Minority Faculty Development Model
The Minority Faculty Development Model will be used by health professions schools to train, recruit, and retain under-represented minority faculty. The three major areas in this model are clinical training, research, and academic/teaching. A panel of 15 expert professionals provided guidance on the model. These experts are from allopathic and osteopathic medicine, dentistry, pharmacy, and graduate programs in behavioral and mental health.

These five health professions were selected because their schools are eligible to receive grants under the Centers of Excellence (COE) Program. Faculty Development is one of the Program's legislative requirements.

The Questions Considered by the Expert Panel
The 14 questions which were considered by the panel are broken up into two groupings: one of general applicability across all areas of training; and another grouping more relevant to specific training areas.

1. How are minority faculty identified and recruited?
2. How are minority faculty trained and developed?
3. How are minority faculty retained?
4. What are the requirements for minority faculty to attain tenure?
5. What information does incoming minority faculty need to know to be
   effective from the beginning of their assignments?
6. How much time do minority clinical faculty need to spend in a clinical setting?
7. What skills do minority clinical faculty need to be effective clinical educators?
8. How many publications in peer reviewed journals do minority research faculty need to have published annually?
9. How many presentations do minority research faculty need to be make each year at national, regional, and state conferences?
10. What special research training do minority research faculty need?
11. What does the minority academic/teaching faculty need to know about writing COE and other grant proposals?
12. What does a minority academic/teaching faculty need to know about administering COE and other programs?
13. What pedagogical skills do minority academic/teaching faculty need to be effective in the classroom?
14. How do minority academic/teaching faculty balance their teaching requirements versus their research and other duties?
    

Click here to view listing of HRSA Minority Faculty Development Project Expert Panel