Michigan IRACDA: Training Future Professors of Engineering and Physiology

密歇根 IRACDA：培训未来的工程和生理学教授

• 批准号: 10005363
• 负责人: Susan V Brooks
• 金额: $ 57.29万
• 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 2021-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10005363
• 关键词: Anatomy; Biology; Biomedical Engineering; County; Educational process of instructing; Engineering; Evaluation; Faculty; Fellowship; Funding; Future; Future Teacher; Generations; Grant; Learning; Mathematics; Mentors; Michigan; Mind; Physiology; Positioning Attribute; Postdoctoral Fellow; Process; Recording of previous events; Research; Research Project Grants; Research Training; STEM field; Science; Scientist; Secure; Students; Time; Training; Training Activity; Universities; Work; base; career; cohort; college; community college; experience; medical schools; member; mid-career faculty; post-doctoral training; professor; programs; recruit; summer research; training opportunity; underrepresented minority student; university student

 DESCRIPTION (provided by applicant): The University of Michigan (UM) has a superb history of training postdoctoral fellows, and is committed to enhancing diversity and the pipeline of future teachers and students in the workforce that pursues the Science/Technology/Engineering/Mathematics (STEM) fields. With this in mind, the UM College of Engineering and Medical School have partnered with two colleges that are within a 45 minute drive, Henry Ford College (HFC) and Wayne County Community College District (WCCCD) to develop the Michigan IRACDA: Training of Future Professors of Engineering and Physiology program to train future scientist- educators. The proposed four-year program for each trainee scholar involves an initial three years of 75%-time research training by 32 UM research mentors who have an excellent training record and are well funded. The research mentors are based primarily in the Departments of Biomedical Engineering and Physiology, and include 3 assistant professors, 9 associate professors and 20 professors; with a training record of >230 current and past postdocs and 31 current postdocs who are training grant eligible. The remaining 25% training time of the first 3 years consists of training in teaching, which will be carried out at HC and WCCCD. Four trainee scholars will be selected annually, with 12 total scholars by years 3-5 of the program; half will have an engineering focus and teach at HFC and half with a physiology focus and teach at WCCCD. The fourth year of training will be covered by the research mentors and is expected to allow the scholars to complete their research projects, carry out some teaching and work towards securing a faculty position. HFC and WCCCD have 18,000-20,000 students each, with science class sizes of 24-36, and a large number of underrepresented minority students (46% at HFC, >80% at WCCCD). Both colleges will provide several courses for our scholars to teach including anatomy and physiology, biology, engineering and mathematics. The full-time teaching experience of the six mentors from HFC and WCCCD is 7-20 years per mentor, and the mentors were selected because of their outstanding teaching. Highlights and unique features of our proposal include the outstanding record of the research and teaching mentors, our scholar evaluation and selection process, the focus on college students with diverse backgrounds where we anticipate making a huge impact on the trajectory of the students, the program oversight, an institutional commitment that has already allowed recruiting two Michigan IRACDA scholars, full engagement of the renowned UM Center for Research on Learning and Teaching to provide training modules and opportunities for both the scholars and their teaching mentors, and the institutional support to provide summer research fellowships for up to 20 students from HFC and WCCCD. We are confident that our program will be successful 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.

 描述（由申请人提供）：密歇根大学（UM）拥有培训的培训后的研究员G多样性和未来讲座和学生的渠道，以及追求科学/技术/工程/数学（STEM）的劳动力请注意，UM学院ORD学院（HFC）和Wayne County Come College District（WCCCD）开发了密歇根州IRACDA：拟议的四年教育工作者计划涉及最初的三年三年。 - 32位UM研究导师的研究培训是出色的培训记录，并获得了良好的研究导师。符合条件的培训授予的后者和31个现有的博士学位。与WCCCD一起使用和教书，并在冠军上进行教学。 RGE的代表性不足的少数族裔学生（在HFC中为46％，WCCCD> 80％），这两个大学都为我们的六个导师，生物学和数学的教学提供了六个导师的教学，从而为我们的HFC和WCCCD的六个导师提供了损失。每位指导者7 - 20年，由于我们的建议的重点和唯一唯一的指导者包括杰出的Tearch和Teachint Ors，我们的学者评估和选择过程，重点是具有不同背景的大学生，该计划的监督，铭文的承诺。导师，我们激发了一群学生的群体，从而从事科学和工程职业。