The Great Diseases: Bridging biomedical career exploration, competency building and mentoring

2019年，许多生物科学和健康相关的工作将空缺，这不仅仅是因为STEM学位太少 是被授予的(并不是所有这些工作都需要学位)，但也因为成年人要么缺乏关键能力 分析思考和解决与STEM相关的问题，或者不能将其应用于STEM领域。此外， 少数族裔和资源不足的社区比例过低，这在很大程度上是因为 他们没有机会接触到榜样，也没有关于职业需要的信息。高中，在那里整个 美国民众聚集在一起学习最后一次，这显然是一个发展的场所 这些能力，并增加所有社区的参与。我们与教师的长期合作伙伴关系 在大多数/少数人中，波士顿公立学校为10-12年级的学生开发了一门课程，目标是 这些能力。在学习教授这些新概念方面得到支持的教师能够 显著提高学生的参与度以及分析和解决问题的能力 不同的学校和独立的性别和种族的学生，培养他们的信心 学习关于健康的话题。然而，本课程的设计并不是为了将职业意识融入 能力建设。在这个项目中，我们的目标是利用伙伴关系、基础设施和评估 我们已经成功部署工具来创建新的课程和专业发展模式： 它包括三个阶段：(1)我们将创建和实施紧密结合职业意识的新课程 通过能力建设来提高学生的自我效能和结果期望，关键的第一步是 选择生物科学职业。该课程还将提供广泛的教师专业发展。 支持。(2)开发新的网络双招课程，学生可以获得大学学分 还在读高中的时候。这些课程将结合成功的 将自主学习环境转变为前沿生物医学科学主题。(3)我们会 为学生提供经济支持，让他们能够参与我们密集的寄宿大学意识 和就绪性计划，并将在事前、事中和事后通过近乎同行的导师支持来优化其成功 参与。一旦该计划被创建和评估，我们将继续传播课程 并通过我们现有的在线基础设施提供教师支持，以达到最大限度的受众。新项目是 意义重大，因为它将向高中生传授关键的高级STEM能力与 广泛的职业意识，从而促进劳动力准备。它具有创新性，因为它提供了一种 医学院科学家如何与教师互动以影响课程、教师发展的模式 和STEM/生物科学工作人员参与，因为基于网络的资源在全国范围内促进 传播。

In 2019 many bioscience and health related jobs are going unfilled, not only because too few STEM degrees are being granted (not all of these jobs require degrees) but also because adults either lack key competencies in thinking analytically and solving STEM-related problems or cannot apply them to STEM fields. Moreover, minority and under-resourced communities are disproportionately under-represented, in large part because they lack access to role models and information about what the careers entail. High school, where entire cohorts of the US population gather to learn together for the last time, is an obvious venue in which to develop these capacities and increase participation from all communities. Our long-standing partnership with teachers in the majority/minority Boston Public Schools has developed a curriculum for 10th-12th graders that targets these competencies. Teachers who have been supported in learning to teach these novel concepts are able to significantly increase student engagement and analytical and problem-solving abilities from a large number of diverse schools and independent of the gender and ethnicity of the students, fostering their confidence in learning about health topics. However, this curriculum is not designed to integrate career awareness into competency building. In this project we aim to capitalize on the partnerships, infrastructure and evaluation tools we have already deployed successfully to create a new curriculum and professional development model: It has three phases: (1) We will create and implement new curricula that tightly integrate career awareness with competency building to improve student self-efficacy and outcomes expectations, critical first steps toward selecting a bioscience career. The curriculum will also provide extensive teacher professional development support. (2) We will develop new online dual-enrollment courses in which students can gain college credits while still in high school. The courses will incorporate with skills and strategies needed for a successful transition to independent learning environments into cutting-edge biomedical science topics. (3) We will provide students with financial support so they can participate in our intensive residential college awareness and readiness program and will optimize their success with near-peer mentor support before, during and after participation. Once the program has been created and evaluated, we will go on to disseminate the curricula and teacher support though our existing online infrastructure to reach maximal audiences. The new project is significant because it integrates teaching high school students critical high-level STEM competencies with extensive career awareness thereby fostering workforce preparation. It is innovative because it provides a model for how medical school scientists can interact with teachers to influence curricula, teacher development and STEM/bioscience workforce participation and because the web-based resource facilitates nationwide dissemination.