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

• 批准号: 10453680
• 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
• 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/10453680
• 关键词: Communities; County; Development; Educational process of instructing; Engineering; Faculty; Funding; Future; Future Teacher; Generations; Inosine Diphosphate; Laboratories; Learning; Mathematics; Mentors; Mentorship; Michigan; Mind; NCI Scholars Program; 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; Universities; Work; career; cohort; college; community college; diversity and equity; education research; experience; faculty mentor; innovation; instructor; learning materials; member; pedagogy; peer; post-doctoral training; programs; success; underrepresented minority student; university student

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) 拥有培养博士后的悠久历史，并致力于 增强未来教师和学生追求科学、技术、工程的多样性 考虑到这一点，密歇根大学与当地两所大学亨利·福特学院合作。 (HFC) 和韦恩县社区学院区 (WCCCD)，共同开发密歇根 IRACDA： 使 STEM 计划中的学术人员队伍多样化，以培养未来的科学教育工作者和 HFC。 WCCCD 各有 18,000-20,000 名学生，其中有大量少数族裔学生。 学院提供众多课程供我们的学者和优秀的教学导师参与 教学记录和分享专业知识的坚定承诺。每个项目的拟议四年计划。 实习学者最初 3 年，由 UM 研究导师提供 75% 的时间进行研究培训， 参与研究的导师遍布大学社区和资助的记录。 包括超过 400 名当前和过去的学员的培训总记录以及近 1500 万美元的当前资金。 前 3 年剩余 25% 的培训时间包括教学和专业培训 广泛的教学培训涉及 HFC 和 WCCCD 的课堂经验， 参与著名的 UM 学习与教学中心 (CRLT) 提供的优秀项目， 最终形成每位学者选择的“顶点”经历，顶点经历包括担任。 整个课程、新课程材料的生成或教育参与的记录讲师 第四年的培训将由在实验室全职工作的研究导师承担。 允许学者完成研究项目、发表论文、进行一些教学和工作 对于此续签申请，我们的计划目标是 (1) 晋升。 (2) 参与我们的 每年与专家教学导师和正规教学法一起获得独特的教学经验的研究员 培训；(3) 使用国内流离失所者、指导计划、经过培训的教师导师提供广泛的个性化指导， 以及同侪和校友网络；(4) 提供一系列专业发展机会， 包括 RCR、严谨性和可重复性以及多样性、公平性和包容性方面的培训；(5) 提供； 为教学导师和社区学院提供教学和专业发展机会 我们项目的独特之处包括出色的记录。 研究和教学导师，重点关注具有不同背景的学生，我们预计 对学生的轨迹产生巨大影响，著名的 UM CRLT 的全面参与，一位实力雄厚的学者 计划评估流程以及强有力的机构支持我们相信我们的计划将继续下去。 我们的成功证明了我们在培养新一代科学家教育工作者方面取得了巨大的成功 成功的教师和导师，我们将激励一群有前途的学生 追求科学和工程职业。