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.

项目总结/摘要 尽管本科生研究培训项目在吸引代表性不足的人方面取得了进展， 少数民族（URM）学生在生物行为科学，在社区学院到大学管道的差距 仍然考虑到重点一直是本科生在4年制大学，尽管事实上， 比非URM学生更有可能在社区大学注册并接受部分培训 （CC）.拟议的传播学术研究文化教育模块的目的 该计划是邀请，保留和支持CC学生在生物行为科学的转移，通过 创新，文化知情的教育模块，通过与最大的合作伙伴关系进行严格测试， 美国社区学院区和高等教育系统（洛杉矶社区学院 地区[LACCD]，加州社区学院校长办公室[CCCCO]），并在全国范围内分发， 一些最大的专业组织为URM学生在生物医学和行为科学 （少数民族学生年度生物医学研究会议[ABRCMS]，美国心理学 协会[阿帕]，社会促进墨西哥裔/西班牙裔和美洲原住民在科学[SACNAS]）。我们 通过以下具体目标实现这一目标：（1）开发互动教育模块， 定性（归纳、以学生为基础）和定量（演绎、经验和理论）方法， 提供多种形式（夏季密集面对面[SI-FTF]，年度面对面[AY-FTF]） 由同行培训师以培训师[TTT]模式或在线自定进度[SP-O]模式提供帮助， 无障碍CC URM学生与各种情况和需求;（2）广泛测试 教育模块，使用实验和控制组的每一个演示格式在9 LACCD 校园，以确保相关性和有效性的模块作为可访问的选项，增加生物行为 自我效能、归属感和迁移;（3）通过在线知识库建立和传播我们的模块 专为学生、培训师和机构设计，他们可以访问和定制 科学技能和脚本，连接学生的热情和愿景，他们在生物行为研究中的作用; 以及（4）评估高影响力做法的效果，如指导会议旅行和演讲系列， 通过创造接触榜样和机会，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将带来经过严格测试的，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，其中包含一套培训和研讨会 产品，99名经过培训的CC促进者，以及影响10万多名学生，科学家和教育工作者的潜力 通过我们的CC网络和专业组织合作伙伴关系对健康研究感兴趣。