Growing Community Change Researchers in STEM

不断壮大的 STEM 社区变革研究人员

• 批准号: 9753028
• 负责人: FARRAH M JACQUEZ
• 金额: $ 25.07万
• 依托单位: UNIVERSITY OF CINCINNATI
• 依托单位国家: 美国
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-09-15 至 2022-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9753028
• 关键词: Activity Cycles; Address; African American; Appalachian Region; Area; Behavioral; Behavioral Research; Biomedical Research; Clinical; Clinical Research; Collaborations; Communities; Country; Data Analyses; Development; Drug Addiction; Drug abuse; Economically Deprived Population; Economics; Educational process of instructing; Event; Faculty; Failure; Future; Future Teacher; General Population; Geography; Goals; High School Student; Investigational Drugs; Knowledge; Lead; Learning; Life; Mentorship; Methodology; Next Generation Science Standards; Outcome; Perception; Phase; Process; Research; Research Design; Research Personnel; Research Project Grants; Research Proposals; Rest; Role; Rural Appalachia; STEM career; STEM research; Schools; Science; Science, Technology, Engineering and Mathematics Education; Scientific Inquiry; Scientist; Self Efficacy; Social Change; Students; Teacher Professional Development; Techniques; Time; Training; United States; Universities; Work; Youth; addiction; base; career; college; community based participatory research; education pathway; experience; high school; improved; interest; mathematical sciences; meetings; pedagogy; programs; racial diversity; racial minority; shared decision making; skills; student training; teacher

PROJECT SUMMARY/ABSTRACT In order to increase representation of African American and Appalachian students in STEM, there is a critical need to develop programs that meaningfully engage these groups in translational, community-relevant STEM experiences. The overall objective of this proposal is to engage students and teachers from urban African American and rural Appalachian schools in a community-based participatory research (CBPR) program focused on drug abuse and addiction in their local communities. CBPR is an orientation to scientific inquiry that values shared decision-making and equitable collaboration between community and academic partners. In this case, CBPR will engage students in the role of scientist, with respected contextual expertise and perspective that will not only improve the quality of the research but also increases the potential for positive social change. The rationale of this proposal is that engaging students in CBPR to investigate drug abuse and addiction in their own communities will allow youth to experience how scientific practices and STEM skills can address real-world problems, which will increase their perceived relevance of science in a way that traditional classroom-based learning cannot. Youth who collaborate as shared decision-makers in research are more likely to develop intrinsic interest in STEM research professions. By facilitating meaningful engagement in addiction science research, we will reach our long-term goal of increasing economic, geographic, and racial diversity in the research workforce. Our program has two specific aims: Increase student-engaged STEM pedagogy in high school classrooms by training teachers in community-based participatory research and advanced STEM skills. Expected outcomes for teachers include increased skill and self-efficacy in STEM teaching and student-engaged teaching techniques. Promote STEM skills, knowledge, and interest by engaging high school students through CBPR projects that share decision-making at every step of the research process, from inception to dissemination. Expected outcomes for students include increased STEM knowledge and skills, increased interest in scientific research, increased STEM efficacy, and a desire to pursue a biomedical, behavioral or clinical research career. We will accomplish these aims through an annual cycle of activities that each year engages a new group of students as co-researchers in investigations of drug abuse and addiction in their local communities. Annual activities will include: 1) on-campus teacher training, 2) a two day student training on campus, 3) a research proposal development phase, 4) six months to implement the students' chosen research design, and 5) dissemination events on campus and in the community. Throughout the activity cycles, students will collaborate with and receive mentorship from our extremely diverse faculty team, the majority of whom have lived experiences in the communities of the students. Participation by at least 210 students and at 12-20 teachers over the course of the program will significantly impact the representation of urban African Americans and rural Appalachians in behavioral, biomedical, and clinical research careers.

项目概要/摘要 为了增加非裔美国人和阿巴拉契亚学生在 STEM 中的代表性，有一个关键 需要制定计划，让这些群体有意义地参与转化型、与社区相关的 STEM 经验。该提案的总体目标是吸引来自非洲城市的学生和教师 美国和阿巴拉契亚乡村学校参与基于社区的参与性研究 (CBPR) 计划 重点关注当地社区的药物滥用和成瘾问题。 CBPR 是一种科学探究的方向， 重视社区和学术合作伙伴之间的共同决策和公平合作。在这个 在这种情况下，CBPR 将让学生扮演科学家的角色，并具有受人尊重的背景专业知识和观点 这不仅会提高研究质量，还会增加积极社会变革的潜力。 该提案的基本原理是让 CBPR 的学生参与调查药物滥用和成瘾问题 他们自己的社区将让年轻人体验科学实践和 STEM 技能如何解决问题 现实世界的问题，这将以传统的方式增加他们对科学的感知相关性 基于课堂的学习不能。在研究中作为共同决策者进行合作的年轻人更容易 可能会对 STEM 研究职业产生内在的兴趣。通过促进有意义的参与 成瘾科学研究，我们将实现增加经济、地理和种族的长期目标 研究队伍的多样性。我们的计划有两个具体目标： 提高学生对 STEM 的参与度 通过培训教师进行基于社区的参与性研究和 先进的 STEM 技能。教师的预期成果包括提高 STEM 技能和自我效能 教学和学生参与的教学技巧。通过以下方式提升 STEM 技能、知识和兴趣 通过 CBPR 项目吸引高中生参与，在项目的每一步共同决策 研究过程，从开始到传播。学生的预期成果包括提高 STEM 知识和技能、对科学研究的兴趣增加、STEM 效率提高以及追求的愿望 生物医学、行为或临床研究职业。我们将通过年度循环来实现这些目标 每年都会邀请一批新的学生作为共同研究人员参与药物滥用调查的活动 以及当地社区的毒瘾。年度活动将包括：1）校内教师培训，2）两 校园走读学生培训，3) 研究提案制定阶段，4) 六个月的实施时间 学生选择的研究设计，以及 5) 校园和社区的传播活动。自始至终 在活动周期中，学生将与我们极其多元化的教师合作并接受指导 团队中的大多数人都有学生社区的生活经验。至少参与 课程期间有 210 名学生和 12-20 名教师将显着影响代表性 城市非裔美国人和农村阿巴拉契亚人从事行为、生物医学和临床研究职业。