Ensuring success in academia for underrepresented faculty to advance biomedical science research

确保代表性不足的教师在学术界取得成功，以推进生物医学科学研究

• 批准号: 10509091
• 负责人: Rena A. S. Robinson
• 金额: $ 37.4万
• 依托单位: VANDERBILT UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-09-01 至 2027-07-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10509091
• 关键词: Academia; Affect; Applications Grants; Asian; Biomedical Research; Black race; Climate; Collaborations; Color; Communication; Communities; Coupled; Development; Development Plans; Ensure; Faculty; Funding; Goals; Grant; Hispanic; Home; Institution; Journals; K-Series Research Career Programs; Knowledge; Latino; Measures; Mentors; Motivation; Outcome; Output; Participant; Pattern; Periodicity; Politics; Postdoctoral Fellow; Productivity; Publications; Race; Reporting; Research; Research Project Grants; Resources; Science; Self Efficacy; Services; Social Network; Social support; Stress; Structural Racism; Training; Underrepresented Minority; United States National Institutes of Health; Well in self; Wellness Center; Writing; black men; black women; burnout; career; career life balance; career networking; cohort; coping; design; experience; faculty mentor; faculty research; fighting; follow-up; holistic approach; member; mid-career faculty; people of color; programs; racial and ethnic; recruit; resilience; senior faculty; skill acquisition; skills; social; social capital; success; tenure track; tool; undergraduate student

ABSTRACT Over the past several decades, little has changed in reported experiences of faculty of color at predominately white institutions (PWIs). Underrepresented minority (URM) scholars at PWIs often contend with numerous challenges that impact their research success and productivity. There are empirically supported problems with recruiting and retaining URM faculty in academia and the biomedical workforce. Faculty advancement and faculty research productivity are closely intertwined with psychological wellness. Faculty that are most well, as defined by having high levels of social support, mentoring, an enhanced sense of belonging at their institution and a satisfactory work-life balance are the most successful in academia. There are several programs largely focused on increasing the pipeline from undergraduate to graduate and post-doctoral scholars, leaving a gap in the training and mentoring needs of new and mid-career tenure-track faculty that often feel isolated and devalued at their home institutions. Success for URM faculty is largely driven by knowledge coupled with motivation, self- efficacy, and tangible support. The overarching goal of the Faculty Accomplished Community that Cultivates Equity and Success in Science (ACCESS) Program, focused on racial/ethnic URM scholars across the career trajectory at PWIs, is to provide faculty with tools and resources needed to be successful biomedical scientific leaders. The Faculty ACCESS Program will center wellness and resiliency to equip multiple marginalized faculty members to persist towards advancing biomedical research despite systemic, institutional, cultural, and environmental challenges. To this end, the objectives are 1) To provide programming and mentoring for URM faculty at PWIs centering wellness and focused on skill building to increase rigorous research productivity, 2) To provide targeted training in grant-writing to increase NIH grant submissions by URM faculty, 3) To provide a network of funded URM faculty mentors for trainee participants to enhance social and tangible support. Expected outcomes of the Faculty ACCESS Program are to facilitate skill development in rigorous research through wellness to increase publication outputs, increase NIH grant submissions and resubmissions, and support and prepare faculty for the promotion and tenure processes. Additional outcomes include increased sense of belonging, self-efficacy, reduced stress, and increased social and professional networks. The overarching goal is to facilitate success of URM faculty and increase retention in the biomedical research field which is a stated priority for NIH in the fight to end structural racism.

抽象的 在过去的几十年中，报道的有色教师的经历几乎没有改变 白人机构（PWIS）。 PWIS的代表性不足的少数民族（URM）学者经常与许多 影响其研究成功和生产力的挑战。有经验支持的问题 在学术界和生物医学劳动力中招募和保留URM教师。教师的进步和教师 研究生产力与心理健康紧密相关。定义的教师 通过具有高水平的社会支持，指导，增强的机构归属感和 令人满意的工作与生活平衡是学术界最成功的。有几个计划主要集中 从本科到研究生和博士后学者增加管道时，留下了差距 培训和指导需求的新职业和中期任期教师经常感到孤立和贬值 他们的家庭机构。 URM教师的成功主要是由知识和动力，自我的知识驱动 功效和切实支持。培养教师成就社区的总体目标 在职业生涯中专注于种族/种族URM学者的科学（访问）计划的公平和成功 PWIS的轨迹将为教师提供成功生物医学科学所需的工具和资源 领导者。教师访问计划将以健康和弹性为中心，以配备多个边缘化的 尽管有系统性，机构，文化和 环境挑战。为此，目标是1）为URM提供编程和指导 PWIS的教师以健康为中心，专注于技能建设以增加严格的研究 生产力，2）提供有针对性的培训以赠款，以增加URM的NIH赠款提交 教师，3）为学员参与者提供资助的URM教师导师网络，以增强社会 和切实的支持。教师访问计划的预期结果将促进技能发展 在通过健康的严格研究中 重新提交，支持并为晋升和任期过程做好准备。其他结果 包括增加归属感，自我效能感，压力减轻以及社交和专业人士的增加 网络。总体目标是促进URM教师的成功并增加生物医学的保留率 研究领域是NIH在结构种族主义斗争中的优先事项。