OVERVIEW
SPECIFIC TRAINING PROGRAMS ARE TAILORED TO INDIVIDUAL CAREER DEVELOPMENT PLANS (IDPs)
SABER•IRACDA recruits 3 postdoctoral trainees per year to engage in comprehensive research and teacher training as well as career development. The core elements of our 4-year program are presented for a typical Scholar curriculum below (Table 1).
SPECIFIC TRAINING PROGRAMS ARE TAILORED TO INDIVIDUAL CAREER DEVELOPMENT PLANS (IDPs)
SABER•IRACDA recruits 3 postdoctoral trainees per year to engage in comprehensive research and teacher training as well as career development. The core elements of our 4-year program are presented for a typical Scholar curriculum below (Table 1).
Table 1. SAMPLE SABER•IRACDA CURRICULUM
(tailored to each Scholar)
| Year 0 | Year 1 | Year 2 | Year 3 | |
|---|---|---|---|---|
| Courses & Workshops |
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| Research |
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| Teaching |
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| Enrichment Activities |
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Year 0:
Scholars choose research mentors, with the assistance of program as needed. A Research Advisory Committee (RAC) is established and meets at least twice a year. During year 0, each Scholar is supported entirely by non-SABER•IRACDA funds. Scholars are encouraged to attend workshops on Rigor and Reproducibility, grantsmanship (F-Troop) and RCR (Spotlight on Research Integrity) as well as establish an IDP.
Year 1:
Scholars are fully supported by SABER•IRACDA. Research training is 90% effort. Scholars learn from and interact with a network of investigators at seminars and journal clubs across campus. Scholars are expected to submit an abstract and attend at least one national scientific conference. Scholars are encouraged to submit an individual NIH NRSA (F32) application or equivalent; those who successfully compete for individual grants remain in SABER•IRACDA for teacher training, which is also initiated in Year 1 (see Teaching tab).
Year 2:
Research training is reduced to 75% effort. While continuing to work on their research projects, Scholars enhance their mentoring skills by hosting an undergraduate in their mentor’s laboratory.
Year 3:
Scholars continue their lab-based research, but also incorporate a “Transitional Research” component that emphasizes an appropriate experimental model system that is more suitable for primarily undergraduate institutions.
Year 0:
No formal teaching training. Scholars can meet with Teaching Mentors and assess future opportunities.
Year 1:
Teacher training is initiated (10% effort). Mandatory pedagogic training includes: (i) UTeach and (ii) Successful Starts. Scholars, in consultation with the Program Coordinators (PCs) at each Partner Institution, identify teaching mentors by the end of Year 1. Teaching mentors join the Scholar’s advisory committee, re-named Teaching / Research Advisory Committee (T/RAC).
Year 2:
Teacher training efforts increase to 25%. Scholars are required to prepare and deliver guest lectures or lab modules. Scholars are encouraged to attend and participate in national workshops geared towards innovative teaching practices. In the spring of Year 2 or fall of Year 3, Scholars teach a full science course.
Year 3:
Emphasis on teaching increases to 40%. Scholar responsibilities include curriculum and examination design, grading, and student counseling. Teaching evaluations are provided by students and the teaching mentors.
- Complete and/or Revise Individual Development Plan (IDP)
- Attend career development workshops including Entering Mentoring and Spotlight on Research Integrity
- At the end of Year 1 and/or Year 2, Scholars attend the ‘Professional Preparations for Applications’ workshop, where Scholars are advised on how to apply for academic positions.
- Scholars begin to assimilate an application package for teaching and/or research-based faculty positions that can be readily adapted to specific institutional settings.
- Scholars receive job interview training and give mock faculty candidate seminars/job talks.
