Post-college Pathways: A Longitudinal Study of Biomedical and Behavioral Science

描述（由申请人提供）：提议的项目考察有志从事生物医学和行为科学研究的学生的教育和职业道路，解决他们在成为科学家、获取资源和参与本科和研究生水平的学术环境中的多样性和社会化经历。有了坚实的基础和初步的实证工作已经完成，该项目计划在学士学位后收集数据，以了解大学生在通往研究生涯的道路上经历的关键转折点。2004年秋季收集了来自694所大学的70,249名学生的基线数据，这些学生最初对生物医学或行为科学专业感兴趣（即大一开始时可能的研究领域）。基于未被充分代表的有抱负的学生的数量，我们从160所学院和大学中随机选择了一个比较的学生样本，并对他们进行了跟踪调查，直到他们大学一年级和四年级结束。在大学入学后的第五年，资金被要求返回原始样本进行数据收集，以确定额外的12,129名学生留在该专业，并遵循41,347名学生的大学后途径进入研究生或专业学校，学士后课程，并在BBS领域获得与工作相关的经验。这项为期7年的纵向研究考虑了学生在不同类型大学的倾向和能力、社交和准备，以确定导致预期结果的重要大学经历，包括专业保留、毕业、申请和注册研究生院。多层建模技术将有助于确定心理和大学环境因素（包括参与NIH项目）的重要贡献，这些因素为学生的研究事业做好了准备。

DESCRIPTION (provided by applicant): The proposed project examines the educational and career pathways of students aspiring to biomedical and behavioral science research careers, addressing their experiences with diversity and socialization in becoming a scientist, access to resources, and engagement in academic settings at the undergraduate and graduate levels. With a strong foundation and preliminary empirical work already completed, the project plans post-baccalaureate data collection to understand the key transition points that college students experience along the path to a research career. Baseline data were collected in Fall 2004 on 70,249 students from 694 institutions with an initial interest (i.e., probable field of study at the start of freshman year) in biomedical or behavioral science majors. Basing the sample on the number of underrepresented student aspirants, a random comparative, student sample was selected from 160 colleges and universities and were followed up through the end of their first year of college and the fourth year of college. Funds are requested to return to the original sample for data collection at the fifth year after college entry to identify an additional 12,129 students who were retained in the major and to follow the post-college pathways of 41,347 students into graduate or professional school, post-baccalaureate programs, and work-related experiences in BBS fields. This seven-year longitudinal study accounts for student predispositions and abilities, socialization, and preparation at different types of colleges to determine significant college experiences that result in desired outcomes, including retention in the major, graduation, and application and enrollment in graduate school. Multilevel modeling techniques will help determine the significant contributions of psychological and college environmental factors (including participation in NIH programs) that prepare students for research careers.