Undergraduate Enrichment Experiences to Support Biomedical Careers: An Investigation of UnderlyingPsychological Mechanisms

支持生物医学职业的本科丰富经验：潜在心理机制的调查

• 批准号: 9236820
• 负责人: Lisa Linnenbrink-Garcia
• 金额: $ 42.24万
• 依托单位: MICHIGAN 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: 2010-09-01 至 2020-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9236820
• 关键词: Achievement; African American; Behavior; Belief; Biomedical Research; Characteristics; Data; Data Set; Education; Effectiveness; Enrollment; Evaluation; Female; First Generation College Students; Funding; Future; Gender; Generations; Goals; Grant; Individual; Internships; Intervention; Interview; Investigation; Knowledge; Latino; Learning; Methods; Michigan; Minority; Modeling; Participant; Pattern; Pharmacology; Process; Recruitment Activity; Research; Resource Allocation; Resources; STEM field; Sampling; Science; Science Enrichment; Self Efficacy; Shapes; Students; Surveys; Time; Underrepresented Minority; Universities; Woman; Work; base; behavior measurement; biobehavior; career; cohort; college; community college; comparison group; design; dosage; evidence base; experience; insight; interest; programs; psychologic; repaired; student participation; undergraduate research; university student

Project Summary Many students enter college with an interest in studying science. However, after enrolling in several college- level science courses, many pursue other majors. This phenomenon, referred to as a `leaky pipeline,' contributes to concerns over shortages in the biomedical sciences workforce, particularly among women, underrepresented minorities (URMs), and first-generation (FG) college students. Research indicates that early undergraduate research experiences and enriched curricular opportunities can encourage the pursuit of biomedical research careers. However, we still know very little about the underlying reasons why such programs are successful. To inform interventions aimed at repairing this leaky pipeline, it is critical to identify changes in psychological processes associated with both attrition and retention, and to examine how we might apply knowledge of these processes to support the pursuit of biomedical careers. This renewal application utilizes and supplements data collected during the original funding period to investigate how various types of undergraduate enrichment experiences support the pursuit of biomedical research careers and to identify the psychological processes that underlie such support. Specific Aims: (1) Examine how early undergraduate enrichment experiences support initial (end of sophomore year) engagement in the biomedical sciences through changes in underlying psychological processes (science self-efficacy, interest/value, identity, and achievement goals), (2) Examine how the type, timing, and dosage of undergraduate enrichment experiences support sustained (two years post-college) engagement in the biomedical sciences through changes in underlying psychological processes. For both aims, differences in the effects of these experiences among women, URMs, and FGs will be investigated. Four cohorts of Duke University students from the original grant will continue to be surveyed longitudinally from their first year in college to two years after graduation (the first cohort graduated from college 2 years ago and the final cohort are currently college juniors). In the current application, these data will be supplemented by (a) adding ~350 comparison group Duke students to the original longitudinal sample from Duke, (b) adding one new cohort of Michigan State University students who will be followed from their 1st year through one year post graduation, and (c) adding a qualitative component using in-depth interviews with ~80 participants. The result will be a large, relatively diverse dataset (N = 2,293; ~59% female; ~21% URM; ~19% FG) with detailed psychological and behavioral measures taken each year for 6 years supplemented with qualitative interviews. IMPACT: This rich longitudinal, multi-method dataset will provide key insights into the types of undergraduate enrichment experiences that encourage persistence in biomedical sciences, especially among women, URMs, and FGs, thus serving as a model for more effective allocation of resources throughout U.S. universities.

项目摘要 许多学生带着学习科学的兴趣进入大学。然而，在进入几所大学后， 除了科学课程外，许多人还攻读其他专业。这种现象被称为“管道泄漏”， 加剧了对生物医学科学劳动力短缺的担忧，特别是在妇女中， 代表性不足的少数民族（URM）和第一代（FG）大学生。研究表明，早期 本科研究经验和丰富的课程机会可以鼓励追求 生物医学研究职业。然而，我们仍然对这种现象的根本原因知之甚少。 方案是成功的。为了为旨在修复这条泄漏管道的干预措施提供信息， 与流失和保留相关的心理过程的变化，并研究我们如何 应用这些过程的知识，以支持生物医学事业的追求。这份更新申请 利用和补充原始资助期间收集的数据，调查各种类型的 本科丰富的经验支持生物医学研究事业的追求， 确定这种支持背后的心理过程。具体目标：（1）研究如何早期 本科丰富的经验支持最初（大二年底）参与生物医学 科学通过潜在的心理过程的变化（科学自我效能，兴趣/价值，身份， 和成就目标），（2）检查如何类型，时间，和剂量的本科丰富 经验支持持续（两年后大学）参与生物医学科学，通过 潜在心理过程的变化。对于这两个目标，这些经验的影响的差异 将对妇女、非正规生殖器和生殖器群组进行调查。四组杜克大学的学生从原来的 格兰特将继续从大学第一年到毕业后两年进行纵向调查 (the第一批学生两年前从大学毕业，最后一批学生目前是大学三年级学生）。在 目前的应用程序，这些数据将补充（a）增加约350名对照组杜克学生， 来自杜克的原始纵向样本，（B）增加一个新的密歇根州立大学学生队列 谁将被跟踪从他们的第一年通过一年毕业后，和（c）添加一个定性 通过对80名参与者的深入访谈，其结果将是一个相对多样化的大型数据集 （N = 2，293; ~59%女性; ~21% URM; ~19% FG），采取了详细的心理和行为测量 每年进行6年，并辅以定性访谈。影响：这种丰富的纵向，多方法 数据集将提供关键的洞察到类型的本科丰富的经验，鼓励 生物医学科学的持久性，特别是在妇女，URM和FG中，从而作为一种模式， 更有效地分配美国大学的资源。