Training Education and Mentoring in Science (TEAM-Science)

科学培训教育和指导（TEAM-Science）

• 批准号: 9208879
• 负责人: MOLLY L. CARNES
• 金额: $ 66.37万
• 依托单位: UNIVERSITY OF WISCONSIN-MADISON
• 依托单位国家: 美国
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-04-11 至 2022-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9208879
• 关键词: Address; Awareness; Behavioral Research; Big Data; Biomedical Research; Birds; Clinical Research; Collaborations; Community Practice; Community of Practice; Competence; Cultural Diversity; Doctor of Philosophy; Economics; Elements; Engineering; Evidence based practice; Face; Feedback; Funding; Future; Goals; Growth; Individual; Intervention; Laboratories; Mentors; Mind; Organizational Change; Positioning Attribute; Program Development; Reproducibility; Research; Research Personnel; Research Training; Science; Scientist; Self Efficacy; Shapes; Stereotyping; Structure; Students; Talents; Training; Training Programs; Training and Education; Underrepresented Students; Universities; Wisconsin; base; career; career development; coping; curriculum development; disabled students; ethnic minority population; experience; faculty mentor; forging; graduate student; habit learning; improved; innovation; knowledge base; literate; member; minority student; programs; racial minority; response; science education; student mentoring; student training; success; theories

The overall goal of the Training Education and Mentoring in Science program (TEAM-Science) is to train graduate students from underrepresented racial and ethnic minority (URM) groups and students with disabilities (SWD) to conduct cutting-edge research as members and future leaders of the biomedical, behavioral and clinical research (BBCR) workforce while using TEAM-Science and UW-Madison as a “living laboratory” to develop, evaluate, implement and disseminate theoretically-informed evidence-based practices to achieve this goal. Through its structured career development program TEAM-Science provides training not otherwise available at UW-Madison to bolster the engagement and career persistence of URMs and SWDs in BBCR careers. This proposed renewal reflects refinement of the core elements of TEAM-Science over the past 7 years (4 years in the first cycle and 3 years of the current cycle), comprising our structured career development and community of practice approach. In addition, new curricular content reflects: 1) evolving research on training future scientists and diversifying the scientific workforce; 2) the call to transform traditional approaches to graduate student training and mentoring; 3) contemporary scientific challenges including reproducibility and transparency, big data, and team science; and 4) responses to program evaluative feedback. The specific aims of this new 5-year cycle are: Specific Aim 1. Support 30 URM or SWD graduate students for 2 consecutive years each during their doctoral training in participating BBCR programs: 10 in years 1&2 of the funding cycle, 10 in year 3&4 of the funding cycle, and 10 in years 5&6 of the funding cycle including carryover; so that by the end of the funding cycle, 95% of these students will remain in or have earned a PhD, increasing the numbers of URM students in the participating graduate programs by at least 25% and SWD by as much as 100%. Specific Aim 2. Develop and evaluate a formal professional development curriculum for students with content that addresses TEAM-Science's 8 Research Career Competencies; contributors to research career success and cultural navigation including research and coping self-efficacy, values affirmation, a growth mindset, and dispelling the constraints of cultural bias; contemporary scientific challenges including reproducibility and transparency, big data, and team science; and the extant opportunities for both research intensive or research related scientific career options. Specific Aim 3. Enhance training for TEAM-Science research mentors to help them become bias literate, break the bias habit, and learn culturally responsive mentoring. TEAM-Science remains part of a comprehensive, organizational change approach to increasing scientific workforce diversity with multi-level (i.e. individual and institutional) interventions that are iteratively evaluated and strategically disseminated.

科学课程培训教育（团队科学）的总体目标是培训来自不利于种族的少数民族（URM）群体的研究生（URM）群体和有依恋的学生（SWD），以作为生物医学的成员和未来的领导者进行边缘研究, BEHAVIORAL AND CLINICAL RESEARCH (BBCR) WORKFORCE WHILE TEAM-SCIENCE AND UW-MADISON AS AS AS AS AS , EVALUATE, IMPLEMENT AND DISSEMINATE THEORETICALLY-InFORMED EVIDENCE-EVISED PRACTICTICTICTICTICTICTICTICTICTICTICTICTICTICTURED. Career Development Program-Science Training Not Otherwise Available at Uw-Madison to加强RMS和SWD在BBCR职业中的参与和职业持续性。课程内容 反映：1）Toransform Tradoch对研究生和指导的呼叫转变； 1。R2在参与BBCR计划的博士培训期间：在资金周期的1和2年中10年，资金周期的第3和4年中的10年，包括这些学生的资金周期；在参与研究生课程中，您的URM学生数量至少增加了25％，而SWD则增加了多达100％的专业发展课程成功和文化导航，包括一些应对自我效能感，重视肯定，并消除当代科学，包括透明度和透明度，以及团队科学；偏见的习惯，并学习文化反应指导。 团队科学仍然是一部分，组织变革的一部分，包括迭代性评估并在战略上传播的多层（即分裂和机构）干预措施以及多层次（即分裂和机构）干预措施的一部分。