Broadening Participation in the Biomedical Sciences with Utility Value Interventions

通过效用价值干预扩大对生物医学科学的参与 摘要 这项研究计划的目标是扩大第一代（FG）的参与， 在具有实用价值的生物医学领域中代表性不足的少数民族（URM）学生 在入门生物学和化学课程中进行干预。使用理论上的基础设施- 价值干预，PI旨在缩小FG学生的成绩差距，那些既不 父母获得了4年制大学学位，并为URM学生。一个以前资助的大规模 一项在威斯康星州大学生物学导论课程中进行的双盲随机研究， 麦迪逊（UW）证明，效用价值干预（UVI），其中学生写 关于课程材料的个人相关性，成功地减少了成绩 FG和URM相对于学生总结课程的控制条件的差距 内容拟议中的研究将（1）测试UW记录的UVI效应是否可以 在不同的门户课程和不同的大学中复制，（2）测试UVI是否可以 适应更多样化的学生样本，（3）测试紫外线指数的长期影响， 一直跟踪学生的毕业情况。PI将分析最近的结果 在三个地点完成了大规模多地点研究。两个版本的UVI和 控制写作任务进行了测试，超过7,000名学生在10个学术 在3个不同的机构生物和化学学期：华盛顿大学，马里兰州大学， 巴尔的摩县和圣地亚哥州立大学。通过测试两个版本的UVI， 三所大学，并通过毕业以下学生，PI可以回答三个关键 问题.首先，通过测试一个新的亲社会干预版本，并将其与 建立“个人”版本，以及控制组，PI可以得出新的推论， 让学生反思如何在生物医学领域利用他们的教育的影响 帮助他人，回馈社区，或为社会做出贡献。二是因为 PI收集了来自不同种族/民族，社会经济， 和文化背景，这些数据提供了迄今为止测试干预措施的最佳机会。 影响不同群体的学生在网关课程。第三，长期跟踪 多地点项目的学生将帮助我们理解这种干预是如何以及为什么会如此 在扩大生物医学科学的参与方面具有强大的力量。

Broadening Participation in the Biomedical Sciences with Utility Value Interventions ABSTRACT The goal of this program of research is to broaden the participation of first-generation (FG) and underrepresented ethnic minority (URM) students in biomedical fields with utility-value interventions in gateway biology and chemistry classes. Using a theoretically grounded utility- value intervention, PI aims to close achievement gaps for FG students, those for whom neither parent obtained a 4-year college degree, and for URM students. A previously funded large-scale double-blind randomized study in introductory biology courses at the University of Wisconsin- Madison (UW) demonstrated that the utility value intervention (UVI), in which students write about the personal relevance of course material, was successful in reducing the achievement gaps for FG and URM relative to a control condition in which students summarized course content. The proposed research will (1) test whether UVI effects documented at UW can be replicated in different gateway courses and different universities, (2) test whether the UVI can be adapted for a more diverse student sample, and (3) test the long-term effects of the UVI by following students over time through graduation. PI will analyze the results of a recently completed large-scale multi-site study conducted at three sites. Two versions of the UVI and control writing assignments were tested with more than 7,000 students across 10 academic semesters of biology and chemistry in 3 different institutions: UW, University of Maryland, Baltimore County, and San Diego State University. By testing two versions of the UVI across three universities, and following students through graduation, PI can answer three critical questions. First, by testing a new prosocial version of the intervention and comparing it to the established “personal” version, as well as a control group, PI can draw new inferences about the impact of having students reflect on ways that they can use their education in biomedical fields to help others, give back to their community, or make a contribution to society. Second, because PI has collected data from large groups of students from diverse racial/ethnic, socioeconomic, and cultural backgrounds, the data provide the best opportunity to date to test intervention effects for different groups of students in gateway courses. Third, long-term follow-up of students in the multi-site project will help us understand how and why this intervention can be so powerful in broadening participation in the biomedical sciences.