1 / 14

Aligning Postdoctoral Training with the Academic Professorate: Altering the Traditional Paradigm

Aligning Postdoctoral Training with the Academic Professorate: Altering the Traditional Paradigm. Brian Rybarczyk, Ph.D., Leslie Lerea. Ph.D., Kay Lund, Ph.D. Linda Dykstra, Ph.D., Dawayne Whittington University of North Carolina at Chapel Hill Chapel Hill, NC 27599. Postdoctoral Training.

rumor
Download Presentation

Aligning Postdoctoral Training with the Academic Professorate: Altering the Traditional Paradigm

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Aligning Postdoctoral Training with the Academic Professorate: Altering the Traditional Paradigm Brian Rybarczyk, Ph.D., Leslie Lerea. Ph.D., Kay Lund, Ph.D. Linda Dykstra, Ph.D., Dawayne Whittington University of North Carolina at Chapel Hill Chapel Hill, NC 27599

  2. Postdoctoral Training • Not well studied group in pipeline • Academic postdocs in research – 22% (1972), 48% (2003) • Doctoral holders hired into faculty positions – 60% (1972) to 31% (2003) Traditional Postdoc Faculty Roles Independent research Independent research Grant writing Grant writing Mentoring skills Mentoring skills Teaching Scholarship of teaching & learning Administration/budget

  3. Seeding Postdoctoral Innovators in Research and Education (SPIRE) Goals: • Provide postdoctoral training to balance research & teaching • Support undergraduate education for underrepresented minorities in science

  4. SPIRE Program Components RESEARCH DEVELOPMENT COMMUNITY OF SPIRE FELLOWS PROGRAM FACILITATION, MENTORING, and EVALUATION SCIENCE EDUCATION DEVELOPMENT OTHER PROFESSIONAL DEVELOPMENT

  5. NC A&T NCCU UNC CH JCSU FSU UNC P SPIRE Program MSI Partnership FSU - Fayetteville State University JCSU - Johnson C. Smith University NCA&T – North Carolina A&T State University NCCU – North Carolina Central University UNCP – UNC Pembroke

  6. Does a structured postdoctoral training program designed to provide both research and teaching opportunities result in attainment of academic career tracks? How does the program impact undergraduate education at minority serving institutions (MSIs)? Research Questions

  7. Program does not significantly hinder scientific productivity Provides necessary opportunities which match characteristics of academic faculty positions Numerous impacts on undergraduate education supporting diversity in science Hypotheses

  8. Comparative Study Design • Criteria • Less than 4 years postdoc • U.S. Citizen • Matching Department • Annual data collection • Online data collection tool • Allows entry of new users, re-entry of previous participants

  9. Scientific Publications from "Current" ResearchScientific Publications from "Prior" ResearchPresentations at Scientific Research Conferences Students Mentored in Scientific Research Courses TaughtProfessional Development ActivitiesService ContributionsJob Interviews and OffersScientific Manuscripts in ReviewScientific Research SeminarsPublications from "Current" Education ResearchPublications from "Prior" Education ResearchEducation Manuscripts in ReviewGuest LecturesPresentations at Education ConferencesEducation SeminarsAwards/Honors ReceivedAdditional Grants Secured Progress Measures

  10. Publication Productivity • Publication rates not significantly different between SPIRE and comparison group (unpublished data removed)

  11. (unpublished data removed)

  12. Impacts on Minority Serving Institutions (MSIs) • 113 Courses taught • 18 new courses • Revised courses, laboratories • 2000 students served (since 2002) • Research-based courses • Research opportunities for undergraduates • Transition to graduate school and other post-baccalaureate programs • 9 Fellows at MSIs as faculty

  13. Challenges and Future Directions • Determine characteristics important for retention in science careers at the postdoc level • Long term impacts of postdoc on career progression? • Tracking exited postdocs – continued productivity • Application to undergraduate and graduate programs

  14. Acknowledgements • Institutional Research and Academic Career Award – NIGMS, MORE Division, since 1999 grant #000678, PI: Dykstra • Dawayne Whittington – Strategic Evaluations, Inc. Durham, NC • Office of Postdoctoral Affairs • The Graduate School

More Related