Enhancing Career Development of HBCU Biomedical Researchers: Extended Training in Grantsmanship and Mentoring

项目总结/摘要 增加生物医学劳动力的多样性要求教师导师的代表性不足（UR）的学员是 熟练掌握培训和指导，以便：a）展示文化能力，以充分支持UR 学员，让他们参加严格的研究培训，并为他们进入研究生课程做好准备，以及B）支持 教师的职业发展，包括UR教师，其中研究教师的进步和过渡是衡量 他们有能力获得外部资金支持。然而，掌握这些复杂的技能是耗时的， 教师需要经过专门培训才能熟练掌握。大多数教师培训的传统现状是 “低接触”的一次性工作坊拟议的研究旨在产生关于以下方面的成果和益处的新知识： 一个密集的，持续的训练模式的方法（高触摸），通过多站点HBCU实验。研究设计 建立在基于证据的最佳实践基础上，包括北德克萨斯大学健康科学中心（UNTHSC） 国家研究指导网络迈向学术研究（NRMN-STAR）计划，包括2 创新方面：1）它包括一项对照随机研究，以测试持续vs. 干预措施（高与低接触），和2）沿着与已在星星计划中研究的granectin，它 包括指导培训。该研究是三所历史上黑人学院/大学（HBCU）之间的合作伙伴关系- 萨凡纳州立大学（牵头）、奥尔巴尼州立大学和亚拉巴马州立大学-每一所大学都有大的 UR教师和学生谁可以受益于新的培训方法，以提高他们的教师和学生的数量 对生物医学科学界的贡献。为期3年的培训实验将吸引3批教师 参与者（18/队列，总研究人群为54），来自合作伙伴的所有全职教师， 有兴趣从事生物医学/行为研究。所有学科都将被邀请申请，以支持多样化的 参与生物医学/行为研究的学科，包括跨学科和社区研究。 本研究将采用混合实验设计，随机选择和分配参与者。每个队列将 参与为期12个月的培训实验，低接触组接受为期2天的介绍性研讨会和 后续网络研讨会，高接触小组接受介绍性讲习班和其他讲习班/网络研讨会， 每月一次的同伴教练指导。这两个群体都有资格申请试点项目资金。目标超过12 一个月的实验是让教师准备一份研究计划，可以在下一个资助周期提交给NIH。 将收集每个队列的教师效能感的前/后调查数据，并在实验结束后，教师 将监测赠款提交、奖励、学生指导和同伴指导的生产率， 高接触组和低接触组与每个地点的所有教师的对照组进行比较。我们希望这项研究 研究结果和成果将导致一个预测模型，可以转化为持久性和职业生涯 在其他HBCUs和多数机构的教师发展。

Project Summary / Abstract Increasing the diversity of the biomedical workforce requires that faculty mentors of underrepresented (UR) trainees are proficient in grantsmanship and mentoring in order to: a) demonstrate cultural competencies to adequately support UR trainees, engage them in rigorous research training, and prepare them for entry to graduate programs, and b) support career development of faculty, including UR faculty, where advancement and transition for research faculty is measured by their ability to obtain external funding support. However, mastering these complex skills is time-consuming and faculty need specialized training to gain proficiency. The conventional, status quo approach for most faculty training is “low-touch,” one-time workshops. The proposed study aims to generate new knowledge on the outcomes and benefits of an intensive, sustained training model approach (high touch) through a multi-site HBCU experiment. The study design builds on evidence–based best practices, including the University of North Texas Health Science Center (UNTHSC) National Research Mentoring Network Steps Toward Academic Research (NRMN-STAR) Program, and includes 2 innovative aspects: 1) it includes a controlled randomized research study to test the efficacy of sustained vs. one time interventions (high vs. low touch), and 2) along with grantsmanship which has been studied in the STAR program, it includes mentoring training. The study is a partnership between three Historically Black Colleges/Universities (HBCUs) - Savannah State University (lead), Albany State University, and Alabama State University – each of which has large numbers of UR faculty and students who can benefit from new training approaches to increase their faculty and students’ contributions to the biomedical scientific community. The 3–year training experiment will engage 3 cohorts of faculty participants (18/cohort for a total study population of 54), drawn from all full-time faculty at the partners who are interested in pursuing biomedical/behavioral research. All disciplines will be invited to apply to support a diversity of disciplines participating in biomedical/behavioral research, including interdisciplinary and community-based research. The study will be a mixed experimental design with random selection and assignment of participants. Each cohort will engage in a 12 month training experiment, with the low touch group receiving an introductory 2 day workshop and a follow-up webinar, and the high touch group receiving the introductory workshop and additional workshops/webinars and monthly coaching from peer coaches. Both groups will be eligible to apply for pilot project funding. The goal over the 12 month experiment is for faculty to prepare a research proposal which can be submitted to NIH in the next funding cycle. Pre-/Post survey data on faculty efficacy will be gathered for each cohort, and following the end of the experiment, faculty productivity for grant submissions, awards, student mentoring, and peer coaching will be monitored, and outcomes compared for the high and low touch groups against a comparison group of all faculty at each site. We expect that study research findings and outcomes will lead to a predictive model that can be translated to persistence and career development of faculty at other HBCUs and majority institutions.