BP-ENDURE-Atlanta: Engaging Undergraduates in Neuroscience Research

BP-ENDURE-亚特兰大：让本科生参与神经科学研究

• 批准号: 8532066
• 负责人: KYLE J. FRANTZ
• 金额: $ 41.5万
• 依托单位: GEORGIA STATE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-09-30 至 2015-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8532066
• 关键词: Address; Affect; Behavioral Research; Belief; Biomedical Research; Clinic; Clinical Research; Color; Communication; Communication Research; Communities; Coupled; Development; Doctor of Philosophy; Education; Educational workshop; Home environment; Immersion Investigative Technique; Institution; Interview; Journals; Knowledge; Laboratory Scientists; Neurosciences; Neurosciences Research; Outcome; Participant; Peer Review; Preparation; Program Evaluation; Public Health; Publishing; Reporting; Research; Research Ethics; Research Project Grants; Research Training; Schools; Science; Self Efficacy; Series; Slide; Students; Surveys; Testing; Training Programs; Training and Education; Travel; Universities; Writing; career; college; educationally disadvantaged; experience; health disparity; interest; posters; programs; public health relevance; science education; skills; socioeconomics; undergraduate student

DESCRIPTION (provided by applicant): Undergraduate students can be attracted to science by engaging in research. A summer experience as an apprentice in a scientist's laboratory or clinic may be effective in this regard, but short-term research may fail to provide the preparation necessary to progress into PhD programs in fields such as neuroscience. The BP- ENDURE-Atlanta project led by Georgia State University (GSU) in partnership with Agnes Scott College (ASC), Emory University, and Spelman College, will provide a two-year neuroscience research immersion and integration program for students from underrepresented groups. Program evaluation will test the hypothesis that in-depth research training, coupled with an intensive professional development workshop series, will positively affect participants' communication skills and confidence with research abilities, and will increase rates of matriculation into neuroscience PhD programs. Identification of a reliable approach to developing the skills and confidence necessary to progress into PhD programs will enable more students from various backgrounds to pursue their interests in science, and will ultimately increase diversity in the US scientific workforce. Specific Aim 1 is to engage undergraduates from underrepresented groups in research and training, using a two-year program for junior and senior undergraduates that includes five major components: 1) a research immersion in Atlanta's well-established BRAIN summer program; 2) a Research Assistantship in the first academic year; 3) a Travel Assistantship to conduct research at a partner T32 training program in the second summer; 4) a Capstone Research Assistantship during the second academic year; and 5) an intensive professional development workshop series. Specific Aim 2 is to test the hypothesis that this neuroscience research program will positively affect scientific communication skills and confidence with research abilities among undergraduates, thereby raising rates of matriculation into neuroscience PhD programs. By conducting hypothesis-driven science education research, this project will fill a gap in current knowledge about how best to encourage and prepare students to help address biomedical, behavioral, and clinical research needs, with a focus on students from underrepresented groups. By publishing results in peer-reviewed journals targeting different subpopulations in the scientific community, we will extend beyond the norm of many training programs in terms of contributing to best practices in science education. PUBLIC HEALTH RELEVANCE: The BP-ENDURE-Atlanta Program uses authentic neuroscience research experience coupled with professional development workshops to maximize student outcomes, i.e. scientific communication skills and science self-efficacy, as well as diversity outcomes, i.e. students from underrepresented groups matriculating into PhD programs. Increased diversity in the scientific workforce will ultimately diversify the types of questions posed in scientific research, emphasizing topics related to public health disparities, and broadening interpretations and applications of research results. Program evaluation reveals how best to encourage and prepare students to help address biomedical, behavioral, and clinical research needs.

描述（由申请人提供）：本科生可以通过从事研究吸引科学。在科学家的实验室或诊所做学徒的暑期经历可能在这方面是有效的，但短期研究可能无法提供进入神经科学等领域的博士课程所需的准备。由格鲁吉亚州立大学（GSU）与艾格尼丝·斯科特学院（ASC）、埃默里大学和斯佩尔曼学院合作领导的BP-ENDURE-亚特兰大项目将为来自代表性不足群体的学生提供为期两年的神经科学研究沉浸和整合计划。计划评估将测试的假设，深入的研究培训，再加上密集的专业发展研讨会系列，将积极影响参与者的沟通技巧和研究能力的信心，并将提高入学率进入神经科学博士课程。确定一种可靠的方法来培养进入博士课程所需的技能和信心，将使更多来自不同背景的学生能够追求他们对科学的兴趣，并最终增加美国科学劳动力的多样性。具体目标1是从事研究和培训的代表性不足的群体的本科生，使用为期两年的大三和大四的本科生，其中包括五个主要组成部分：1）在亚特兰大的完善的大脑暑期课程的研究沉浸; 2）在第一学年的研究助理; 3）在第二个夏天的合作伙伴T32培训计划进行研究的旅行助理; 4）在第二学年的顶点研究助学金;和5）密集的专业发展研讨会系列。具体目标2是检验假设，这神经科学研究计划将积极影响科学沟通技能和信心与本科生的研究能力，从而提高入学率到神经科学博士课程。通过进行假设驱动的科学教育研究，该项目将填补当前知识中的空白，即如何最好地鼓励学生并让学生做好准备，帮助解决生物医学、行为和临床研究需求，重点关注来自代表性不足群体的学生。通过在针对科学界不同亚群的同行评审期刊上发表结果，我们将在促进科学教育最佳实践方面超越许多培训项目的规范。 公共卫生关系：BP-ENDURE-Atlanta计划使用真实的神经科学研究经验，再加上专业发展研讨会，以最大限度地提高学生的成果，即科学沟通技能和科学自我效能，以及多样性成果，即来自代表性不足的群体的学生进入博士课程。科学工作队伍的日益多样化最终将使科学研究中提出的问题类型多样化，强调与公共卫生差距有关的主题，并扩大对研究结果的解释和应用。课程评估揭示了如何最好地鼓励和准备学生帮助解决生物医学，行为和临床研究的需求。