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Institutional Research and Academic Career Development Awards (IRACDA)

Institutional Research and Academic Career Development Awards (IRACDA). PERT – Postdoctoral Excellence in Research and Teaching University of Arizona, Center for Insect Science. TEACRS – Training in Education and Critical Research Skills.

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Institutional Research and Academic Career Development Awards (IRACDA)

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  1. Institutional Research and Academic Career Development Awards (IRACDA) PERT – Postdoctoral Excellence in Research and TeachingUniversity of Arizona, Center for Insect Science TEACRS – Training in Education and Critical Research Skills University of California, San Diego & San Diego State University IRACDA University of Kansas/Haskell Indian Nations University IRACDA Project SPIRE – SEEDING POSTDOCTORAL INNOVATORS in RESEARCH and EDUCATION University of Pennsylvania Postdoctoral Opportunities in Research and Teaching (PENN-PORT) Vanderbilt University Medical Center IRACDA University of Minnesota, Duluth, IRACDA Baylor College of Medicine HEART IRACDA Fellowships in Research and Science Teaching (FIRST) Emory University & Atlanta University Center IRACDA Scholars in Science Fellowships (ISIS) BCM MUSC-Claflin Institutional Research andAcademic Career Development Program

  2. IRACDA Program Objectives The objectives of this initiative are three-fold: • to enhance research-oriented teaching at Minority Serving Institutions (MSIs) • to increase or enhance the research and other skills needed in developing scientists to conduct high quality research in an academic environment • to promote linkages between research-intensive institutions and MSIs that can lead to further collaborations in research and teaching. • to increase the number of well-qualified underrepresented minority students entering competitive careers in biomedical research.

  3. The IRACDA Rationale • Underrepresented minorities constitute a small fraction of the postdoctoral fellows in the life sciences and an even smaller fraction of principal investigators of NIH research grants. • Collaborations between research intensive institutions and minority serving institutions fostered by IRACDA grants have a unique opportunity to help address these problems. • Requires an alternative paradigm for post-doctoral education.

  4. The IRACDA Experiment • Hypothesis: post-doctoral fellows who have a research-intensive experience and have an opportunity to engage in teaching activities will perform as well as traditional post-doctoral fellows. • Undertake evaluation of IRACDA fellows. • Measures of performance: • Success in publishing in peer-reviewed journals. • Success in obtaining and remaining in research-related employment. • Success in obtaining NIH research grant support.

  5. IRACDA Evaluation • Study group consisted of 145 current and former IRACDA fellows. • Comparison group consisted of 536 current and former T32 fellows at IRACDA institutions. • Only considered fellows with more than 6 months but 60 months or less training. • Only considered publications from within the time period above. • Examined all employment outcomes

  6. The Study Population IRACDA Gender IRACDA Ethnicity 32% 68% Comparison Gender Comparison Ethnicity 47% 53% American Indian Asian and Pacific Islander Black Male Hispanic Caucasian Female Male Female

  7. Summary of Publication Results ?!

  8. Post-Doctoral Publishing is a “Rare” Event Sarah Brosnan, Ph.D. Assistant Professor Department of PsychologyGeorgia State University 700 Comparison Group 600 500 400 Frequency 300 200 100 0 0.6 1.2 1.8 2.4 3 3.6 4.2 Publications/Year 160 IRACDA 140 120 • The frequency of post-doctoral publishing is described by a Poisson (exponential) distribution. • For a Poisson distribution the population mean and standard deviation are equal. • Most traditional parametric statistics cannot be used to test hypotheses (but can use chi squared analysis to test for similarity of distributions) . • Non-parametric statistics are poorly developed for Poisson variables. 100 Frequency 80 60 40 20 0 0.6 1.2 1.8 2.4 3 3.6 4.2 Publications/Year

  9. The IRACDA Experiment • Hypothesis: post-doctoral fellows who have a research-intensive experience and have an opportunity to engage in teaching activities will perform as well as traditional post-doctoral fellows. • Distributions of publishing frequency were indistinguishable for IRACDA and T32 fellows. • Conclusion: there cannot be a significant difference in the rates of publication.

  10. Post-IRACDA Employment • Hypothesis: post-doctoral fellows who have a research-intensive experience and have an opportunity to engage in teaching activities will be as successful in obtaining and remaining in research-related employment as traditional post-doctoral fellows. • For IRACDA fellows, use data from IRACDA Programs. • For T32 fellows, use data from “The Career Achievements of National Research Service Award Postdoctoral Trainees and Fellows: 1975–2004” prepared for Office of Extramural Programs, Office of the Director, NIH by R. Mantovani, Ph.D., M. V. Look, Ph.D., and Emily Wuerker. May 2006.

  11. Post-IRACDA Employment T32 Employment 8 years after post-doc IRACDA Employment (FIRST, SPIRE, PERT) 123 13 86 371 26 150 * Other includes self-employed; primary or secondary school; U.S., State, or local government

  12. Post-IRACDA Employment 40 22 IRACDA Employment (FIRST, SPIRE, PERT) 24 21 5 4 9 * Other includes self-employed; primary or secondary school

  13. Post-IRACDA Grants Mean Elapsed Number of Years Between Last Year of T32 Support and First NIH Competing Award for Selected NIH Grant Mechanisms Mean years After FIRST R01 All K Awards All R Awards • Career Development 9 • R01 or equivalent 3 • Other R 1

  14. Triscia Hendrickson Post-IRACDA Grants Former Fellow Year Position Institution Award Haftel, V. 2003 Assistant Professor Morehouse College, Dept. of Biology NIH/NIGMS S06 and Dept of Ed Award) Morris, A. 2003 Assistant Professor Haverford College, Dept. of Biology NIH K01 Hendrickson, T. 2004 Assistant Professor Morehouse College, Dept. of Biology NIH/NIGMS S06 Shipman, L. 2003 Assistant Professor Morehouse College, Dept. of Chemistry NIH/NIGMS S06 and NSF Development Williams, D. 2004 Assistant Professor N. Carolina Central Univ., Biology NIH R15, SC2 Ciavatta, V 2005 Research Biologist VA Hospital, Decatur, GA VA MREP- Merit Review Entry Program Stahl, E. 2003 Assistant Professor Univ. of Mass-Dartmouth 2 NSF awards Brosnan, S. 2007 Assistant Professor Georgia State, Dept. of Psychology NSF/SES Department of Psychiatry, Emory University New Invest. Award - Nat. Alliance for Res. Neigh, G. 2007 Assistant Professor on Schizophrenia & Depression and AHA Career Development Award Andrea Morris Sarah Brosnan Valerie Haftel Lance Shipman Vince Ciavatta Eli Stahl Gretchen Neigh Daniel Williams

  15. IRACDA - Promoting Diversity in a Problematic Time:Success Rate Of Kirschstein-nrsaPost-doctoral Fellowship (F32) Applications Success Rate Reviewed Awarded Number of Applications/ Awards Success Rate Fiscal Year TRENDS IN RESEARCH TRAINING AND FELLOWSHIPS NIH NEDB Training_Fellowship.ppt

  16. IRACDA Contributes to Diversity at Emory

  17. The IRACDA Contributes to the Number of Underrepresented Minority Faculty in the Life Sciences Alessandra Barrera, Ph.D. Assistant Professor of Biology Georgia Gwinnett College Andrea R. Morris, Ph.D. Assistant Professor of Biology, Haverford College Jackie B. Hoffman, Ph.D. Assistant Professor Department of Poultry Science North Carolina State University Francisco Cruz, Ph.D. Lecturer, Department of Biology, Georgia State University Dinitra White, Ph.D. Assistant Professor of BiologyNorth Carolina A&T State University Daniel Williams, Ph.D. Assistant Professor Department of BiologyNorth Carolina Central University Cassandra Delgado-Reyes, Ph.D. Instructor and Graduate CoordinatorTexas Interdisciplinary Plan (TIP) University of Texas at Austin Checo Rorie, Ph.D. Assistant Professor of Biology North Carolina A&T State University Antonio Baines, Ph.D. Assistant Professor Department of BiologyNorth Carolina Central University

  18. The IRACDA Contributes to Partner Minority Serving Institutions • IRACDA fellows inspire and guide undergraduates in courses that can lead to biomedical research careers. • IRACDA fellows assist the Institutions to develop a stronger contemporary curriculum in the life sciences. • IRACDA fellows allow the Institutions to expand their course offerings. • IRACDA fellows provide energetic, research-oriented teachers that are closer to the ages of the Institutions students. Therefore, they can more easily act as role models. • IRACDA fellows reinforce contemporary methods of instruction at the minority-serving institutions; • IRACDA fellows increase the exposure of students to research and opportunities in research; • IRACDA fellows enhance knowledge of contemporary topics in research and research methods at the minority-serving institution; • IRACDA creates links between faculty and students at minority-serving institutions and faculty and students at research intensive institutions.

  19. The IRACDA Contributes to Partner Minority Serving Institutions Some of the Courses Taught by FIRST Fellows at the Atlanta University Center • Animal Behavior (PSY 341/PSY 341L) - Morehouse College • Behavioral Endocrinology (BIO 491) - Spelman College • Biochemistry - Clark Atlanta University • Bioethics - Morehouse College • Bioinformatics Component of Genetics (BIO 312) - Clark Atlanta University • Biology and Ethics of HIV (BIO 491D) - Spelman • Biology of Women (BIO 401) - Spelman College • Biological Research l & ll (BIO 381/BIO 382) - Morehouse College • Cellular and Molecular Biology (BIO 471) - Spelman • General Biology (BIO 111) - Clark Atlanta • Biology 111 and Biology 112 - Clark Atlanta • General Biology (BIO 111) - Spelman College • General Chemistry (CHEM 111) - Spelman College • Genetics (BIO 312) – Clark Atlanta University • Learning and Memory (PSY 372/PSY 372L) - Morehouse College • Physiology of Human Nutrition (BIO 491E) - Spelman College • Plant Physiology Laboratory (BIO 471) - Clark Atlanta University

  20. The IRACDA Contributes to Partner Minority Serving Institutions Some of the Courses Taught by SPIRE Fellows • Cellular Biology (with lab): Fayetteville State University • Developmental Biology: North Carolina Central University • Developmental Neurobiology: Fayetteville State University • Genetics (with lab): Shaw University • Independent Research course: Shaw University • Introduction to Molecular Biology: Winston Salem State University • Molecular Cell Biology (with lab): Shaw University • Ecology (with lab): North Carolina Central University • Environmental Influences on Human Disease: North Carolina A&T State University • Senior Seminar (team taught): Shaw University • Microbial Pathogenesis: UNC Pembroke (Videoteleconferenced) • Special Problems - Chromosome Attachment: Fayetteville State University • Bioinformatics: Shaw University • Human Genetic Disease: North Carolina Central University • Molecular Basis of Disease: North Carolina Central University • Protein Biology and Disease: Fayetteville State University • Science, Technology, Ethics: Johnson C. Smith University • Genomics/Bioinformatics: North Carolina A&T State University • Immunology: University of North Carolina at Pembroke • Research in Genetic Engineering: University of North Carolina at Pembroke

  21. The IRACDA Contributes to Faculty Partner Minority Serving Institutions Valerie K. Haftel, Ph.D. Assistant Professor Department of BiologyMorehouse College Triscia W. Hendrickson, Ph.D. Assistant Professor Department of BiologyMorehouse College Lance Shipman, Ph.D. Assistant Professor Department of ChemistryMorehouse College, Atlanta, Georgia Shani H. Peterson, Ph.D. Assistant Professor Department of PsychologySpelman College Sinead Younge, Ph.D. Assistant Professor Department of PsychologyMorehouse College Kai M. McCormack, Ph.D. Assistant Professor Department of PsychologySpelman College

  22. The IRACDA Program Accomplishments • contributes to increasing or enhancing the research and other skills developing scientists need to conduct high quality research in an academic environment. • fellows publish at a rate indistinguishable from T32 fellows. • fellows are competitive for academic positions. • alumni are competitive for grants to develop their careers. • increases the number of well-qualified underrepresented minorities entering competitive careers in biomedical research. • contributes substantially to the number of minority post-doctoral fellows at research intensive universities. • promotes linkage between research-intensive institutions and MSIs that can lead to further collaborations in research and teaching. • enhance research-oriented teaching at partner MSIs. • undergraduates at partner MSIs give IRACDA fellows high marks for teaching. • teaching mentors give the IRACDA Program and fellows high marks. • provide new faculty to at partner MSIs. • provide support for infrastructure improvements at partner MSIs.

  23. IRACDA Program

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