Evaluation Core

评估核心

基本信息

  • 批准号:
    10664629
  • 负责人:
  • 金额:
    $ 15.9万
  • 依托单位:
  • 依托单位国家:
    美国
  • 项目类别:
  • 财政年份:
    2023
  • 资助国家:
    美国
  • 起止时间:
    2023-06-01 至 2028-05-31
  • 项目状态:
    未结题

项目摘要

PROJECT SUMMARY/ABSTRACT: EVALUATION CORE The Vanderbilt FIRST (V-FIRST) Evaluation Core (EC) will be grounded in equity-focused, theory-driven evaluation to ensure that planning, monitoring, evaluation, and tracking of V-FIRST are comprehensive to the needs and goals of V-FIRST, and will employ evaluation activities to ensure that the EC is contributing to the goals of the FIRST program more broadly. The EC will test the hypothesis that 1) hiring a cohort of diverse faculty, 2) investing in the career development of those faculty with resources and relationships (mentoring and sponsorship), and 3) implementing institutional level practices to create academic cultures of inclusive excellence will lead to significant improvements in metrics of institutional culture and workforce diversity. Specifically, we will use quantitative and qualitative data collection methods to assess the following: Hiring: Increased percentage of Black, Latinx, American Indian, and Pacific Islander scientists applying to and accepting faculty positions; Racial diversity of faculty mirrors racial diversity of US population; Salary and start- up packages for faculty from minoritized racial groups are equal to other faculty in the same discipline, school, and rank; Faculty development: Faculty report satisfaction with lab, ability to recognize and access resources to advance their careers, and growth in skills overtime; Faculty meet milestones in faculty development plan; Number and impact of published papers; Number and type of grants applied for and won; Awards received for scholarship (research, leadership, service), and faculty achieve promotion & tenure. Mentoring and relationships: Faculty report satisfaction with their mentoring teams, Sponsors, relationships with other faculty at Vanderbilt, and opportunities for collaboration; Faculty report increased sense of belonging over time; Social network studies demonstrate increased scholarly integration V-FIRST faculty with their thematic areas over time; V-FIRST faculty report they are supported and recognized for their accomplishments by their peers, mentors, and institution; V-FIRST mentors report cultural humility, confidence in mentoring faculty from minoritized groups, and receiving support and resources they need to be good mentors. Institutional-level change: Implementation of new and/or changed policies and practices to enhance equity; Growth of social network ties across race, gender, and disciplinary diversity; Increased percentage of faculty participating in DEI trainings and reporting implementation of training content; Vanderbilt leadership displays race, gender, and other forms of diversity in leadership positions beyond DEI; Parity among faculty from various demographic groups on all domains of institutional surveys. We aim to build stakeholder voice throughout our evaluation process, such that V-FIRST faculty have multiple and confidential outlets for providing feedback, but are sheltered from the burden of trying to affect those changes. We will build on Vanderbilt's established Flight Tracker tool, a career development data and reporting dashboard to collect, store, manage, and share V- FIRST evaluation data. We will cooperate fully with the FIRST CEC, housed at Morehouse School of Medicine.
项目摘要/摘要:评估核心 范德比尔特 FIRST (V-FIRST) 评估核心 (EC) 将立足于以股权为中心、理论驱动的 评估,以确保 V-FIRST 的规划、监控、评估和跟踪全面覆盖 V-FIRST 的需求和目标,并将开展评估活动以确保 EC 为 V-FIRST 做出贡献 FIRST 计划的目标更广泛。 EC 将检验以下假设:1)雇用一群​​多元化的人 教师,2)投资于那些拥有资源和关系的教师的职业发展(指导和 赞助),以及3)实施机构层面的实践,以创造包容性的学术文化 卓越将导致机构文化和劳动力多样性指标的显着改善。 具体来说,我们将使用定量和定性数据收集方法来评估以下内容: 招聘: 黑人、拉丁裔、美洲印第安人和太平洋岛民科学家申请的比例增加 接受教职职位;教师的种族多样性反映了美国人口的种族多样性;薪资及起薪- 来自少数族裔群体的教师的待遇与同一学科、学校的其他教师相同, 和等级;教师发展:教师对实验室的满意度、识别和获取资源的能力 促进他们的职业发展,并加班提高技能;教师达到教师发展计划的里程碑; 发表论文的数量和影响力;申请和获得的补助金的数量和类型;获得的奖项 奖学金(研究、领导力、服务)和教师获得晋升和终身教职。指导和 关系:教师对其指导团队、赞助商、与其他教师的关系表示满意 在范德比尔特,以及合作机会;教师报告称,随着时间的推移,归属感不断增强;社会的 网络研究表明,V-FIRST 教师与其主题领域的学术融合程度有所提高 时间; V-FIRST 教师报告说,他们的成就得到了同行的支持和认可, 导师和机构; V-FIRST 导师报告了文化谦逊和对指导教师的信心 少数群体,并获得他们需要成为好导师的支持和资源。机构层面 变革:实施新的和/或改变的政策和做法以增强公平性;社会的成长 跨种族、性别和学科多样性的网络联系;参与 DEI 的教师比例增加 培训并报告培训内容的实施情况;范德堡大学的领导力体现了种族、性别和 DEI 之外的其他形式的领导职位多样性;来自不同人口群体的教师之间的平等 机构调查所有领域的小组。我们的目标是在整个评估过程中建立利益相关者的声音 流程,以便 V-FIRST 教师拥有多个保密渠道来提供反馈,但 免受试图影响这些变化的负担。我们将以范德比尔特已建立的 Flight 为基础 跟踪器工具,一个职业发展数据和报告仪表板,用于收集、存储、管理和共享 V- 第一个评估数据。我们将与位于莫尔豪斯医学院的 FIRST CEC 充分合作。

项目成果

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Sarah V Suiter其他文献

Sarah V Suiter的其他文献

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{{ truncateString('Sarah V Suiter', 18)}}的其他基金

Planning and Evaluation Core
规划与评估核心
  • 批准号:
    10693365
  • 财政年份:
    2011
  • 资助金额:
    $ 15.9万
  • 项目类别:
Planning and Evaluation Core
规划与评估核心
  • 批准号:
    10328037
  • 财政年份:
    2011
  • 资助金额:
    $ 15.9万
  • 项目类别:

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下一代本土遗传学、伦理学和社会研究人员的培训和提升计划
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减轻 VA 护理质量和患者体验方面的种族/民族和社会经济差异
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