National Institute for Mentoring Early Minority Faculty in Neuroscience

国家神经科学早期少数族裔教师指导研究所

• 批准号: 8608270
• 负责人: A Paula Monaghan-Nichols
• 金额: $ 21.87万
• 依托单位: UNIVERSITY OF PITTSBURGH AT PITTSBURGH
• 依托单位国家: 美国
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-01-15 至 2018-12-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8608270
• 关键词: Academia; Address; Advanced Development; African American; American; American Indians; Applications Grants; Area; Characteristics; Communication; Data; Development; Development Plans; Discipline; Disease; Educational process of instructing; Educational workshop; Employee Strikes; Ethics; Evaluation; Exposure to; Faculty; Feedback; Foundations; Funding; Gender; Geographic Locations; Hispanic Americans; Hispanics; Individual; Institutes; Institution; Instruction; Interview; Journals; Lead; Letters; Manuscripts; Measures; Mentors; Minority; Minority Groups; Modeling; Monitor; Native Americans; Neurobiology; Neurosciences; Neurosciences Research; Pacific Island Americans; Participant; Population; Positioning Attribute; Preparation; Process; Publications; Publishing; Relative (related person); Research; Research Personnel; Research Project Grants; Science; Self Assessment; Series; Stress; Testing; To specify; Training; Training Programs; Translational Research; Underrepresented Minority; United States; Universities; Work; Writing; base; career; career development; demographics; design; interest; meetings; member; oral communication; professor; programs; public health relevance; racial and ethnic; responsible research conduct; skills; success; symposium; Academia; Address; Advanced Development; African American; American; American Indians; Applications Grants; Area; Characteristics; Communication; Data; Development; Development Plans; Discipline; Disease; Educational process of instructing; Educational workshop; Employee Strikes; Ethics; Evaluation; Exposure to; Faculty; Feedback; Foundations; Funding; Gender; Geographic Locations; Hispanic Americans; Hispanics; Individual; Institutes; Institution; Instruction; Interview; Journals; Lead; Letters; Manuscripts; Measures; Mentors; Minority; Minority Groups; Modeling; Monitor; Native Americans; Neurobiology; Neurosciences; Neurosciences Research; Pacific Island Americans; Participant; Population; Positioning Attribute; Preparation; Process; Publications; Publishing; Relative (related person); Research; Research Personnel; Research Project Grants; Science; Self Assessment; Series; Stress; Testing; To specify; Training; Training Programs; Translational Research; Underrepresented Minority; United States; Universities; Work; Writing; base; career; career development; demographics; design; interest; meetings; member; oral communication; professor; programs; public health relevance; racial and ethnic; responsible research conduct; skills; success; symposium

DESCRIPTION (provided by applicant): Despite many years of discussion, research, and efforts to promote change, a great disparity remains between the presence of black, Hispanic, Native American, and other underrepresented minority (URM) faculty at US research universities and their representation in the American population. This reality is no less true in te 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 research 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 United States strongly 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 establishment of a nationa Early Career Institute (ECI) 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 published and research grant proposals submitted, scored, and funded, we propose to establish an ECI based on the following hypothesis: The success of early career URM faculty members in neuroscience can be increased substantially by an intensive individualized educational program focused on (1) exposure to cutting edge research in basic neuroscience, (2) increased background on the neurobiology of disease, (3) instruction in professional skills and the responsible conduct of research (RCR), (4) development of an expanded network, and (5) frequent mentoring by established faculty. To test this hypothesis we wish to establish a national Early Career Institute (ECI) to advance the development of URM faculty. We will begin by identifying 10 URM faculty members in the neuroscience each year who are early in their career and have great promise for success. We will then develop individualized career development programs for each participant selected and together the participant and mentoring team will develop a career development plan. To facilitate that plan we will establish a one- year educational program consisting of (a) workshops, (b) mentored attendance at professional scientific meetings, (c) assistance in the expansion of their network, and (d) a listserv to promote communication among the participants. The impact of our efforts will be carefully evaluated and the results disseminated at meetings and in published articles. We believe that this approach will have a significant impact on the success of early career URM faculty in the neurosciences and will also serve as a model for programs in many other areas of academia. !

描述（由申请人提供）：尽管有多年的讨论，研究和促进变革的努力，但黑人，西班牙裔，美洲原住民和其他代表性不足的少数群体（URM）在美国研究型大学的存在与他们在美国人群中的代表性之间存在很大的差异。在神经科学中，这种现实与其他学科同样是真实的。此外，确实达到教师身份的URM似乎以低于其多数人的速度实现了传统的成功措施。尽管关于出版物和资金率的数据似乎缺乏，但在研究型大学的全部教授或主席以及专题讨论会的演讲者，期刊编辑或社会官员中，乌尔姆斯在明显的地位上存在明显的缺乏。我们认为，这两个问题是相关的 - 如果那些教师在这些措施方面变得更加成功的URM，这反过来将刺激其他URM的涌入。我们对美国可用计划的评估强烈表明，有限的机会有限地帮助早期的职业URM教师克服这些困难，正是这个问题是通过建立国家早期职业研究所（ECI）来促进研究大学神经科学的初级教职员工的进步。根据发表，评分和资助的发表，评分和资助的手稿的质量和研究赠款的建议定义成功的成功，我们建议基于以下假设建立一个ECI：早期职业urm urm教师在神经科学领域的成功可以通过（1）促进基本的Neurosy研究（1）促进基本的Neurosy研究（1）基本的NEURSOINTIO实质上提高（1）基本的Neurosy，（1） （3）专业技能的指导和负责任的研究（RCR），（4）发展网络的发展，以及（5）既定教师的经常指导。为了检验这一假设，我们希望建立一个国家早期职业研究所（ECI），以推动URM教师的发展。我们将首先确定每年在职业生涯初期的神经科学中的10名URM教职员工，并为成功带来巨大的希望。然后，我们将为选定的每个参与者制定个性化的职业发展计划，参与者和指导团队将制定职业发展计划。为了促进该计划，我们将建立一个一年的教育计划，该计划包括（a）研讨会，（b）在专业科学会议上的指导出勤，（c）在扩展其网络方面的协助，以及（d）列表服务，以促进参与者之间的沟通。我们的努力的影响将得到仔细评估，并在会议和发表的文章中传播结果。我们认为，这种方法将对神经科学领域的早期职业学院的成功产生重大影响，并且还将作为学术界许多其他领域的计划的典范。呢