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Growing Community Change Researchers in STEM

不断壮大的 STEM 社区变革研究人员

基本信息

批准号：
10249165
负责人：
FARRAH M JACQUEZ
金额：
$ 8.81万
依托单位：
UNIVERSITY OF CINCINNATI
依托单位国家：
美国
项目类别：
财政年份：
2017
资助国家：
美国
起止时间：
2017-09-15 至 2023-07-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/10249165
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 disadvantaged background education pathway experience high school improved interest mathematical sciences meetings pedagogy programs racial diversity racial minority shared decision making skills student training teacher

项目摘要

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.

项目总结/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，需要制定有意义地让这些群体参与翻译，社区相关的STEM的计划经验该提案的总体目标是让非洲城市的学生和教师参与进来，美国和阿巴拉契亚农村学校参与社区参与式研究（CBPR）计划重点关注当地社区的药物滥用和成瘾问题。CBPR是科学探究的方向，重视社区和学术伙伴之间的共同决策和公平合作。在这在这种情况下，CBPR将让学生扮演科学家的角色，拥有受人尊敬的背景专业知识和观点这不仅将提高研究质量，而且还将增加积极社会变革的潜力。这项建议的理由是，让学生参与CBPR调查药物滥用和成瘾，他们自己的社区将允许年轻人体验科学实践和STEM技能如何解决现实世界的问题，这将增加他们对科学的感知相关性，课堂教学不能。在研究中作为共同决策者进行合作的青年更多可能会对STEM研究专业产生内在兴趣。通过促进有意义的参与，成瘾科学研究，我们将达到我们的长期目标，增加经济，地理，和种族研究人员队伍的多样性。我们的计划有两个具体目标：增加学生参与STEM 通过对教师进行基于社区的参与性研究培训，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术。促进STEM技能，知识和兴趣，通过CBPR项目吸引高中生，这些项目在教育的每一步都分享决策，研究过程，从开始到传播。学生的预期成果包括增加STEM 知识和技能，对科学研究的兴趣增加，提高STEM效率，并渴望追求生物医学、行为学或临床研究职业。我们将通过每年一次的每年都有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和毒瘾的问题每年的活动将包括：1）校园教师培训，2）两个一天的学生在校园里训练，3）一个研究建议的发展阶段，4）六个月的实施，学生选择的研究设计，以及5）在校园和社区的传播活动。在整个活动周期，学生将与我们极其多样化的教师合作并接受指导团队，其中大多数人在学生的社区生活的经验。至少参加 210名学生和12-20名教师在该计划的过程中将显着影响的代表性城市非洲裔美国人和农村阿巴拉契亚人在行为，生物医学和临床研究事业。