UC San Diego FIRST Program

加州大学圣地亚哥分校 FIRST 项目

• 批准号: 10494790
• 负责人: VIVIAN REZNIK
• 金额: $ 15.8万
• 依托单位: UNIVERSITY OF CALIFORNIA, SAN DIEGO
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-09-09 至 2027-08-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10494790
• 关键词: Area; Award; Budgets; California; Collaborations; Communities; Competence; Development; Development Plans; Educational process of instructing; Elements; Environment; Equilibrium; Ethnic group; Faculty; Fostering; Funding; Goals; Grant; Institution; Intervention; Knowledge; Leadership; Manuscripts; Mentors; Mentorship; Methodology; Organizational Culture; Participant; Population; Positioning Attribute; Preparation; Process; Program Development; Research; Research Personnel; Research Training; Schools; Scientist; Services; Structure; System; Teacher Professional Development; Time; Training Programs; United States National Institutes of Health; Universities; Woman; Writing; career; career development; career networking; cohort; community building; design; evidence base; faculty support; health equity; improved; innovation; peer; peer coaching; programs; racial and ethnic; recruit; research and development; senior faculty; skills; success; women faculty

Abstract A diverse biomedical workforce is critical for enhancing scientific innovation, health equity, and inclusive excellence. However, the number of historically underrepresented racial/ethnic (UR) scientists and women, especially UR women remain disproportionately low in the biomedical workforce, particularly as faculty at research institutions. UR and women biomedical researchers are also less likely to be awarded NIH funding and are underrepresented in leadership positions. Key barriers to faculty retention and success include a lack of clarity regarding promotion criteria, effective mentorship and formal structured faculty development programs. In addition, the gap in representation is caused in large part by institutional cultures that lack critical elements of inclusion and equity. Thus, multiple evidence-based strategies are needed to enhance faculty diversity, success and inclusion. Cluster hiring at academic institutions is an effective strategy for enhancing faculty diversity. Formal structured faculty mentorship, research and career development programs improve faculty competencies and success and can impact organizational culture. The goal of the University of California San Diego (UCSD) Faculty Institutional Recruitment for Sustainable Transformation (FIRST) Faculty Development Core is to use evidence-based strategies to enhance FIRST participants’ academic advancement, research success, and inclusive institutional excellence. The objective of the Faculty Development Core is to develop institutional strategies to establish effective mentorship, enhance research and career development and promote interventions that will reduce isolation and increase community building for all UCSD FIRST participants. We hypothesize that UCSD FIRST cohort participants engaging in the Faculty Development Core program components will obtain direction in academic promotion, strong mentorship in research and career development, access to networks of colleagues, integration into their units and inclusion in robust communities of diverse scholars comprised of peers, near-peers and senior faculty across UCSD. We propose three specific aims. Aim 1. Strategy and Methodology. To improve UCSD FIRST faculty training for promotion, tenure and advancement and enhance integration into the department/division and institution. Aim 2. Professional Development and Progression. To improve and support faculty research and career development using evidence-based strategies. Aim 3. Culture and Environment. To reduce isolation, promote community building, support new faculty timely academic advancement and to enhance institutional inclusive excellence. Together, these aims will promote UCSD culture change towards inclusive excellence by using evidence-based strategies to enhance UR faculty academic advancement, research and career development, integration and implementation of system-wide structured faculty development programs to enhance inclusivity.

抽象的 潜水员的生物医学劳动力对于增强科学创新，健康公平和包容性至关重要 卓越。但是，历史上代表性不足的种族/种族（UR）科学家和妇女的数量， 尤其是您的妇女在生物医学劳动力中的比例不高，尤其是作为教师 研究机构。 UR和妇女生物医学研究人员也不太可能获得NIH资金和 在领导职位上的人数不足。教师保留和成功的关键障碍包括缺乏 关于促进标准，有效的心态和正式结构化教师发展计划的清晰度。在 此外，代表的差距很大程度上是由于缺乏关键要素的机构文化引起的 包容和公平。这是需要多种基于证据的策略来增强教师的多样性，成功 和包容。在学术机构招聘的集群是增强教师多样性的有效策略。 正式的结构化教师心态，研究和职业发展计划提高教师能力 成功并可能影响组织文化。加州大学圣地亚哥分校（UCSD）的目标 教师的可持续转型机构招聘（第一）教师发展核心是使用 基于证据的策略，以增强第一参与者的学术进步，研究成功和 包容性机构卓越。教师发展核心的目的是发展机构 建立有效心态，增强研究和职业发展并促进的策略 干预措施将减少隔离并增加所有UCSD第一参与者的社区建设。我们 假设UCSD首次队列参与者参与教师发展核心计划 组成部分将获得学术促进的指导，研究和职业发展方面的强烈心态， 访问大学网络，将其整合到其单位中并包含在潜水员的稳健社区中 在UCSD中完成了同龄人，近亲和高级教师的学者。我们提出了三个具体目标。目的 1。策略和方法论。改善UCSD的首次晋升，任期和晋升的教师培训 并加强与部门/部门和机构的集成。目标2。专业发展和 进展。使用基于证据的策略改善和支持教师研究和职业发展。 目标3。文化和环境。减少隔离，促进社区建设，及时支持新教师 学术进步并增强机构包容性卓越。这些目标在一起将促进 UCSD文化通过使用基于证据的策略来增强您的教职 范围内的学术发展，研究和职业发展，整合和实施 结构化的教师发展计划，以提高包容性。