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Project PATHWAYS Activities for Faculty

The goal of Xavier’s NIH BUILD grant is to prepare our students for careers in biomedical research, broadly defined.
There are a number of ways that faculty can be involved:
1. Funding for course assessment and improvement/development.
2. Funding for junior faculty pilot research projects
3. Funding to mentor a NIH BUILD Scholar or BUILD Technician

If you are a faculty member, you can apply for course improvement mini-grants, pilot project research grants, and to become a BUILD Program Mentor. Mentors receive both travel and supply funds as well as release time that can be used during the academic year and/or summer months. For a list of all the faculty opportunities and BUILD Scholar Mentor requirements, please visit the Project PATHWAYS Activities for Faculty page.

Resources for Mentors

The Center for the Advancement of Teaching and Faculty Development

The Center for the Advancement of Teaching and Faculty Development (CAT+) supports the development of Xavier’s faculty across all career stages and areas of professional responsibility. Faculty are supported in their teaching, mentoring, scholarship, service, and work/life balance. CAT+ provides comprehensive facilities and resources, creative and relevant initiatives, and expert staff. Because effective mentoring is at the heart of Xavier’s Project Pathways, CAT+ provides specific support to faculty in developing and nurturing their mentoring relationships through the Preparing Mentors and Advisors at Xavier (P-MAX) mentor training program. P-MAX is designed to provide participating faculty with the knowledge and skills needed to mentor and advise undergraduate students, particularly those engaged in research. The Program addresses topics such as mentor-mentee communication, goal and expectation-setting, cultural competence, issue identification and resolution, and best practices for good mentoring and advising. Faculty are also provided a repository of resources to support their growth as mentors. The Program begins with an intensive, day-long, workshop followed by at least three additional one-hour workshops during each of the subsequent fall and spring semesters. Case studies are routinely used to stimulate discussion on the topic to be addressed, and faculty are encouraged to bring their own real-world experiences for discussion. P-MAX programming is made accessible, relevant and inviting and by offering varying formats (panel discussions, hands-on workshops, seminars), locations (program locations vary across campus and online) and expert presenters/facilitators (outside speakers and consultants are frequently brought in to conduct workshops and seminars and advise CAT+ staff).

For more information, CLICK HERE.


University of Wisconsin-Madison Research Mentoring



The Science Education Research Group

The Science Education Research Group (SERG) is an open forum of faculty who meet bi-weekly to bring questions, concerns or suggestions related to teaching and learning for discussion with each other. SERG meetings are informal and multidisciplinary. These meetings were revived in the Fall of 2013 to encourage and support collaboration and communication among and between science and non-science faculty. Topics discussed are suggested by the faculty participants, and discussions are facilitated by the Project Pathways’ Education Improvement Specialist (EIS), Dr. Tiera Coston. The EIS also provides support in the form of topic research and presentation of pedagogical trends. 


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