Educational Modules to Broaden Academic Research Cultures (EMBARC)

拓宽学术研究文化的教育模块 (EMBARC)

• 批准号: 10508479
• 负责人: Shu-Sha Angie Guan
• 金额: $ 47.23万
• 依托单位: CALIFORNIA STATE UNIVERSITY NORTHRIDGE
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-09-01 至 2027-08-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10508479
• 关键词: Academic achievement; Address; American Psychological Association; Behavioral Research; Behavioral Sciences; Biomedical Research; CCL7 gene; California; Capital; Censuses; Complex; Control Groups; Country; Custom; Data; Development; Education; Educational Activities; Educational workshop; Enrollment; Ensure; First Generation College Students; Fostering; Health; Health Disparities Research; Hispanic Americans; Home; Individual; Infrastructure; Institution; Intention; Knowledge; Learning Module; Los Angeles; Mentors; Mexican Americans; Minority Groups; Mission; Modeling; National Institute of General Medical Sciences; National Research Council; Native Americans; Pathway interactions; Population; Positioning Attribute; Professional Organizations; Public Health; Research; Research Training; Resources; Risk; Role; Science; Scientist; Self Efficacy; Series; Societies; Students; System; Testing; Trainers Training; Training; Training Activity; Training Programs; Travel; Underrepresented Minority; United States National Institutes of Health; Universities; Vision; Work; base; biobehavior; career; career networking; community college; critical period; design; education research; expectation; experience; experimental group; health disparity; health equity; higher education; innovation; interest; minority student; online repository; outreach; peer; programs; public repository; research and development; role model; science education; scientific organization; skills; social; success; symposium; theories; undergraduate research; undergraduate student; underrepresented minority student; university student

Project Summary/Abstract Although undergraduate research training programs have made progress in engaging underrepresented minority (URM) students in biobehavioral science, disparities in the community college-to-university pipeline remain given the focus has been on undergraduates at 4-year universities despite the fact that URM students are more likely than non-URM students to enroll in and receive part of their training at a community college (CC). The purpose of the proposed Educational Modules to Broaden Academic Research Cultures (EMBARC) program is to invite, retain, and support transfer of CC students in the biobehavioral sciences through innovative, culturally-informed educational modules, rigorously tested through a partnership with the largest community college district and system of higher education in the country (Los Angeles Community College District [LACCD], California Community Colleges Chancellor’s Office [CCCCO]) and distributed nationwide with some of the largest professional organizations for URM students in biomedical and behavioral sciences (Annual Biomedical Research Conference for Minority Students [ABRCMS], American Psychological Association [APA], Society for Advancing Chicanos/Hispanics & Native Americans in Science [SACNAS]). We accomplish this through the following specific aims: (1) Develop interactive educational modules using qualitative (inductive, student-based) and quantitative (deductive, empirical and theory-based) approaches, providing multiple formats (summer-intensive face-to-face [SI-FTF], annual-year face-to-face [AY-FTF] facilitated by peer trainers in a Train-the-Trainer [TTT] model, or self-paced online [SP-O]) to maximize accessibility for CC URM students with a variety of circumstances and needs; (2) Extensively test the educational modules using experimental and control groups for each presentation format at 9 LACCD campuses to ensure relevance and validity of the modules as accessible options that increase biobehavioral self-efficacy, belonging, and transfer; (3) Establish and disseminate our modules through online repositories designed for students, trainers, and institutions who can access and customize a menu of materials on scientific skills and scripts that connect students’ passion and vision for their role in biobehavioral research; and (4) Evaluate the effect of high impact practices, such as mentored conference travel and speaker series, to strengthen professional networks and scientific belonging by creating access to role models and opportunities for students to practice and maintain skills learned. EMBARC will result in rigorously-tested, culturally-relevant training modules across multiple formats, a publicly-accessible repository with a suite of training and workshop offerings, 99 trained CC facilitators, and the potential to impact 100,000+ students, scientists, and educators interested in health research through our CC networks and professional organization partnerships.

项目摘要/摘要 尽管本科生研究培训计划在聘用代表人数不足的人方面取得了进展 生物行为科学的少数族裔(URM)学生，在社区学院到大学的管道中存在差异 继续关注四年制大学的本科生，尽管URM学生 比起非URM学生，他们更有可能进入社区大学并接受部分培训 (抄送)。拟议的教育模块的目的是拓宽学术研究文化(EMBARC) 计划是通过以下方式邀请、留住和支持CC学生在生物行为科学领域的转学 创新的、了解文化的教育模块，通过与最大的 国家的社区学院学区和高等教育系统(洛杉矶社区学院 加州社区学院校长办公室[CCCCO])，并在全国范围内分发 为生物医学和行为科学领域的URM学生设立的一些最大的专业组织 《美国心理学》少数民族学生生物医学研究年会 协会[APA]，芝加哥人/拉美裔和美洲原住民科学促进会[SACNAS])。我们 通过以下具体目标实现这一点：(1)开发互动教育模块 定性的(归纳的、以学生为基础的)和定量的(演绎的、经验的和基于理论的)方法， 提供多种格式(夏季密集面对面[SI-FTF]、年度面对面[AY-FTF] 由同行培训师[TTT]模式提供帮助，或在线自定进度[SP-O])，以最大限度地 为不同情况和需要的CC URM学生提供可访问性；(2)广泛测试 使用实验和控制小组的教育模块，适用于9 LACD的每种演示格式 校园，以确保模块的相关性和有效性，作为可访问的选项，增加生物行为 自我效能感、归属感和迁移；(3)通过在线资源库建立和传播我们的模块 专为学生、培训人员和机构设计，他们可以访问和定制以下网站上的材料菜单 科学技能和脚本，将学生对其在生物行为研究中的作用的热情和愿景联系起来； 以及(4)评估高影响力实践的效果，例如有指导的会议旅行和演讲者系列，以 通过创建访问榜样和机会来加强专业网络和科学归属感 让学生练习和保持所学的技能。EMBARC将导致经过严格测试、与文化相关的 多种格式的培训模块，一个可公开访问的存储库，包含一套培训和研讨会 产品、99名训练有素的CC辅导员，以及影响100,000多名学生、科学家和教育工作者的潜力 通过我们的CC网络和专业组织伙伴关系对健康研究感兴趣。