Michigan IRACDA: Diversifying the Future Academic Workforce in STEM

密歇根州 IRACDA：使 STEM 领域的未来学术队伍多样化

基本信息

批准号：
10674765
负责人：
Susan V Brooks
金额：
$ 91.13万
依托单位：
UNIVERSITY OF MICHIGAN AT ANN ARBOR
依托单位国家：
美国
项目类别：
财政年份：
2016
资助国家：
美国
起止时间：
2016-08-01 至 2026-07-31
项目状态：
未结题

来源：
https://reporter.nih.gov/project-details/10674765
关键词：
Communities County Development Education Educational process of instructing Engineering Faculty Funding Future Future Teacher Generations Inosine Diphosphate Institution Laboratories Learning Mathematics Mentors Mentorship Michigan Paper Positioning Attribute Postdoctoral Fellow Process Program Evaluation Publishing Recording of previous events Records Reproducibility Research Research Project Grants Research Training Scholarship Science Scientist Secure Students Teacher Professional Development Technology Time Training Underrepresented Minority Universities Work career cohort college community college education research equity, diversity, and inclusion experience faculty mentor innovation instructor learning materials member peer post-doctoral training programs success underrepresented minority student university student

项目摘要

Abstract The University of Michigan (UM) has a superb history of training postdoctoral fellows and is committed to enhancing diversity in the pipeline of future teachers and students pursuing Science, Technology, Engineering or Mathematics (STEM). With this in mind, UM has partnered with two local colleges, Henry Ford College (HFC) and Wayne County Community College District (WCCCD), to develop the Michigan IRACDA: Diversifying the Academic Workforce in STEM program to develop future scientist educators. HFC and WCCCD each have 18,000-20,000 students with a large number of underrepresented minority students. Both colleges provide numerous courses for participation by our scholars and teaching mentors with outstanding teaching records and strong commitments to sharing their expertise. The proposed four-year program for each trainee scholar involves an initial 3 years of 75% time research training by UM research mentors with excellent records of mentorship and funding. The participating research mentors span the University community and include a combined record of training >400 current and past trainees and nearly $15M in current funding. The remaining 25% training time during the first 3 years consists of training in teaching and professional development. Training in teaching involves extensive classroom experiences at HFC and WCCCD, participation in outstanding programs provided by the renowned UM Center for Learning and Teaching (CRLT), and culminating in a “capstone” experience chosen by each scholar. Capstone experiences include serving as instructor of record for an entire course, generation of new curricular materials, or participation in education research. The 4th year of training will be covered by the research mentors providing full time in the laboratory to allow the scholars to complete research projects, publish papers, carry out some teaching and work towards securing a faculty position. For this renewal application, our program objectives are to (1) promote independent, innovative, and rigorous scholarship, team-science, and research discovery; (2) engage our Fellows in unique teaching experiences each year with expert teaching mentors and formal pedagogical training; (3) provide extensive, individualized mentoring using IDPs, mentoring plans, trained faculty mentors, and both peer-to-peer and alumni networking; (4) deliver a range of professional development opportunities, including training in RCR, Rigor & Reproducibility, and Diversity, Equity & Inclusion; and (5) provide pedagogical and professional development opportunities for teaching mentors and inform community college students about STEM education and research. Unique features of our Program include the outstanding record of the research and teaching mentors, a focus on students with diverse backgrounds where we anticipate a huge impact on the trajectory of the students, full engagement of the renowned UM CRLT, a robust scholar and Program evaluation process, and strong institutional support. We are confident our program will continue our demonstrated success in preparing a new generation of scientist-educators to be highly effective and successful faculty members and mentors, and that we will inspire an up-and-coming cohort of students to pursue science and engineering careers.

抽象的密歇根大学（UM）拥有训练博士后研究员的精湛历史，并致力于增强未来教师和学生攻读科学，技术，工程学的多样性或数学（STEM）。（HFC）和Wayne County Comunty College District（WCCCD），开发密歇根州IRACDA：在STEM Premialop未来的科学家教育者中多样化 WCCCD每个人都有18,000-20,000名学生，少数人数不足 Colleyges主要是我们的学者和杰出的导师教师参与的许多课程教授其专业知识的记录和强大的承诺。学者学者涉及UM研究导师的最初3年的75％时间研究培训指导和资金的记录。包括培训的综合记录> 400名当前和过去的学员，以及近1500万美元的资金在头三年中，剩余的25％培训时间包括培训和专业教学的培训涉及HFC和WCCCD的广泛课堂经验参与由著名的UM学习与教学中心（CRLT）提供的杰出计划，并在每个学者选择的“顶峰”经验中达到顶点。 Antire课程的记录讲师，新课程材料的产生或参与教育研究指导者将在实验室提供的研究指导的第四年。允许学者们辅助研究项目，发表论文，进行一些教学并努力工作确保该续签的教师职位，我们的计划目标是独立，创新和严格的校科，团队科学和研究发现；每年都有独特教学经验的研究员，专家教师和正式教学培训（3）使用IDP，指导计划，TRED教师导师提供广泛的个性化指导以及点对点和校友网络；在RCR，严格和可重复性以及多样性，公平与包容性方面进行培训；教学教学的教学和专业发展机会，并为社区学院提供通知关于STEM教育和研究的学生。在研究和教学导师中，重点是具有不同背景的学生对学生的轨迹的巨大影响，著名的UM CRLT的全面参与，这是一所强大的学校和计划评估过程和强大的机构支持。我们在准备新一代的科学家教育者方面取得了成功的成功，并成功的成员和导师，我们将启发一个有前途的学生从事科学和工程职业。