Growing and Sustaining Community Change Researchers in STEM

培养和维持 STEM 领域的社区变革研究人员

• 批准号: 10665411
• 负责人: Susan Watts-Taffe
• 金额: $ 26.44万
• 依托单位: UNIVERSITY OF CINCINNATI
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-07-05 至 2028-12-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10665411
• 关键词: Activity Cycles; Address; Appalachian Region; Area; Behavioral Research; Biomedical Research; Black Populations; Black race; Clinical Research; Collaborations; Communication; Communities; Development; Discipline; Economics; Educational Curriculum; Educational process of instructing; Equity; Evidence based practice; Eye; Faculty; Funding; Geography; Goals; Grant; Health; High School Faculty; High School Student; Individual; Institution; Instruction; Investigation; Knowledge; Latinx; Latinx population; Literature; Mental Health; Mentors; Mentorship; Ohio; Outcome; Pathway interactions; Population; Process; Publications; Research; Research Personnel; Resource Development; Role; Rural Appalachia; STEM career; STEM field; STEM research; Schools; Science; Science, Technology, Engineering and Mathematics Education; Scientific Inquiry; Scientist; Self Efficacy; Site; Social Change; Students; Underrepresented Populations; United States National Institutes of Health; Youth; addiction; behavioral health; career; college; community based participatory research; disadvantaged background; experience; high school; improved; innovation; interest; literacy; peer; programs; racial diversity; research study; scientific literacy; shared decision making; skills; socioeconomic disadvantage; stem; student participation; substance use; success; teacher; tool; urban school

PROJECT SUMMARY/ABSTRACT In order to increase diversity in STEM, there is a critical need to develop programs that meaningfully engage underrepresented groups in relevant STEM experiences. The overall objective of this proposal is to engage Black, Latinx, and Appalachian high school students and their teachers in a community-based participatory research (CBPR) program focused on substance use and mental health 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 for this proposal is that engaging students in CBPR to investigate substance use and mental health in their own communities will allow youth to experience how scientific practices and STEM skills can address real-world problems relevant to their communities. By facilitating meaningful engagement in behavioral health and addiction science research, we will reach our long-term goal of increasing STEM workforce diversity. Our program has three specific aims: (1) Promote students’ interest in and understanding of scientific research by engaging students as co- researchers in original scientific investigations of behavioral health in their local communities; (2) Develop students’ scientific research skills, scientific communication skills, researcher identities, and science self-efficacy by engaging students at each step of the research process including presentation and publication of findings; and (3) Develop high school teachers’ capacities to support youth participation in scientific research and scientific communication through interactive professional development. Expected outcomes for students include increases in STEM knowledge and skills, interest in scientific research, and STEM efficacy; and a desire to pursue a biomedical, behavioral or clinical research career. We will accomplish these aims through a cycle of activities that each year engages a new group of students as co-researchers in investigations of substance use and mental health in their local communities. Throughout the activity cycles, students will collaborate with and receive mentorship from our extremely diverse faculty team. Participation by approximately 286 students and 6-10 teachers over the course of the program will significantly impact the representation of Black, Latinx, and Appalachian individuals in behavioral, biomedical, and clinical research careers.

项目总结/摘要 为了增加STEM的多样性，迫切需要制定计划， 有意义地让代表性不足的群体参与相关的STEM经验。整体 这项提案的目的是让黑人、拉丁裔和阿巴拉契亚地区的高中生参与进来， 和他们的教师在一个以社区为基础的参与式研究（CBPR）计划，重点是 药物使用和精神健康。CBPR是一个科学的方向， 重视社区之间共同决策和公平合作的调查 学术伙伴。在这种情况下，CBPR将让学生扮演科学家的角色， 受人尊敬的背景专业知识和观点，不仅会提高质量， 研究，但也增加了积极的社会变革的潜力。这样做的理由 建议是，让学生参与CBPR调查物质使用和心理健康， 他们自己的社区将允许年轻人体验科学实践和STEM技能 可以解决与他们社区相关的现实问题。通过促进有意义的 参与行为健康和成瘾科学研究，我们将达到我们的长期目标。 增加STEM劳动力多样性的目标。我们的计划有三个具体目标：（1）促进 学生的兴趣和理解的科学研究，让学生作为共同的， 研究人员在其当地社区的行为健康的原始科学调查; (2)培养学生的科学研究能力、科学沟通能力、研究者 身份和科学自我效能感，让学生参与研究的每一步 过程，包括介绍和发表研究结果;（3）发展高中 教师支持青年参与科学研究和科学教育的能力 通过互动式专业发展进行沟通。学生的预期成果 包括增加STEM知识和技能，对科学研究的兴趣，以及STEM 有效性;以及追求生物医学，行为或临床研究事业的愿望。我们将 通过一系列活动来实现这些目标，每年都有一批新的 学生作为共同研究人员在物质使用和心理健康的调查，在他们的地方 社区.在整个活动周期中，学生将与 来自我们极其多元化的教师团队的指导。参与人数约 286名学生和6-10名教师在该计划的过程中将显着影响 代表黑人，拉丁美洲人和阿巴拉契亚人在行为，生物医学和 临床研究生涯