University of Maryland First Program

马里兰大学第一项目

基本信息

批准号：
10701027
负责人：
Marey R. Shriver
金额：
$ 17.54万
依托单位：
UNIVERSITY OF MARYLAND BALTIMORE
依托单位国家：
美国
项目类别：
财政年份：
2022
资助国家：
美国
起止时间：
2022-09-09 至 2027-08-31
项目状态：
未结题

来源：
https://reporter.nih.gov/project-details/10701027
关键词：
Academia Address African American Alaska Native American Indians Area Baltimore Biomedical Research Black race COVID-19 pandemic Cancer Biology Collaborations Communicable Diseases County Development Development Plans Doctor of Philosophy Educational Curriculum Educational process of instructing Engineering Ensure Equity Event Faculty Goals Grant Health Hispanic Immunology Individual Inosine Diphosphate Institution Joints Knowledge Latinx Leadership Maryland Medicine Mentors Microbiology Minority Mission Modeling Monitor Motivation Neurosciences Population Positioning Attribute Research Research Personnel Research Project Grants Resources Scholars Program Science Students Teacher Professional Development Technology Textiles Training Underrepresented Minority Underrepresented Populations Underrepresented Students United States National Institutes of Health Universities Writing career cohort equity, diversity, and inclusion experience graduate school health disparity health inequalities junior high school medical schools member minority scientist peer coaching professor programs recruit skill acquisition skills social social integration stem success tenure track undergraduate student

项目摘要

SPECIFIC AIMS African American/Black, Hispanic/Latinx, American Indian, and Alaska Native individuals make up 34% of the population, however they are underrepresented in the biomedical sciences. Underrepresented minorities (URM) make up 15% of PhD graduates and representation further along the pipeline in academia shows further attrition with URMs comprising only 9% of Assistant Professor and 4% of tenured faculty positions. Lastly, URM scientists receive only 6% of NIH research grants which are a necessity for establishing and maintaining a successful research career. The inability to maintain a diverse pool of faculty who conduct biomedical and health related research has wide spread implications. Increasing representation within research institutions will allow academic medicine to meet the needs of a diverse nation and address persistent health inequities and disparities, such as those illustrated by the COVID-19 pandemic. To address the critical gap of underrepresentation, institutional strategies must establish equitable and inclusive recruitment and faculty development that directly address existing barriers to this population. The University of Maryland School of Medicine (UMSOM) and the University of Maryland Baltimore County (UMBC) have longstanding individual and collaborative efforts to increase diversity, equity, and inclusion in the biomedical sciences, with programs supporting trainees from middle school to graduate and medical school training. Collectively UMSOM & UMBC pipeline programs and partnerships stemming from these programs have increased the recruitment of UR students and enhanced trainee diversity at all levels; however, recruitment and retention of faculty from underrepresented groups signifies a key gap in this trajectory. Currently, at UMSOM and UMBC URMs make up only 5.3% and 12% of total tenure track faculty, respectively. URM in the biomedical sciences have expressed low representation leads to social and professional isolation. Lack of critical mass of minority faculty, coordinated programs and resources to support retention and promotion, and senior leader who serve as diversity champions have been identified as key barriers to the recruitment, retention, and promotion of URM faculty. To address existing barriers to URM faculty retention and promotion we will build off prior experience from UMBC’s nationally renowned Meyerhoff Scholars Program. The success of students within the Meyerhoff Scholars Program has been attributed to addressing 4 critical factors: academic and social integration, knowledge and skill development, support and motivation, and monitoring and advising. The overall goal of the faculty development core is to transform our faculty development approach through adaptation of the Meyerhoff model using coordinated programs and resources to: 1) support the development, retention, and promotion of URM faculty, 2) create a network of senior leaders who serve as diversity champions to sustain inclusion and equity and, 3) over the long term increase the critical mass of URM faculty within the University of Maryland. Towards this goal, the specific aims of the faculty development core are: • To ensure the University of Maryland (UM) FIRST faculty cohorts achieve academic & social Integration. We will utilize existing campus networks and events, combined with individual support for integration, to ensure UM FIRST faculty are included within the fabric of their academic department and institution. In addition, a pilot grant program will encourage academic integration through the formation of new collaborations between UM FIRST and UMSOM and UMBC investigators. • To use monitoring & advising of UM FIRST faculty cohort progress to support long term success. We will combine individual development plans, mentoring committees, and administrative support to provide continual monitoring and support for UM FIRST faculty career progression. • To ensure UM FIRST faculty develop skills & knowledge in scientific writing, grant writing, and scientific management, leadership, and teaching. UM FIRST faculty will participate in a pre-defined curriculum, the FIRST Curriculum, that will focus on developing the skills and knowledge essential for an independent research career, including the required milestones to achieve promotion and tenure. Informed by their IDP and mentoring committee, UM FIRST faculty will select the most appropriate training based on their current needs in each of the following focus areas: 1) scientific writing; 2) grant writing; and 3) scientific management, leadership, and teaching. • To provide support & motivation to the UM FIRST faculty cohort through peer-mentoring and individual coaching. UM FIRST faculty will participate in peer mentoring groups and receive individual coaching to receive support while pursuing their professional and research goals. By adapting the Meyerhoff model for faculty development we will implement a scalable model to increase coordinated programs and resources to support retention and promotion of URM and create a network of senior leaders who serve as diversity champions. The success of the UM FIRST program is central to the mission of both institutions and a key priority to establish a critical mass of diverse faculty while continuing to enhance equity and inclusion, specifically in the recruitment, retention, and promotion of URM faculty on both campuses.

具体目标非裔美国人/黑人、西班牙裔/拉丁裔、美洲印第安人和阿拉斯加原住民占 34% 人口，但他们在生物医学领域的代表性不足（URM）。占博士毕业生的 15%，并且在学术界的进一步发展显示出进一步的流失 URM 仅占助理教授的 9% 和终身教职的 4% 最后是 URM 科学家。仅获得 NIH 研究经费的 6%，而这是建立和维持成功的必要条件无法维持从事生物医学和健康相关研究的多元化教师队伍。研究具有广泛的影响。研究机构内的代表性的增加将使学术得以实现。医学以满足多元化国家的需求并解决持续存在的健康不平等和差异，例如 COVID-19 大流行所说明的问题是为了解决代表性不足、体制方面的严重差距。战略必须建立公平和包容性的招聘和教师发展，直接解决该人群现有的障碍。马里兰大学医学院 (UMSOM) 和马里兰大学巴尔的摩县分校（UMBC）长期以个人和协作的方式努力增加多样性、公平性和包容性生物医学科学，为从中学生到研究生和医学院的学员提供支持的计划 UMSOM 和 UMBC 管道计划以及源自这些计划的合作伙伴关系共同开展了培训。增加了 UR 学生的招生并增强了各级学员的多样性；留住代表性不足群体的教员标志着目前 UMSOM 的这一发展轨迹存在重大差距。 UMBC 和 UMBC URM 分别仅占终身教职教师总数的 5.3% 和 12%。 URM 在生物医学领域的代表性较低导致社会和职业孤立。缺乏关键数量的少数族裔教师、协调的计划和资源来支持保留和晋升，作为多元化拥护者的高级领导者被认为是招聘的主要障碍，保留和晋升 URM 教师解决 URM 教师保留和晋升的现有障碍。我们将借鉴 UMBC 全国知名的迈尔霍夫学者计划的成功经验。迈耶霍夫学者计划的学生人数归因于解决 4 个关键因素：社会融合、知识和技能发展、支持和激励以及监督和建议。教师发展核心的总体目标是转变我们的教师发展方式通过使用协调的计划和资源对 Meyerhoff 模型进行调整，以： 1) 支持 URM 教师的发展、保留和晋升，2) 创建一个高级领导网络，作为多元化的倡导者，以维持包容性和公平性，3）从长远来看，增加马里兰大学 URM 教职人员的数量达到这一目标，具体目标如下。教师发展核心是： • 确保马里兰大学 (UM) FIRST 教师群体取得学术和社会成就我们将利用现有的校园网络和活动，并结合个人支持。整合，以确保 UM FIRST 教师被纳入其学术部门的结构中，并且此外，试点资助计划将通过组建鼓励学术整合。 UM FIRST 与 UMSOM 和 UMBC 研究人员之间的新合作。 • 利用对 UM FIRST 教员群体进展的监控和建议来支持长期成功。我们将结合个人发展计划、指导委员会和行政支持，为 UM FIRST 教师的职业发展提供持续监控和支持。 • 确保 UM FIRST 教师发展科学写作、资助写作和科学管理、领导力和教学。 UM FIRST 教员将参加预先确定的活动。课程，即第一课程，将侧重于培养对未来发展至关重要的技能和知识。独立研究生涯，包括实现晋升和终身教职所需的里程碑。根据 IDP 和指导委员会的通知，UM FIRST 教师将选择最合适的根据他们当前的需求在以下各个重点领域进行培训：1) 科学写作；2) 资助；写作；3）科学的管理、领导和教学。 • 通过同行指导和培训，为 UM FIRST 教员队伍提供支持和动力 UM FIRST 教师将参加同伴辅导小组并接受个人辅导。指导他们在追求专业和研究目标的同时获得支持。通过采用迈尔霍夫模型进行教师发展，我们将实施一个可扩展的模型来增加协调计划和资源，以支持 URM 的保留和推广，并创建一个高级网络作为多元化倡导者的领导者 UM FIRST 计划的成功是其使命的核心。两个机构和一个关键优先事项是建立足够数量的多元化教师，同时继续加强公平和包容性，特别是在两个校区的 URM 教师的招聘、保留和晋升方面。