Partnered Research Experiences for Junior Faculty at Minority-Serving Institutions Enhance Professional Success

Autor/inn/en	Campbell, Andrew G.; Leibowitz, Michael J.; Murray, Sandra A.; Burgess, David; Denetclaw, Wilfred F.; Carrero-Martinez, Franklin A.; Asai, David J.
Titel	Partnered Research Experiences for Junior Faculty at Minority-Serving Institutions Enhance Professional Success
Quelle	In: CBE - Life Sciences Education, 12 (2013) 3, S.394-402 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
DOI	10.1187/cbe.13-02-0025
Schlagwörter	College Faculty; Scientific Research; Program Effectiveness; Faculty Development; Diversity (Faculty); Professional Training; Faculty Publishing; Productivity; Grants; Teaching Methods; Minority Group Students; Higher Education + Suchen Sie Ihr Suchwort? Fakultät; Berufliche Fachbildung; Berufliche Fortbildung; Produktivität; Grant; Finanzielle Beihilfe; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Scientific workforce diversity is critical to ensuring the realization of our national research goals and minority-serving institutions play a vital role in preparing undergraduate students for science careers. This paper summarizes the outcomes of supporting career training and research practices by faculty from teaching-intensive, minority-serving institutions. Support of these faculty members is predicted to lead to: 1) increases in the numbers of refereed publications, 2) increases in federal grant funding, and 3) a positive impact on professional activities and curricular practices at their home institutions that support student training. The results presented show increased productivity is evident as early as 1 yr following completion of the program, with participants being more independently productive than their matched peers in key areas that serve as measures of academic success. These outcomes are consistent with the goals of the Visiting Professorship Program to enhance scientific practices impacting undergraduate student training. Furthermore, the outcomes demonstrate the benefits of training support for research activities at minority-serving institutions that can lead to increased engagement of students from diverse backgrounds. The practices and results presented demonstrate a successful generalizable approach for stimulating junior faculty development and can serve as a basis for long-term faculty career development strategies that support scientific workforce diversity. (Contains 5 figures and 3 tables.) (As Provided).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10