An Adaptation and Evaluation of an Entrepreneurial Research Training Model in Hawaii: The HUI SRC

项目总结/摘要 鉴于劳动力的全球竞争力，迫切需要从不同的领域招聘和培训教师 文化背景，指导和培养不同的学生作为未来的科学家在生物医学和健康 科学领域。不幸的是，在美国，只有10%的教师研究职位是由非洲人占据的。 美国人，西班牙裔，美洲原住民，夏威夷原住民和太平洋岛民（NHPIs）的统称。这 表明教师导师渠道存在重大漏洞，特别是来自代表性不足的社区，例如 夏威夷原住民和太平洋岛民（NHPI） 从最成功的企业到高等教育机构，导师制是多样化的核心。 在竞争激烈的市场中发展和留住人才，实际上是工作场所的一个基本组成部分 文化和明智的投资（Wallack，2019）。导师制是一种机制， 可以创造和培养代表性的劳动力。通过导师制，可以推进终身学习， 教师的才能可以被利用，系统可以被积极改变。出色而有效的指导 必须制度化，需要投入足够的时间和资源。不幸的是很多 教师进入学院没有任何正式的导师培训或保证这种培训机会， 将是可用的和可访问的。但是，在大多数情况下，教师进入学术界的强烈承诺， 多样性，公平，包容性和可访问性，目标是为不同的专业人士和领导者做好准备， 劳动力 夏威夷太平洋大学（HPU）提出了HPU教师导师培训计划，以提高教师的 有能力有效地指导学生，特别是来自代表性不足社区的学生， 独立研究，毕业进展，研究生院的准备，以及与 职业机会。此外，拟议的计划将发展学生参与的教师研究和 教师所需的技术和关系技能，以有效地指导HUI SRC的本科生 在HPU。该计划的首要目标是研究HPU的短期和长期影响 教师导师培训计划，增加学生参与教师研究和教师的 技术和关系指导技能。评估计划将审查在以下方面取得的总体成就： 增加教师导师的人数，他们将参与指导不同的学生在研究中取得成功， 研究生入学考试和就业准入。

Project Summary/Abstract Given global competitiveness in the workforce, there is an urgent need to recruit and train faculty from diverse cultural backgrounds to mentor and train diverse students as future scientists in the biomedical and health sciences fields. Unfortunately, in the U.S., only 10% of the faculty research positions are occupied by African Americans, Hispanics, Native Americans, and Native Hawaiian and Pacific Islanders (NHPIs) collectively. This indicates a major leak in the faculty mentors pipeline, particularly from underrepresented communities such as Native Hawaiians and Pacific Islanders (NHPI). From the most successful businesses to institutions of higher education, mentorship is at the core of diverse talent development and retention in a competitive market, indeed, a fundamental component of the workplace culture and a smart investment (Wallack, 2019). Mentorship is a mechanism through which a viable diverse and representative workforce can be created and cultivated. Through mentorship, lifelong learning can be advanced, faculty talents can be leveraged, and systems can be positively changed. Outstanding and effective mentoring must be institutionalized and requires the investment of sufficient time and resources. Unfortunately, many faculty enter the academy without any formal mentorship training or guarantees that such training opportunities will be available and accessible. But, for the most part, faculty enter academia with a strong commitment to diversity, equity, inclusion, and accessibility, with the goal of preparing diverse professionals and leaders for the workforce. Hawai‘i Pacific University (HPU) proposes the HPU Faculty Mentorship Training Program to enhance faculty’s ability to effectively mentor students, particularly students from underrepresented communities, in their independent research, progression towards graduation, preparation for graduate school, and connection to career opportunities. Furthermore, the proposed program will develop student-engaged faculty research and the technical and relational skills required by faculty to effectively mentor undergraduate students in the HUI SRC and at HPU. The overarching goal of this program is to examine the short and long-term impacts of the HPU Faculty Mentorship Training Program on increase in student-engaged faculty research and the faculty members’ technical and relational mentorship skills. The evaluation plan will examine the overall achievements toward increasing the pool of faculty mentors who will engage in mentoring diverse students toward success in research, graduate school matriculation, and career entrance.