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Faculty Trainee Eligibility

Faculty trainees may be at any career stage but must have an established track record of federal research funding and a demonstrated commitment to mentoring trainees, as indicated by:

• Strong commitment to investing in a scientific workforce that reflects the communities served by rehabilitation research 

• Strong commitment to and successful track record of research mentoring (undergraduate, graduate professional, graduate research, or postdoctoral level) 

• Strong institutional and laboratory support to support graduate student trainee 

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In addition to these criteria, the application review committee will consider applicants’ potential for matching with highly ranked graduate student trainee applicants. 

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Faculty Trainee Application

The following will be components of the TiDe Faculty Trainee Application:

 

Faculty Trainee Applicants must provide

• A brief demographic and contact information form (for informational purposes only and will not be used during the application review process)

• A 2-page Letter of Intent.  Reflect on the 4 core competencies of the TIDE program (Establishing Trust, Stimulating Inquiry, Nurturing Development and Community Engagement).  Incorporating these 4 core competencies, please address in your letter the following:

  • Why are you interested in becoming a TIDE Faculty Trainee

  • How you will apply what you learn in the TIDE program to your research program and training environment for current and future trainees  

• A copy of your Curriculum Vitae

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Faculty Trainee Expectations

Faculty trainees are required to commit to active participation in the TIDE program for 2 years, with an anticipated commitment of 10 – 12 hours per month on average (some months being less, and other months being more). TIDE program education and training requires:

• in-person attendance at the TIDE Annual Workshop held in the summer each year (travel support provided by the TIDE program)

• development and execution of research and mentoring activities outlined in dyad development plan in partnership with student trainee and executive committee liaison

• completion of quarterly webinar activities (pre-recorded lectures with reflection questions) and pod discussions (web conference calls scheduled to suit the members of the pod)

• submission of semi-annual progress reports and attendance at progress report meetings, as needed

 

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