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.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 394-402 |
| Number of pages | 9 |
| Journal | CBE Life Sciences Education |
| Volume | 12 |
| Issue number | 3 |
| DOIs | |
| State | Published - Sep 4 2013 |
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ASJC Scopus subject areas
- Education
- Biochemistry, Genetics and Molecular Biology(all)
Cite this
Partnered research experiences for junior faculty at minority-serving institutions enhance professional success. / Campbell, Andrew G.; Leibowitz, Michael J; Murrayn, Sandra A.; Burgess, David; Denetclaw, Wilfred F.; Carrero-Mart, Frankliinez A.; Asai, David J.
In: CBE Life Sciences Education, Vol. 12, No. 3, 04.09.2013, p. 394-402.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Partnered research experiences for junior faculty at minority-serving institutions enhance professional success
AU - Campbell, Andrew G.
AU - Leibowitz, Michael J
AU - Murrayn, Sandra A.
AU - Burgess, David
AU - Denetclaw, Wilfred F.
AU - Carrero-Mart, Frankliinez A.
AU - Asai, David J.
PY - 2013/9/4
Y1 - 2013/9/4
N2 - 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.
AB - 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.
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UR - http://www.scopus.com/inward/citedby.url?scp=84883862143&partnerID=8YFLogxK
U2 - 10.1187/cbe.13-02-0025
DO - 10.1187/cbe.13-02-0025
M3 - Article
C2 - 24006388
AN - SCOPUS:84883862143
VL - 12
SP - 394
EP - 402
JO - CBE Life Sciences Education
JF - CBE Life Sciences Education
SN - 1931-7913
IS - 3
ER -