HU-CHEM: Deploying evidence-based interventions in Chemistry at Hampton University to plug leaks in the biomedical training pipeline

HU-CHEM：在汉普顿大学化学领域部署循证干预措施，以堵住生物医学培训渠道中的漏洞

• 批准号: 10254298
• 负责人: OLUWATOYIN Ajibola ASOJO
• 金额: $ 37.5万
• 依托单位: HAMPTON UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-09-04 至 2023-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10254298
• 关键词: Academy; Active Learning; Administrator; Award; Biomedical Research; Case-Control Studies; Chemistry; Collaborations; Competence; Consent; Control Groups; Data; Data Analyses; Education; Educational process of instructing; Evidence based intervention; Faculty; Gatekeeping; Historically Black Colleges and Universities; Immersion; Intervention; Measures; Mentorship; Mission; Monitor; NCI Scholars Program; Outcome; Outcome Measure; Participant; Research; Research Design; Risk; STEM field; Schools; Science; Self Efficacy; Statistical Data Interpretation; Student Persistence; Students; Surveys; Teacher Professional Development; Testing; Texas; Time; Training; Translations; Universities; Vision; base; career; cohort; college; cost effective; educational atmosphere; efficacy testing; evidence base; experience; feasibility testing; follow-up; improved; innovation; interest; intervention program; pedagogy; programs; recruit; success; tool; undergraduate research experience; underrepresented minority student; university student

Project Summary We are submitting a Diversity Program Consortium (DPC) Dissemination and Translation Awards proposal to deploy and test evidence-based interventions to increase diversity in biomedical careers. Our proposal is to deploy the Hampton University Chemistry Education and Mentorship (HU-ChEM) intervention program to increase the persistence of underrepresented minority students in biomedical careers at Hampton University, a Historically Black Colleges and University (HBCU). Using a matched baseline control study design, we will test the efficacy of innovative, evidence-based interventions to improve student competency in gatekeeper chemistry courses at Hampton University, transform the departmental culture and improve the persistence of Hampton University students into biomedical careers. Our justification is that freshman chemistry is a gatekeeper course that leads to attrition and leaks in the biomedical training pipeline. HU-ChEM will include 3 interventions: 1) HU-ChEM SCALE-UP in which the entry level freshman chemistry course for STEM majors is taught using the Student-Centered Active Learning Environment with Upside-down Pedagogies (SCALE-UP); 2) HU-ChEM CUREs in which a pre-college Course-based Undergraduate Research Experiences (CUREs) academy is deployed; and 3) HU-ChEM faculty development, that offers enhanced training of chemistry faculty. We will conduct our interventions over the 3-year duration of this study and use DPC survey tools to measure and monitor the DPC hallmarks of student, faculty, and institutional success. We will collect both quantitative, and qualitative data and use robust statistical analysis to measure the effects of HU-ChEM interventions on participants compared to matched controls in the short-, medium- and long- terms. All cohort participants will be consented, and we will collect outcomes data for the 3-year duration of the project. We will also follow-up on participants and matched controls for 15 years in order to ascertain medium- and long- term outcomes and measures of success. Analysis of data from generated from HU-ChEM will reveal cost-effective ways of deploying intervention programs to plug the leaky biomedical training pipeline. HU-ChEM is a collaboration of educators, administrators, subject matter experts, students, alumni, and faculty to close the leaky training pipeline and increase diversity in biomedical careers. We are collaborating with the University of Texas, El Paso: BUILDing SCHOLARS program, to gain from their expertise in faculty training, deploying interventions, and to compare outcomes data.

项目摘要 我们正在提交多元化计划联盟（DPC）传播和翻译奖提案， 部署和测试基于证据的干预措施，以增加生物医学职业的多样性。我们的建议是 部署汉普顿大学化学教育和指导（HU-ChEM）干预计划， 增加在汉普顿大学生物医学职业中代表性不足的少数民族学生的持续性， 历史黑人学院和大学（HBCU）。使用匹配的基线对照研究设计，我们将测试 创新的、基于证据的干预措施对提高学生守门能力的有效性 化学课程在汉普顿大学，改变部门文化，提高持久性 汉普顿大学的学生进入生物医学职业。我们的理由是，新生化学是一个 看门人课程，导致生物医学培训管道的磨损和泄漏。HU-ChEM将包括3个 干预措施：1）HU-ChEM SCALE-UP，其中STEM专业的入门级新生化学课程是 使用以学生为中心的主动学习环境与颠倒教学法（SCALE-UP）进行教学; 2)HU-ChEM CUREs其中一个大学预科课程为基础的本科研究经验（CUREs） 学院部署;和3）HU-ChEM教师的发展，提供化学的强化培训 教师。我们将在本研究的3年期间进行干预，并使用DPC调查工具， 衡量和监测学生，教师和机构的成功DPC标志。我们将收集两者 定量和定性数据，并使用稳健的统计分析来衡量HU-ChEM的效果 在短期、中期和长期内，对参与者进行干预，并与匹配的对照组进行比较。所有队列 参与者将获得同意，我们将收集项目3年期间的成果数据。我们将 还对参与者和匹配的对照组进行了15年的随访，以确定中期和长期 成果和成功的衡量标准。对HU-ChEM产生的数据进行分析，将揭示成本效益 部署干预计划的方法，以堵塞泄漏的生物医学培训管道。HU-ChEM是一种 教育工作者，管理人员，主题专家，学生，校友和教师的合作，以关闭 培训渠道不畅通，生物医学职业的多样性日益增加。我们正在与英国的 得克萨斯州，埃尔帕索：建立SCHOLARS计划，从他们的专业知识，教师培训，部署 干预措施，并比较结果数据。