S.C.O.R.E: Students for Community-Oriented Research and Education

S.C.O.R.E：面向社区的研究和教育的学生

• 批准号: 9325093
• 负责人: Karin Chang
• 金额: $ 25.87万
• 依托单位: UNIVERSITY OF KANSAS MEDICAL CENTER
• 依托单位国家: 美国
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-09-03 至 2020-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9325093
• 关键词: Address; Affect; Area; Cardiovascular Diseases; Career Choice; Communities; Community Health; Community Healthcare; Development; Diabetes Mellitus; Education; Education Projects; Educational Curriculum; Educational process of instructing; Ensure; Face; Faculty; Future; Goals; HIV; Health; Health Sciences; Healthcare; High School Faculty; High School Student; Kansas; Knowledge; Latino; Life; Link; Malignant Neoplasms; Medical center; Medicine; Minority; Obesity; Process; Recruitment Activity; Research; Research Activity; Research Personnel; Resources; Schools; Science; Science, Technology, Engineering and Mathematics; Scientist; Self Efficacy; Students; System; Teacher Professional Development; Training; Translations; Underrepresented Groups; Underrepresented Minority; United States National Institutes of Health; Universities; Work; base; bench to bedside; care delivery; career; cohort; college; empowered; ethnic diversity; experience; field study; health disparity; health science research; interest; learning community; member; minority student; next generation; pedagogy; programs; public health relevance; racial diversity; skills; success; summer institute; teacher; teacher community; underrepresented minority student; virtual

 DESCRIPTION (provided by applicant): The overarching goal of this project is to increase the number of underrepresented minority students pursuing careers in health sciences. Our program will have long-term and sustainable impacts on teachers, students and school systems. For teachers and school systems, this project establishes a learning community of teachers and health science researchers committed to implementing curricula aligned with the Next Generation Science Standards1 (NGSS) in a manner that is relevant to the health of the community. Health disparity issues will be the focus of our curricular work, but we anticipate that teachers will acquire additional skills developing inquiry-based materials. For students, this project will help them to think critically about real-life, relevant health issues and to develop interest and skills in science, community health and health care delivery. Our immediate objective is to implement, evaluate and disseminate the S.C.O.R.E. (Students for Community-Oriented Research and Education) project, which will link teachers with the KUMC community of scientists, and help them bring cutting edge health science research into the underserved communities where they teach. By posing questions within the context of students' realities, S.C.O.R.E. teaching fellows will engage students in an "inquiry-based process of conscientization,"2 thus ensuring students' commitment to tackling the health care problems of the future. Our hypothesis is that empowered teachers will expose students to the full spectrum of health science careers and have a positive impact on student' self-efficacy, knowledge, and interest in STEM careers. By focusing on teachers as the main agents of change, we will have a more powerful and sustained impact on students' knowledge and career choices. AIM 1 - Development: Increase the capacity of teachers to integrate fully-developed inquiry- based modules focused on health disparities into their standards-based curriculum. AIM 2 - Implementation: Enable teachers to implement inquiry-based education programs to promote self-efficacy, knowledge, interest, and commitment to health science careers among high school students from ethnic and racially diverse communities. AIM 3 - Dissemination: Disseminate professional development training materials, curricular modules, student projects, implementation guides, and lessons learned in targeted communities, districts across the state and nationally.



项目成果

Envisioning Career Technical Education as a Platform for Student Empowerment.

将职业技术教育视为学生赋权的平台。

• 发表时间: 2018
• 期刊: The CTE journal
• 作者: Luaces,MariaAlonso;Cearley,Margaret;Chang,Karin;Cupertino,Paula;Ramaswamy,Megha
• 通讯作者: Ramaswamy,Megha

Teachers' Perceptions of Using Health Disparities Content to Engage High Schoolers in Urban Communities.

教师对利用健康差异内容吸引城市社区高中生的看法。

• DOI: 10.15695/jstem/v2i1.11
• 发表时间: 2019
• 期刊: Journal of STEM outreach
• 作者: Ramaswamy,Megha;Lumpkins,Crystal;Luaces,MariaAlonso;Chang,Karin;Cupertino,Paula
• 通讯作者: Cupertino,Paula