Office of Career and Professional Development, University of California, San Francisco, San Francisco, CA 94143.
Department of Social and Behavioral Sciences, University of California, San Francisco, San Francisco, CA 94143.
CBE Life Sci Educ. 2020 Jun;19(2):ar22. doi: 10.1187/cbe.19-11-0235.
We describe here the development and validation of the Academic Career Readiness Assessment (ACRA) rubric, an instrument that was designed to provide more equity in mentoring, transparency in hiring, and accountability in training of aspiring faculty in the biomedical life sciences. We report here the results of interviews with faculty at 20 U.S. institutions that resulted in the identification of 14 qualifications and levels of achievement required for obtaining a faculty position at three groups of institutions: research intensive (R), teaching only (T), and research and teaching focused (RT). T institutions hire candidates based on teaching experience and pedagogical practices and ability to serve diverse student populations. RT institutions hire faculty on both research- and teaching-related qualifications, as well as on the ability to support students in the laboratory. R institutions hire candidates mainly on their research achievements and potential. We discuss how these hiring practices may limit the diversification of the life science academic pathway.
我们在这里描述了学术职业准备评估（ACRA）量表的开发和验证，该工具旨在为有志于成为生物医学领域教师的人提供更公平的指导、招聘透明度和培训问责制。我们在这里报告了对 20 所美国机构的教师进行的访谈结果，这些访谈确定了在三个机构群体中获得教职所需的 14 项资格和成就水平：研究密集型（R）、仅教学型（T）和研究与教学并重型（RT）。T 机构根据教学经验、教学实践以及为不同学生群体服务的能力来招聘候选人。RT 机构根据与研究和教学相关的资格以及支持学生实验室工作的能力来招聘教师。R 机构主要根据候选人的研究成果和潜力来招聘。我们讨论了这些招聘实践如何可能限制生命科学学术途径的多样化。
