) individualized and frequent mentoring by senior established faculty (4) development of an expanded network and peer-mentoring, and (5) the promotion and enhancement of the career of URM faculty at their own institutions. To test this hypothesis we will continue the MINDS program to advance the development of URM faculty. We will recruit 10 early career URM faculty in neuroscience each year who have great promise for success. We will then develop career development programs for each participant and together the participant and mentoring team will develop a career development plan. To facilitate that plan we will establish a two-year educational program consisting of (a) workshops, (b) strong mentoring, (c) attendance at professional scientific meetings, (d) assistance in the expansion of their network, and (e) mechanisms to promote communication and peer-mentoring among the participants. The impact of our efforts will be evaluated and the results disseminated at meetings and in publications. We believe that this approach will have a significant impact on the success of early career URM faculty in the neurosciences and will serve as a model for programs in other areas of academia.