WASHINGTON UNIVERSITY SCIENCE PARTNERSHIP PROGRAM - BUILDING STEM CAREER READINESS IN K-12 STUDENTS

华盛顿大学科学合作伙伴计划 - 为 K-12 学生培养 STEM 职业准备

• 批准号: 10664526
• 负责人: James Benjamin Skeath
• 金额: $ 27万
• 依托单位: WASHINGTON UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-06-16 至 2028-05-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10664526
• 关键词: Academic support; Address; Affect; African American student; Bachelor' s Degree; Baltimore; Biomedical Research; Black American; Black Populations; Career Choice; Child; Communities; County; Doctor of Philosophy; Education; Education Gap; Educational workshop; Genome; Genomics; Goals; Graduation Rates; Hand functions; High School Student; Hispanic Americans; Human Genome Project; K-12 student; Lead; Leadership; Learning; Low income; Maryland; Mathematics; Mentors; Minority; Modernization; Motivation; Native Americans; Parents; Population; Population Heterogeneity; Postbaccalaureate; Poverty; Qualifying; Research; Research Project Grants; Running; STEM career; STEM field; School-Age Population; Science; Science, Technology, Engineering and Mathematics Education; Scientist; Students; Talents; Training; Underrepresented Minority; Underrepresented Students; United States; Universities; Washington; aging population; career; career preparation; college; computer science; demographics; doctoral student; empowerment; experience; genome sciences; health disparity; high school; interest; literacy; matriculation; migration; minority student; minority undergraduate; next generation; outreach; programs; role model; school district; stem; student mentoring; student participation; success; tutoring; twelfth grade; undergraduate student

ABSTRACT To maintain its status as the worldwide leader in research, the United States must realize the tremendous scientific power inherent within its diverse population. Currently, much of this potential, however, remains latent, as Black, Hispanic, and Native American students are underrepresented in college STEM majors, STEM PhD programs, the professoriate, and the STEM workforce. The creation of holistic K-12 programs that spark student interest in science, empower their academic pursuits, and provide them with bona fide research experiences is essential to enhance the migration of talented, STEM-focused, minoritized students into college STEM majors. Such efforts are critical for the U.S. to realize the immense latent scientific potential contained within its diverse population. By leveraging established partnerships with community K-12 organizations, and listening to the needs of our partners and their students, we have sculpted a new, integrated program that will provide holistic training and support to minoritized, low-income high school students to help them succeed in STEM. A key feature of our program is that we will leverage the interest and intellect of undergraduate, post-bac, and PhD students in the diversity-focused programs we run to ensure that high school students are mentored by STEM role models who look like them. Aim 1: To create educational programs that address partner-identified STEM education gaps and to determine if student participation in these programs increases science literacy, scholastic success, college matriculation, and motivation to pursue scientific careers relative to non-participating students. We hypothesize these activities will have strong, positive impact on students because we are addressing specific needs defined by their educational organizations. Aim 2: To determine whether the context in which research experiences are delivered impacts motivation to enter STEM fields. We hypothesize that, in our student population, research experiences focused on health disparities that disproportionately affect Black people will be more motivating for long-term scientific engagement compared with similar research projects that lack this societal context. We partner with Jennings High School, The Sophia Project, and The Village. The demographics of our partners resemble those of the Jennings School District, where over 98% of the students are Black, all qualify for the Free Federal Lunch program, and 38% of school age children live in poverty. At Jennings, high school graduation rates exceed 90%, but less than half of these students enter a two- or four-year college. Most students lack academic/STEM role models as well as opportunities to learn about and pursue an interest in STEM. Our program then possesses immense potential to positively impact the confidence and college and career choice of these students and thus help diversify the next generation of scientists.

摘要 为了保持其作为世界研究领导者的地位，美国必须认识到， 科学力量在其多样化的人口中固有。然而，目前，这种潜力大部分仍然是潜在的， 由于黑人，西班牙裔和美洲原住民学生在大学STEM专业中的代表性不足，STEM博士 计划，教授和STEM劳动力。创建整体K-12计划，激发学生 对科学的兴趣，使他们能够从事学术研究，并为他们提供真正的研究经验， 这对于促进有才华的、以STEM为重点的、少数民族学生进入大学STEM专业至关重要。 这些努力对于美国实现其多样性中蕴含的巨大潜在科学潜力至关重要。 人口通过利用与社区K-12组织建立的伙伴关系，并听取 我们的合作伙伴和他们的学生的需求，我们已经塑造了一个新的，综合计划，将提供全面的 培训和支持少数民族，低收入高中学生，以帮助他们在STEM中取得成功。一个关键 我们计划的特点是，我们将利用本科生，后bac和博士的兴趣和智力 我们运行的以多样性为重点的项目中的学生，以确保高中生得到STEM的指导 像他们一样的榜样 目标1：创建教育计划，解决合作伙伴确定的STEM教育差距，并确定 如果学生参与这些项目可以提高科学素养、学业成功、大学入学率， 和动机，以追求科学事业相对于非参与学生。我们假设这些活动 将对学生产生强大的，积极的影响，因为我们正在解决他们的特定需求定义 教育组织。目标2：确定提供研究经验的背景是否 影响进入STEM领域的动机。我们假设，在我们的学生群体中， 关注不成比例地影响黑人的健康差距将更有动力长期 与缺乏这种社会背景的类似研究项目相比，科学参与。 我们与詹宁斯高中，索菲亚项目和村庄合作。我们合作伙伴的人口统计数据 与詹宁斯学区类似，那里98%以上的学生是黑人，所有人都有资格获得免费教育。 联邦午餐计划，38%的学龄儿童生活在贫困中。在詹宁斯高中毕业典礼上 入学率超过90%，但只有不到一半的学生进入两年或四年制大学。大多数学生缺乏 学术/STEM榜样以及学习和追求STEM兴趣的机会。我们 然后，该计划具有巨大的潜力，积极影响信心，大学和职业选择 这些学生，从而有助于多样化的下一代科学家。