Table 1.

Planning and Evaluation Model for the Summer Research Career Development Institute (SRCDI)

Barriers to Academic Success Encountered by Minority Faculty	SRCDI Component(s) Addressing that Barrier(s)		Outcomes	Short-Term Evaluation (at end of Institute)	Long-Term (12–18 months) Evaluation
Isolation and lack of mentoring Turner and Myers (1999)	Choosing a Mentor Scientific Autobiography Oral Platform Presentations		Creating a sense of community and empowering collaboration - SRCDI participants learned how to choose an effective mentor, how experienced senior faculty members had coped with these problems, and met other minority faculty from their fields with whom they could collaborate.	Self-report of knowledge concerning selection of appropriate mentors and colleagues.	Effectiveness in identifying and working with a mentor.
Devaluation of “minority” research Turner and Myers (1999)	Scientific Autobiography Academic Career Pathways in Public Health Issues in Health Disparities Research What is the CRAB (Community Research Advisory Board)?		Reinforcing the value of minority health disparities research – SRCDI sessions emphasized the importance of this field of research by highlighting community-based participatory research, third-generation, evidence-based/interventional research in health disparities, and the potential importance of the field of minority health disparities as a model for “translational” research.	Self-report of learning outcomes concerning value and strategies for health disparities research.	Publication and research record for minority health issues.
“Token Hire” or “Ethnic Specialist” misconception Turner and Myers (1999) and Laden and Hagedorn (2000)	Scientific Autobiography Faculty Panel: Launching Your Career One-on-One Consultations Informal “Time Management” Talk given by Drs. Reynolds and Quinn		Giving advice about guarding your time carefully when you are a tenure-track minority faculty member – The participants heard from junior and senior tenure-track and tenured faculty members about how to say “No” to many of the minority-related assignments that institutions give to minority faculty members. Encouraging participants to seek a specific career benefit in such assignments.	Self-report understanding strategies for avoiding over involvement in activities that are not beneficial to career development.	Assessment of participation in meaningful academic activities.
Lack of adequate publications Laden and Hagedorn (2000)	Writing Papers for Peer Review Review of participants’ academic products		Helping participants overcome perceived writing “blocks” – detailed discussion led by a journal editor and highly cited faculty authors and journal reviewers, on editorial policies, peer review of papers, journal impact factors, time management for writing and overcoming the “perfection complex”.	Self-report of knowledge of strategies to overcome writing blocks.	Evidence of production of various types of manuscripts (articles, technical reports, research grants, etc.)
Lack of productivity in research and difficulty in obtaining research funding Allen et al. (2000); Antonio (2002); Phillips (2002); and Turner and Myers (1999)	Scientific Autobiography Faculty Panel: Launching Your Career Grant Writing: Developing a Research Proposal Mock Study Section Review of participants’ academic products		Imparting key skills in developing and writing research proposals – SRCDI participants benefited from the experience, highly funded researchers, many of whom serve on NIH study sections. Participants saw a demonstration on how an NIH study section reviews proposals. Participants who submitted proposals as their academic products got critiques on their proposals from SRCDI faculty.	Knowledge of strategies for preparation of successful proposals for research funding.	Record of research proposal development.
Lack of information about promotion and tenure Turner and Myers (1999) and Gregory (2001)	Faculty Panel: Launching Your Career Developing an Effective Professional Portfolio One-on-One Consultations Negotiating for a Faculty Position		Providing important information on institutional expectations for promotion and tenure – Participants learned about creating an effective CV, creating a “national reputation”, establishing key social and professional networks, and negotiating from the beginning for resources that will aid in attaining promotion and tenure.	Self-report of knowledge gained about strategies for meeting promotion criteria at their institutions.	Progress made toward promotion within their base institution.
Occupational stress Turner and Myers (1999)	Scientific Autobiography Faculty Panel: Launching Your Career Informal talk on “Time Management” One-on-One Consultations		Frank discussions about work/family life balance and time management issues – SRCDI participants expressed concerns about these issues and learned coping strategies and tips from established faculty members on managing career stress.	Self-report of learning outcomes on course evaluations concerning time management and family life balance.	Self-report of issues encountered and how these were managed.
Lack of “informal” institutional orientation for learning the “unwritten” rules of the academy Thomas and Hollenshead (2001)	Scientific Autobiography Faculty Panel: Launching Your Career One-on-One Consultations		Informing participants about how to survive and thrive in academia – For example, learning to build a coalition of colleagues and supporters from other institutions if you cannot find willing mentors within your institution.	Self-report of learning outcomes on course evaluations concerning effective networking to obtain support for professional development.	Descriptive data concerning extent to which effective networking has occurred.