STEMM opportunities for college students with Hearing loss to Engage in Auditory Research (STEMM-HEAR

为听力损失大学生提供 STEMM 参与听觉研究的机会 (STEMM-HEAR

• 批准号: 10708421
• 负责人: JOHN TILAK RATNANATHER
• 金额: $ 18.28万
• 依托单位: JOHNS HOPKINS UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-09-01 至 2028-07-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10708421
• 关键词: Acceleration; Affect; Auditory; California; Child; Cochlear Implants; Communication; Communities; Emotional; Engineering; Ethnic Origin; Etiology; Health; Hearing; Hearing Aids; Individual; Institution; Internships; Laboratories; Language; Learning; Mainstreaming; Mentors; Minnesota; Modeling; Oregon; Persons; Research; Rice; Schools; Science; Scientist; Socialization; Societies; Student recruitment; Students; Technology; Training; Underrepresented Minority; Universities; Work; career; college; deaf; disability; experience; hard of hearing; hearing impairment; improved; model development; negative affect; peer; peer networks; programs; recruit; science, technology, engineering, mathematics, and medicine; social; socioeconomics; summer internship; training project; university student

SUMMARY People with hearing loss represent one of the largest disability groups in society. Hearing loss extends across all ethnic and socioeconomic groups, and covers two broad spectra: first, the degree of loss, ranging from hard of hearing (correctable with hearing aids) to profound (which often can be mitigated with cochlear implants); and second, etiology which can be congenital, progressive, late-onset or acquired. Each of these can affect the extent of the challenges faced by people with hearing loss, but any hearing loss negatively affects communication – and therefore socialization - to some degree. Significant technological advances over the past 20 years have greatly improved the capacity of people with hearing loss to listen and speak; improved hearing increases information received and, with training, children with hearing loss can learn to listen, speak and participate in mainstream activities. However, students with hearing loss at mainstream public schools and colleges still struggle with reduced access to auditory information and deal with the societal challenges of isolation, ignorance and invisibility. In spite of these barriers, there are individuals with hearing loss who have succeeded in executive and professorial careers in STEMM, particularly in auditory sciences. In this R25 proposal, Johns Hopkins University (JHU) will implement a multi-institutional distributed mentoring model called STEMM-HEAR. The successful development of this model will be a template for other university programs to recruit underrepresented minorities (URM), particularly those with disabilities, and guide research leaders in providing an encouraging and supportive internship experience to promote greater diversity in STEMM. By acquiring research experiences with mentors who are auditory scientists with hearing loss, 32-52 students with hearing loss will develop improved social and emotional capabilities needed to maximize their potential in STEMM. The model will accelerate the recruitment of students with hearing loss into careers in STEMM, including the hearing sciences. JHU will work with the Alexander Graham Bell Association for the Deaf and Hard of Hearing and Hearing Loss Association of America to recruit 8-12 trainees annually to work in hearing sciences laboratories at Oregon Health & Science University, University of Southern California, Creighton University, Rice University and later at Stanford University and University of Minnesota. By participating in summer internship programs at these institutions, these students will acquire and share research experiences via a peer network mentoring program within a community of scientists and engineers with hearing loss.

摘要 听力损失的人是社会上最大的残疾群体之一。听力损失延伸到 所有族裔和社会经济群体，涵盖两个广泛的范围：第一，损失的程度，从困难到 从听力(可用助听器矫正)到深度(通常可通过植入人工耳蜗缓解)；以及 第二，病因可以是先天性的、进行性的、迟发的或后天的。其中每一项都会影响范围 听力损失的人所面临的挑战，但任何听力损失都会对交流产生负面影响- 因此，社会化--在某种程度上。在过去20年中取得的重大技术进步 极大地提高了听力损失人员的听和说能力；改善了听力 通过培训，听力损失儿童可以学习听、说和参与 主流活动。然而，主流公立学校和大学的听力损失学生仍然 与获得听觉信息的机会减少作斗争，并应对孤立、无知等社会挑战 和隐身术。尽管有这些障碍，但仍有听力损失的人成功地执行了 以及STEMM的教授生涯，特别是在听觉科学方面。在这份R25提案中，约翰·霍普金斯 大学(JHU)将实施一种名为STEMM-HAR的多机构分布式指导模式。这个 这一模式的成功发展将成为其他大学项目招收代表性不足的学生的模板 少数群体(URM)，特别是残疾人，并指导研究领导人提供鼓舞人心的 支持性实习经验，以促进STEMM的更大多样性。通过获得以下研究经验 导师是听力损失的科学家，32-52名听力损失的学生将得到改善 在STEMM中最大限度地发挥其潜力所需的社交和情感能力。这一模式将加速 招募听力损失学生进入STEMM职业生涯，包括听力科学。JHU会起作用的 与亚历山大·格雷厄姆·贝尔聋哑人和聋人听力损失协会 美国将每年招聘8-12名学员到俄勒冈州健康与科学公司的听力科学实验室工作 大学，南加州大学，克雷顿大学，莱斯大学，后来在斯坦福大学 明尼苏达大学和明尼苏达大学。通过参加这些机构的暑期实习计划， 这些学生将通过同行网络指导计划获得并分享研究经验 有听力损失的科学家和工程师社区。