Training and Education to Advance Minority Scholars In Science (TEAM-Science)

促进少数族裔学者科学发展的培训和教育（TEAM-Science）

• 批准号: 9043897
• 负责人: MOLLY L. CARNES
• 金额: $ 64.11万
• 依托单位: UNIVERSITY OF WISCONSIN-MADISON
• 依托单位国家: 美国
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-04-11 至 2017-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9043897
• 关键词: Awareness; Behavioral Sciences; Biological; Biological Sciences; Cognitive; Collaborations; Consensus; Data; Development Plans; Discipline; Doctor of Philosophy; Doctor' s Degree; Economics; Education; Education Projects; Educational Intervention; Engineering; Faculty; Funding; Goals; Graduate Degree; Individual; Institution; Intervention; Laboratories; Life; Measures; Mentors; Midwestern United States; Mind; Minority; Minority Graduate Student; Minority Groups; Modeling; Organizational Change; Outcome; Positioning Attribute; Research; Research Personnel; Research Training; Science; Science, Technology, Engineering and Mathematics; Self Efficacy; Self-Help Devices; Structure; Students; Testing; Training; Training and Education; Translating; Twin Multiple Birth; Underrepresented Groups; Underrepresented Minority; United States National Institutes of Health; Universities; Wisconsin; career; career development; disability; disabled students; education research; expectation; innovation; interest; knowledge base; member; minority student; multidisciplinary; programs; racial minority; rehabilitation engineering; senior faculty; social; success; theories

DESCRIPTION (provided by applicant): In its first funding cycle, the Training and Education to Advance Minority Scholars in Science (TEAM-Science) Program (R25 GM083252) at the University of Wisconsin-Madison (UW) has had the twin goals of increasing the number of students from underrepresented ethnic and racial minority groups (URM) entering and completing a Ph.D. in biological or behavioral science (BBS) and increasing the number of these students who pursue academic careers. Informed by social cognitive career theory, TEAM-Science has five core components: 1) mentor-training for the research advisor, 2) eight consensus-derived fundamental competencies required for a successful academic career, 3) career coaching by a senior faculty member, 4) an individualized career development plan that aligns student's activities with the eight fundamental competencies, and 5) a SWOT personal career analysis. The latter three are structured career intervention strategies. Data from the firs 3 years suggest success in translating theory into practice with the desired intermediate outcomes of increasing students' research self-efficacy, positive outcome expectations, and commitment to a research career. In this competing renewal of the TEAM-Science Program we plan to continue the five components and expand our focus to include students with disabilities (SWD), another underrepresented group in BBS. This builds on collaborations with faculty in assistive technology research and education programs aimed at bringing students with disabilities into science, technology, engineering, and mathematics (STEM). In this new funding cycle, we have three specific aims: Specific Aim 1. To support 30 students for 2 consecutive years each during their doctoral training in a BBS discipline: 12 in years 1&2, 12 in years 3&4, and 6 in years 5&6 including carry-over; so that by the end of the funding cycle 27 URM students and 3 SWD remain in or have completed a BBS PhD program, increasing the overall institutional numbers by 4% for URMS and 12% for SWD. Specific Aim 2. To have at least 80% of TEAM-Science scholars entering or aspiring to enter an academic career at the completion of their doctoral degree. Specific Aim 3. To disseminate effective strategies developed and tested in TEAM-Science to other graduate diversity programs at UW and beyond. TEAM-Science remains part of a comprehensive, organizational change approach to increasing scientific workforce diversity using UW as a "living laboratory" with multi-level (i.e. individual and institutional) interventions that are iteratively evaluated and strategically disseminated.

描述（由申请人提供）：在威斯康星大学麦迪逊分校（UW）的第一个筹资周期中，在其第一个融资周期中，推进科学学者（团队科学）计划（R25 gm083252）的培训和教育，其具有不足的族裔和种族和种族少数群体（UW）的双胞胎目标是将学生数量增加（属于少数民族和种族）的双胞胎（URM）。在生物学或行为科学（BB）中，并增加了从事学术职业的这些学生的数量。由社会认知职业理论得知，团队科学有五个核心组成部分：1）研究顾问的导师培训，2）成功的学术职业所需的八个共识衍生的基本能力，3）由一名高级教师的职业教练，4）一个个性化的职业发展计划与八个基本能力的活动相吻合，并分析了5个swot and swot）。后三个是结构化的职业干预策略。 FIRS的数据3年表明，通过提高学生的研究自我效能感，积极的结果期望以及对研究职业的承诺，将理论成功地转化为实践。在对团队科学计划的竞争续约中，我们计划继续这五个组成部分，并将重点扩大到包括残疾学生（SWD），这是BBS中另一个代表性不足的小组。这是基于与辅助技术研究和教育计划的合作，旨在将残疾学生带入科学，技术，工程和数学（STEM）。在这个新的资金周期中，我们有三个特定的目标：具体目标1。在BBS学科的博士培训中，连续2年支持30名学生：在3年级和4年级的12年级，12年级，12年，在5年级和6年内6年，包括随身携带。因此，到融资周期结束时，27名URM学生和3个SWD保留或已经完成了BBS博士学位计划，URMS的整体机构数量增加了4％，SWD增加了12％。具体目标2。至少有80％的团队科学学者进入或渴望在博士学位完成时进入学术生涯。特定目标3。分发在UW及其他地区其他研究生多样性计划中制定和测试的有效策略。团队科学仍然是一种全面的组织变革方法的一部分，以增加科学劳动力的多样性，使用UW作为一种“生活实验室”，具有多层次（即个人和机构）干预措施，经过迭代评估且具有策略性地传播。