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

在2019年，许多生物科学和健康相关的工作都是空的，这不仅是因为STEM学位太少 （并非所有这些工作都需要学位），也是因为成年人要么缺乏关键能力， 在分析性思维和解决STEM相关问题或不能将其应用到STEM领域。此外，委员会认为， 少数民族和资源不足的社区代表人数不成比例地不足，这在很大程度上是因为 她们无法获得榜样和有关职业要求的信息。高中时，整个 美国人最后一次聚集在一起学习，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 波士顿公立学校为10 - 12年级的学生制定了一个课程， 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和分析和解决问题的能力，从大量的 多样化的学校，不分学生的性别和种族，培养他们对 学习健康话题。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 我们已经成功地部署了一些工具，以创建一个新的课程和专业发展模式： 它分为三个阶段：（1）创建和实施与职业意识紧密结合的新课程 能力建设，以提高学生的自我效能和成果的期望，关键的第一步， 选择生物科学职业。课程还将提供广泛的教师专业发展 支持. (2)我们将开发新的在线双招生课程，学生可以获得大学学分 还在上高中的时候这些课程将融入成功所需的技能和策略 过渡到独立的学习环境到尖端的生物医学科学主题。(3)我们将 为学生提供经济支持，使他们能够参与我们的密集住宿学院意识 和准备计划，并将优化他们的成功与近同行导师支持之前，期间和之后 参与的一旦该计划已经创建和评估，我们将继续传播课程 和教师支持，通过我们现有的在线基础设施，以达到最大的观众。新项目 重要的是，它整合了高中学生关键的高水平STEM能力的教学， 广泛的职业意识，从而促进劳动力的准备。它是创新的，因为它提供了一个 医学院科学家如何与教师互动以影响课程，教师发展 和STEM/生物科学劳动力的参与，因为基于网络的资源促进全国范围内 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.