Broadening Participation in the Biomedical Sciences with Utility Value Interventions

通过效用价值干预扩大对生物医学科学的参与 摘要 该研究计划的目标是扩大第一代(FG)和 生物医学领域中具有实用价值的少数民族学生人数不足 对门户生物和化学课堂的干预。使用一种理论上接地的公用设施- 价值干预，PI旨在缩小FG学生的成就差距，这些学生既不是 家长获得了4年的大学学位，对于URM学生。以前资助的大型项目 威斯康星大学生物学导论课程的双盲随机研究 麦迪逊大学(UW)展示了效用价值干预(UVI)，学生在其中写作 关于课程材料的个人相关性，成功地降低了成绩 FG和URM相对于学生总结课程的控制条件的差距 内容。拟议的研究将(1)测试在威斯康星州记录的紫外线效应是否可以 在不同的门户课程和不同的大学复制，(2)测试UVI是否可以 适应更多样化的学生样本，以及(3)通过以下方式测试紫外线的长期影响 随着时间的推移，跟踪学生直到毕业。PI将分析最近一次 完成了在三个地点进行的大规模多地点研究。UVI和UVI的两个版本 对照写作作业被测试了10个学术领域的7000多名学生 在3个不同的机构学习生物和化学学期：威斯康星大学，马里兰大学， 巴尔的摩县和圣地亚哥州立大学。通过测试两个版本的UVI 三所大学，并跟随学生毕业，派可以回答三个关键问题 问题。首先，通过测试新的亲社会版本的干预并将其与 建立了个人版，以及控制组，PI可以得出关于 让学生思考他们可以在生物医学领域使用他们的教育的方式的影响 帮助别人，回馈他们的社区，或者为社会做贡献。第二，因为 PI收集了来自不同种族/民族、社会经济、 和文化背景，这些数据提供了迄今为止测试干预的最佳机会 在门户课程中对不同学生群体的影响。第三，长期跟进 多站点项目中的学生将帮助我们了解这种干预的方式和原因 在扩大对生物医学科学的参与方面具有很强的影响力。

Broadening Participation in the Biomedical Sciences with Utility Value Interventions ABSTRACT The goal of this program of research is to broaden the participation of first-generation (FG) and underrepresented ethnic minority (URM) students in biomedical fields with utility-value interventions in gateway biology and chemistry classes. Using a theoretically grounded utility- value intervention, PI aims to close achievement gaps for FG students, those for whom neither parent obtained a 4-year college degree, and for URM students. A previously funded large-scale double-blind randomized study in introductory biology courses at the University of Wisconsin- Madison (UW) demonstrated that the utility value intervention (UVI), in which students write about the personal relevance of course material, was successful in reducing the achievement gaps for FG and URM relative to a control condition in which students summarized course content. The proposed research will (1) test whether UVI effects documented at UW can be replicated in different gateway courses and different universities, (2) test whether the UVI can be adapted for a more diverse student sample, and (3) test the long-term effects of the UVI by following students over time through graduation. PI will analyze the results of a recently completed large-scale multi-site study conducted at three sites. Two versions of the UVI and control writing assignments were tested with more than 7,000 students across 10 academic semesters of biology and chemistry in 3 different institutions: UW, University of Maryland, Baltimore County, and San Diego State University. By testing two versions of the UVI across three universities, and following students through graduation, PI can answer three critical questions. First, by testing a new prosocial version of the intervention and comparing it to the established “personal” version, as well as a control group, PI can draw new inferences about the impact of having students reflect on ways that they can use their education in biomedical fields to help others, give back to their community, or make a contribution to society. Second, because PI has collected data from large groups of students from diverse racial/ethnic, socioeconomic, and cultural backgrounds, the data provide the best opportunity to date to test intervention effects for different groups of students in gateway courses. Third, long-term follow-up of students in the multi-site project will help us understand how and why this intervention can be so powerful in broadening participation in the biomedical sciences.