Educational Modules to Broaden Academic Research Cultures (EMBARC)

拓宽学术研究文化的教育模块 (EMBARC)

• 批准号: 10508479
• 负责人: Shu-Sha Angie Guan
• 金额: $ 47.23万
• 依托单位: CALIFORNIA STATE UNIVERSITY NORTHRIDGE
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-09-01 至 2027-08-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10508479
• 关键词: Academic achievement; Address; American Psychological Association; Behavioral Research; Behavioral Sciences; Biomedical Research; CCL7 gene; California; Capital; Censuses; Complex; Control Groups; Country; Custom; Data; Development; Education; Educational Activities; Educational workshop; Enrollment; Ensure; First Generation College Students; Fostering; Health; Health Disparities Research; Hispanic Americans; Home; Individual; Infrastructure; Institution; Intention; Knowledge; Learning Module; Los Angeles; Mentors; Mexican Americans; Minority Groups; Mission; Modeling; National Institute of General Medical Sciences; National Research Council; Native Americans; Pathway interactions; Population; Positioning Attribute; Professional Organizations; Public Health; Research; Research Training; Resources; Risk; Role; Science; Scientist; Self Efficacy; Series; Societies; Students; System; Testing; Trainers Training; Training; Training Activity; Training Programs; Travel; Underrepresented Minority; United States National Institutes of Health; Universities; Vision; Work; base; biobehavior; career; career networking; community college; critical period; design; education research; expectation; experience; experimental group; health disparity; health equity; higher education; innovation; interest; minority student; online repository; outreach; peer; programs; public repository; research and development; role model; science education; scientific organization; skills; social; success; symposium; theories; undergraduate research; undergraduate student; underrepresented minority student; university student

Project Summary/Abstract Although undergraduate research training programs have made progress in engaging underrepresented minority (URM) students in biobehavioral science, disparities in the community college-to-university pipeline remain given the focus has been on undergraduates at 4-year universities despite the fact that URM students are more likely than non-URM students to enroll in and receive part of their training at a community college (CC). The purpose of the proposed Educational Modules to Broaden Academic Research Cultures (EMBARC) program is to invite, retain, and support transfer of CC students in the biobehavioral sciences through innovative, culturally-informed educational modules, rigorously tested through a partnership with the largest community college district and system of higher education in the country (Los Angeles Community College District [LACCD], California Community Colleges Chancellor’s Office [CCCCO]) and distributed nationwide with some of the largest professional organizations for URM students in biomedical and behavioral sciences (Annual Biomedical Research Conference for Minority Students [ABRCMS], American Psychological Association [APA], Society for Advancing Chicanos/Hispanics & Native Americans in Science [SACNAS]). We accomplish this through the following specific aims: (1) Develop interactive educational modules using qualitative (inductive, student-based) and quantitative (deductive, empirical and theory-based) approaches, providing multiple formats (summer-intensive face-to-face [SI-FTF], annual-year face-to-face [AY-FTF] facilitated by peer trainers in a Train-the-Trainer [TTT] model, or self-paced online [SP-O]) to maximize accessibility for CC URM students with a variety of circumstances and needs; (2) Extensively test the educational modules using experimental and control groups for each presentation format at 9 LACCD campuses to ensure relevance and validity of the modules as accessible options that increase biobehavioral self-efficacy, belonging, and transfer; (3) Establish and disseminate our modules through online repositories designed for students, trainers, and institutions who can access and customize a menu of materials on scientific skills and scripts that connect students’ passion and vision for their role in biobehavioral research; and (4) Evaluate the effect of high impact practices, such as mentored conference travel and speaker series, to strengthen professional networks and scientific belonging by creating access to role models and opportunities for students to practice and maintain skills learned. EMBARC will result in rigorously-tested, culturally-relevant training modules across multiple formats, a publicly-accessible repository with a suite of training and workshop offerings, 99 trained CC facilitators, and the potential to impact 100,000+ students, scientists, and educators interested in health research through our CC networks and professional organization partnerships.

项目摘要/摘要 尽管本科研究培训计划在参与代表性不足方面取得了进展 生物行为科学的少数民族（URM）学生，社区大学与大学的分布 鉴于重点是四年制大学目的地的大学生 比非澳洲大学学生更有可能在社区学院注册并接受部分培训 （CC）。拟议的教育模块扩大学术研究文化的目的（EMBARC） 计划将邀请，保留和支持CC学生通过生物行为科学的转移 创新的，文化的教育模块，通过与最大的合作伙伴关系进行了严格的测试 社区学院区和该国高等教育系统（洛杉矶社区学院 加利福尼亚社区学院总理办公室[CCCCO]地区[LACCD]），在全国范围内分发 在生物医学和行为科学领域的一些最大的URM学生专业组织 （美国心理学的年度生物医学研究会议[ABRCMS] 协会[APA]，促进奇卡诺斯/西班牙裔和美国原住民科学的学会[SACNAS]）。我们 通过以下特定目的实现这一目标：（1）使用 定性（归纳，基于学生）和定量（演绎，基于经验和理论）的方法， 提供多种格式（夏季密集型面对面[SI-FTF]，年度面对面[AY-FEFT] 由同伴培训师在火车训练器[TTT]模型或自定为在线[SP-O]中促进的，以最大化 具有各种情况和需求的CC URM学生的可访问性； （2）广泛测试 使用实验组和对照组的教育模块为9 laccd处的每种演示格式 校园以确保模块的相关性和有效性作为可访问的选择，以增加生物行为 自我效能，归属和转移； （3）通过在线存储库来建立和传播我们的模块 专为可以访问和自定义材料菜单的学生，培训师和机构设计 科学技能和脚本将学生对生物行为研究中的作用的热情和愿景联系起来； （4）评估高影响力实践的影响，例如修改会议旅行和演讲者系列， 通过创建榜样和机会来加强专业网络和科学归属 让学生练习和维护学习的技能。隔离将导致经过严格测试的文化与文化相关 跨多种格式的培训模块，这是一个可公开访问的存储库，配备一套培训和研讨会 优惠，99名受过训练的CC促进者，以及影响100,000多名学生，科学家和教育工作者的潜力 通过我们的CC网络和专业组织合作伙伴关系对健康研究感兴趣。