Ensuring Success in Academia for Underrepresented Faculty to Advance Biomedical Science Research

Over the past several decades, little has changed in reported experiences of faculty of color at predominately white institutions (PWIs). Underrepresented minority (URM) scholars at PWIs often contend with numerous challenges that impact their research success and productivity. There are empirically supported problems with recruiting and retaining URM faculty in academia and the biomedical workforce. Faculty advancement and faculty research productivity are closely intertwined with psychological wellness. Faculty that are most well, as defined by having high levels of social support, mentoring, an enhanced sense of belonging at their institution and a satisfactory work-life balance are the most successful in academia. There are several programs largely focused on increasing the pipeline from undergraduate to graduate and post-doctoral scholars, leaving a gap in the training and mentoring needs of new and mid-career tenure-track faculty that often feel isolated and devalued at their home institutions. Success for URM faculty is largely driven by knowledge coupled with motivation, self- efficacy, and tangible support. The overarching goal of the Faculty Accomplished Community that Cultivates Equity and Success in Science (ACCESS) Program, focused on racial/ethnic URM scholars across the career trajectory at PWIs, is to provide faculty with tools and resources needed to be successful biomedical scientific leaders. The Faculty ACCESS Program will center wellness and resiliency to equip multiple marginalized faculty members to persist towards advancing biomedical research despite systemic, institutional, cultural, and environmental challenges. To this end, the objectives are 1) To provide programming and mentoring for URM faculty at PWIs centering wellness and focused on skill building to increase rigorous research productivity, 2) To provide targeted training in grant-writing to increase NIH grant submissions by URM faculty, 3) To provide a network of funded URM faculty mentors for trainee participants to enhance social and tangible support. Expected outcomes of the Faculty ACCESS Program are to facilitate skill development in rigorous research through wellness to increase publication outputs, increase NIH grant submissions and resubmissions, and support and prepare faculty for the promotion and tenure processes. Additional outcomes include increased sense of belonging, self-efficacy, reduced stress, and increased social and professional networks. The overarching goal is to facilitate success of URM faculty and increase retention in the biomedical research field which is a stated priority for NIH in the fight to end structural racism.