Integrated Empirical and Translational Research to Diversify the Scientific Workforce

整合实证研究和转化研究，使科学队伍多样化

• 批准号: 9249075
• 负责人: Richard McGee
• 金额: $ 63.04万
• 依托单位: NORTHWESTERN UNIVERSITY AT CHICAGO
• 依托单位国家: 美国
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-04-01 至 2021-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9249075
• 关键词: Academy; Address; Complex; Data; Data Display; Decision Making; Doctor of Philosophy; Empirical Research; Ethnic group; Faculty; Funding; Future; Government; Health; Individual; Intervention; Interview; Investments; Life; Longitudinal Studies; Modeling; Persons; Privatization; Race; Randomized Controlled Trials; Reporting; Research; Research Design; STEM field; Science; Scientist; Social Sciences; Stream; Students; Surveys; Testing; Time; Training; Translational Research; Underrepresented Students; base; career; data reduction; design; ethnic diversity; experience; experimental study; faculty mentor; falls; improved; insight; longitudinal analysis; novel; novel strategies; programs; public health relevance; racial diversity; skills; student mentoring; success; theories; therapy design; university student; virtual

 DESCRIPTION (provided by applicant): The rate of diversification of the scientific workforce has been extraordinarily slow despite the efforts of thousands of individuals and large financial investments from government and private agencies over the past 4+ decades. Most research designed to understand and improve this situation has focused on college students and ways to: keep them in STEM majors, increase their sense of fitting-in with STEM fields, and increase their entry to PhD programs. Modest successes have been achieved in the entry of students from underrepresented (UR) ethnic and racial groups into biomedical PhD training. However, their completion of the PhD and success in careers has NOT kept up with even these modest gains. There is a great need for new approaches to improve persistence and success of UR individuals during the PhD and beyond, but very little is known about the true reasons for the fall-off in persistence and success. This proposal would merge two funded research streams targeted at understanding and addressing this problem: 1) a large-scale, empirical study, began in 2008, of experiences and decision-making of biomedical PhD students during their training called "The National Longitudinal Study of Young Life Scientists" (NLSYLS); 2) translational research, begun in 2011, of a randomized controlled trial of a novel coaching model to augment the idiosyncratic and uneven mentoring students receive, and addressing the isolation and extra challenges faced by young UR scientists - "The Academy for Future Science Faculty" (Academy). Both studies draw on multiple social science theories to interpret students' experiences during training and design an intervention to improve success. A true understanding of the reasons for the fall-off in success of young UR scientists can only be achieved through longitudinal analysis over time with many students. It also requires much deeper information than can be achieved in surveys. Thus, the NLSYLS employs annual in-depth interviews from the start of the PhD. Analysis of in-depth interviews is extremely complex and time-consuming. To manage and analyze the large volume of interview data, we have developed new approaches to data reduction and display. Interpretation of results also relies on multiple time points. The longitudinal study is just now reaching the point where the first students are graduating and findings can start to be reported. The size, duration and depth of the NLSYLS is beyond anything attempted in the past. Likewise, the Academy is unlike any previous intervention in theoretical underpinnings, design, execution, size and duration. Highly skilled faculty mentors are provided extra training to become Academic Career Coaches. During the Academy, Coaches and students come together for in- person and virtual coaching groups which have been sustained for several years. Coaching is being tested on both beginning and advanced PhD students with concurrent controls. As with the NLSYLS, the Academy experiment is just now to a point where we can begin to see if it is impacting persistence toward academic careers. Integrating these two lines of research with sustained support will lead to extraordinary new insights.

 描述（由适用提供）：尽管过去40多年来，成千上万的个人和来自政府和私人机构的大量财务投资的努力和大量金融投资的努力，科学劳动力的多元化速度非常慢。大多数旨在理解和改善这种情况的研究都集中在大学生和方法上：将他们保持在STEM专业的范围内，增加对STEM领域的安装感，并增加他们进入博士学位课程的进入。从代表性不足（UR）种族和种族群体的学生进入生物医学博士学位培训中，已经取得了适度的成功。但是，他们完成博士学位和职业生涯的成功并没有跟上这些适度的收益。在博士学位及其他地区，人们非常需要新的方法来改善您的个人的持久性和成功，但是对于持久性和成功下降的真正原因知之甚少。该提案将合并两个旨在理解和解决此问题的资金研究流：1）从2008年开始的一项大规模的，经验研究，始于2008年，即生物医学博士学位学生在培训中的经验和决策，称为“年轻生活科学家的国家纵向研究”（NLSyls）（NLSYLS）； 2）从2011年开始的转化研究是针对新型教练模型的随机对照试验，以增强学生的特质和不平坦的心理学生所接受，并应对年轻的科学家所面临的孤立和额外挑战 - “未来科学学院的学院”（学院）（学院）。两项研究都借鉴了多种社会科学理论，以解释学生在培训和设计干预措施中的经验以提高成功。只有随着时间的流逝，才能通过与许多学生的纵向分析来实现对年轻科学家成功下降的原因的真正理解。它还需要比调查中获得的更深的信息。这是NLSyls员工从博士开始开始的年度深入访谈。深入访谈的分析非常复杂且耗时。为了管理和分析大量访谈数据，我们开发了新的数据减少和显示方法。结果的解释也取决于多个时间点。纵向研究刚刚达到了第一批学生正在毕业的地步，并且可以开始报告发现。 NLSyls的大小，持续时间和深度超出了过去的任何尝试。同样，该学院与以前在理论基础，设计，执行，规模和持续时间的干预不同。高技能的教师导师将获得额外的培训，以成为学术职业教练。在学院期间，教练和学生聚在一起参加了几年来维持的面对面和虚拟教练小组。与同时控制的初学者和高级博士学生都对教练进行了测试。与NLSyls一样，学院的实验刚刚到达了我们可以开始查看它是否影响学术职业的持久性。将这两条研究与持续支持融为一体将导致非凡的新见解。