Mentoring Institute for Neuroscience Diversity Scholars

神经科学多样性学者辅导研究所

• 批准号: 9791921
• 负责人: Gonzalo E. Torres
• 金额: $ 27万
• 依托单位: CITY COLLEGE OF NEW YORK
• 依托单位国家: 美国
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-01-15 至 2024-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9791921
• 关键词: Academia; Address; Advanced Development; African American; American Indians; Applications Grants; Area; Award; Communication; Data; Development; Development Plans; Disabled Persons; Discipline; Educational process of instructing; Educational workshop; Elements; Ethics; Evaluation; Exposure to; Faculty; Funding; Goals; Grant; Hispanic Americans; Hispanics; Individual; Institutes; Institution; Instruction; Interview; Journals; Lead; Letters; Manuscripts; Measures; Mentors; Modeling; Monitor; NCI Scholars Program; Native Americans; Nature; Neurosciences; Neurosciences Research; Oral; Pacific Island Americans; Participant; Pathway interactions; Population; Positioning Attribute; Postdoctoral Fellow; Process; Program Development; Publications; Publishing; Recommendation; Research; Research Project Grants; Self Assessment; Series; Testing; Training; Training Programs; Underrepresented Minority; United States; Universities; Visit; Work; Writing; base; career; career development; career networking; college; demographics; design; early-career faculty; experience; implicit bias; meetings; member; peer coaching; programs; recruit; responsible research conduct; senior faculty; skills; success; symposium

ABSTRACT Despite many years of discussion, research, and efforts to promote change, a great disparity remains between the presence of African American, Hispanic, Native American, People with Disabilities, and other underrepresented minority (URM) faculty at US research universities and their representation in the US population. This reality is no less true in the neurosciences than in other disciplines. Moreover, URMs who do achieve faculty status appear to achieve traditional measures of success at a lower rate than do their majority counterparts. Although data on publications and funding rates appear to be lacking, there is a striking absence of URMs in visible positions of prominence as full professors or chairs at universities and as symposia speakers, journal editors, or societal officers. We believe that these two problems are related – that if those URMs who are faculty become more successful in regard to those measures, this in turn will stimulate an influx of other URMs into faculty ranks. Our evaluation of available programs in the US indicates that there are limited opportunities to adequately assist early career URM faculty in overcoming these difficulties, and it is this problem that we seek to address through the Mentoring Institute for Neuroscience Diversity Scholars (MINDS) to promote the advancement of junior faculty members in the neurosciences at research universities. Defining success for such faculty in terms of quality and quantity of manuscripts, grants submitted, and funded, visibility at the national level, mentoring of others by the participants, and promotion, we propose to establish a program based on the following hypothesis: The success of early career URM faculty in neuroscience can be increased substantially by an intensive individualized educational program focused on (1) and individualized career development plan and the identification of a team of relevant mentors (2) strong instruction in professional skills and the responsible conduct of research (RCR), (3) individualized and frequent mentoring by senior established faculty (4) development of an expanded network and peer-mentoring, and (5) the promotion and enhancement of the career of URM faculty at their own institutions. To test this hypothesis we will continue the MINDS program to advance the development of URM faculty. We will recruit 10 early career URM faculty in neuroscience each year who have great promise for success. We will then develop career development programs for each participant and together the participant and mentoring team will develop a career development plan. To facilitate that plan we will establish a two-year educational program consisting of (a) workshops, (b) strong mentoring, (c) attendance at professional scientific meetings, (d) assistance in the expansion of their network, and (e) mechanisms to promote communication and peer-mentoring among the participants. The impact of our efforts will be evaluated and the results disseminated at meetings and in publications. We believe that this approach will have a significant impact on the success of early career URM faculty in the neurosciences and will serve as a model for programs in other areas of academia.

抽象的 尽管讨论了多年，研究和促进变革的努力，但之间仍然存在很大的差距 非裔美国人，西班牙裔，美国原住民，残疾人和其他 美国研究型大学的代表性不足少数民族（URM）及其在美国的代表 人口。在神经科学中，这种现实与其他学科同样是真实的。而且，URMS的人 达到教师身份似乎以低于其多数的速度实现了传统的成功措施 同行。尽管有关出版物和资金率的数据似乎缺乏，但仍有惊人的缺席 URM在明显的地位，作为大学和座谈会的全部教授或主席 演讲者，期刊编辑或社会官员。我们相信这两个问题是相关的 - 如果那些问题 在这些措施方面，教师变得更加成功，这反过来将刺激影响 其他URM的教师等级。我们对美国可用计划的评估表明 有限的机会充分协助早期职业URM教师克服这些困难，就是这样 我们试图通过指导神经科学学院多样性学者（思想）来解决的问题 促进研究大学神经科学中的初级教师的进步。定义 此类教师在手稿的质量和数量，提交和资助的可见度方面取得了成功 在国家一级，参与者对他人的指导以及晋升，我们建议建立一个计划 基于以下假设：早期职业教师在神经科学方面的成功可以增加 大量的个性化教育计划的重点是（1）和个性化的职业 发展计划和相关导师团队的识别（2）专业的强大指导 技能和负责任的研究（RCR），（3）高级的个性化和经常指导 建立的教职员工（4）开发扩展的网络和同伴入学，以及（5）晋升和 在自己的机构中增强URM教师的职业。为了检验这一假设，我们将继续 智力计划促进URM教师的发展。我们将招募10个早期职业URM教师 每年都有成功的神经科学。然后我们将发展职业发展 每个参与者以及参与者和心理团队的计划将发展职业 发展计划。为了促进该计划，我们将建立一个为期两年的教育计划，包括（a） 讲习班，（b）强烈的心理，（c）参加专业科学会议，（d）协助 其网络的扩展以及（e）促进沟通和同行的机制 参与者。我们的努力的影响将得到评估，结果在会议和 出版物。我们认为，这种方法将对早期职业URM的成功产生重大影响 神经科学的教师将成为学术界其他领域计划的典范。