The Brain Explorer Academy (BEA): An Informal Science Education Partnership

大脑探索者学院 (BEA)：非正式的科学教育合作伙伴

• 批准号: 10450542
• 负责人: Nancy G. Guerra
• 金额: $ 26.84万
• 依托单位: UNIVERSITY OF CALIFORNIA-IRVINE
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-05-20 至 2027-03-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10450542
• 关键词: Academy; Address; Adoption; Attitude; Bachelor' s Degree; Brain; Collaborations; Collection; Communication; Competence; Complex; Critical Thinking; Curiosities; Degree Completion; Development; Drops; Economic Factors; Enrollment; Environment; Environmental Risk Factor; Evaluation; Failure; Family; Fostering; Goals; Health; Health Knowledge Attitudes Practice; High School Student; Hispanic; Individual; Institution; Intervention; Knowledge; Learning; Marshal; Mentors; Minority Groups; Modeling; Neurosciences; Neurosciences Research; Outcome; Parents; Participant; Process; Public Health; Randomized Controlled Trials; Research; Resources; STEM career; STEM field; Schools; Science; Science, Technology, Engineering and Mathematics Education; Societies; Structure; Student recruitment; Students; Teacher Professional Development; Technology; Testing; Training Programs; Underrepresented Minority; United States; Woman; base; bilingualism; career; college; digital; digital repositories; education pathway; experience; high school; improved; innovation; interest; learning materials; lens; meetings; minority disparity; neurotechnology; next generation; outreach; programs; recruit; science education; skill acquisition; skills; social; social factors; success; transportation access; undergraduate education; underrepresented minority student; underserved community; web site

PROJECT SUMMARY Diversity is critical to innovation and the advancement of our society. Yet despite our best efforts as a nation, the United States has not been able to achieve STEM workforce diversity goals, which have been long attributed to the failure of the “academic pipeline” to recruit and retain students from underrepresented minorities (URM), a phenomenon often described as a “leaky pipeline”. Addressing this challenge will require innovative, multi- pronged interventions that concurrently address social and environmental contributors to disparities. Recent studies have shown that choosing a STEM major in college is directly influenced by academic interactions during high school, suggesting that involvement in a college-based STEM education program can enhance recruitment and retention into STEM disciplines. Programs that use a college-based academic experiences to engage underserved individuals during high school can steer their educational path to college STEM majors. URM disparities in the interest and persistence in STEM education are driven by the combination of individual, environmental and school factors. This confluence of factors suggests that changing student outcomes could benefit from a digitally-interconnected social ecological framework that goes beyond individual interests and competencies to consider the the multi-level environment within which the student learner is situated. To address the challenges in STEM diversity, we propose the Brain Explorer Academy (BEA), a comprehensive, multi-year, socio-ecological informal science education program that uses neuroscience to instill curiosity and foster interest in STEM careers. The BEA will marshal high school students in a Title 1 School through a multi-stage intervention that fosters interest in STEM, knowledge and skill development, critical thinking, scientific communication, and quantitative/analytical competencies. The proposal will We will test the hypothesis that the staged approach of the BEA, which proceeds from highly structured learning in the first year, to highly individualized mentoring in the third year, will lead to the following quantifiable outcomes: (1) Competency development: BEA will augment the science learning experience to enhance competencies in quantitative, analytical, critical thinking, team science and scientific communication skills; (2) Knowledge, Attitudes and Practices: BEA will increase interest and positively modify attitudes towards STEM disciplines and potential careers in health-related research; and (3) Workforce Capacity Building: BEA will increase the success of recruitment of students from underserved communities to college STEM majors. In addition to evaluating the program using an independent third-party evaluator , we will generate a repository of digital and material resources to be used to create a “program-in-a- box” that can be widely implemented, constantly improved and reproduced at other institutions.

项目摘要 多样性对创新和社会进步至关重要。然而，尽管我们作为一个国家尽了最大的努力， 美国一直未能实现STEM劳动力多样性目标，长期以来，这一目标一直被归因于 “学术管道”未能从代表性不足的少数民族（URM）中招募和留住学生，a 这种现象通常被描述为“管道泄漏”。应对这一挑战将需要创新、多方面的努力， 同时解决造成差异的社会和环境因素的多管齐下的干预措施。最近 研究表明，在大学选择STEM专业直接受到学术互动的影响， 高中，这表明参与基于大学的STEM教育计划可以提高招聘 并保留到STEM学科。使用基于大学的学术经验参与的课程 在高中期间服务不足的人可以引导他们的教育道路到大学STEM专业。URM 对STEM教育的兴趣和持续性的差异是由个人， 环境和学校因素。这些因素的汇合表明，改变学生的成绩可以 受益于超越个人利益的数字互联社会生态框架， 能力，以考虑其中的学生学习者所处的多层次的环境。解决 STEM多样性的挑战，我们提出了大脑探索者学院（Brain Explorer Academy，缩写为BRA），一个全面的，多年的， 社会生态非正式科学教育计划，利用神经科学灌输好奇心和培养兴趣 在STEM职业生涯中。东亚银行将通过多阶段干预将高中生编入一级学校 培养对STEM，知识和技能发展，批判性思维，科学交流的兴趣， 定量/分析能力。我们将检验这一假设，即分阶段的方法， 该课程从第一年的高度结构化学习，到第二年的高度个性化指导， 第三年，将产生以下可量化的成果：（1）能力发展： 科学学习经验，以提高定量，分析，批判性思维，团队合作能力 科学和科学沟通技能;（2）知识，态度和实践：学习将增加兴趣 积极改变对STEM学科和健康相关研究中潜在职业的态度; (3)劳动力能力建设：劳动力市场将增加从服务不足的学生中招聘的成功率 社区到大学STEM专业。除了使用独立的第三方评估程序外， 评估员，我们将产生一个数字和物质资源库，用于创建一个“程序中的一个， 这是一个可以广泛实施、不断改进和在其他机构复制的“框架”。