The Great Diseases: Bridging biomedical career exploration, competency building and mentoring

大疾病：架起生物医学职业探索、能力建设和指导的桥梁

• 批准号: 10468661
• 负责人: Berri H Jacque
• 金额: $ 25.87万
• 依托单位: TUFTS UNIVERSITY BOSTON
• 依托单位国家: 美国
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-08-01 至 2025-07-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10468661
• 关键词: Address; Adult; Antimicrobial Resistance; Awareness; Biological Sciences; Biotechnology; Boston; Career Choice; Career Exploration; Case Study; Clinical Trials; Commerce; Communities; Competence; Disease; Drug Design; Dual Enrollment; E-learning; Education; Educational Curriculum; Educational process of instructing; Educational workshop; Effectiveness; Ethnic Origin; Evaluation; Exposure to; Financial Support; Financial compensation; Fostering; Gender; Goals; Grant; HIV; Health; Healthcare; High School Student; Human; Infrastructure; Instruction; Internships; Interruption; Laboratories; Learning; Learning Skill; Massachusetts; Medical; Medicine; Mentors; Minority; Minority Participation; Modeling; Occupations; Participant; Phase; Population; Preparation; Problem Solving; Public Health; Readiness; Resources; Role playing therapy; Rural Community; STEM career; STEM field; Scholarship; School Teachers; Schools; Science; Scientist; Self Efficacy; Series; Students; Talents; Teacher Professional Development; Teaching Materials; Technology; Testing; Thinking; Time; Time Management; Training; Translating; Universities; Urban Community; base; career; career awareness; cohort; college; demographics; design; educational atmosphere; efficacy outcomes; eleventh grade; expectation; experience; health literacy; high school; improved; innovation; lens; medical schools; model development; novel; online course; online resource; peer coaching; programs; prototype; role model; self-directed learning; skills; student participation; success; teacher; tool; twelfth grade; undergraduate student; wasting

In 2019 many bioscience and health related jobs are going unfilled, not only because too few STEM degrees are being granted (not all of these jobs require degrees) but also because adults either lack key competencies in thinking analytically and solving STEM-related problems or cannot apply them to STEM fields. Moreover, minority and under-resourced communities are disproportionately under-represented, in large part because they lack access to role models and information about what the careers entail. High school, where entire cohorts of the US population gather to learn together for the last time, is an obvious venue in which to develop these capacities and increase participation from all communities. Our long-standing partnership with teachers in the majority/minority Boston Public Schools has developed a curriculum for 10th-12th graders that targets these competencies. Teachers who have been supported in learning to teach these novel concepts are able to significantly increase student engagement and analytical and problem-solving abilities from a large number of diverse schools and independent of the gender and ethnicity of the students, fostering their confidence in learning about health topics. However, this curriculum is not designed to integrate career awareness into competency building. In this project we aim to capitalize on the partnerships, infrastructure and evaluation tools we have already deployed successfully to create a new curriculum and professional development model: It has three phases: (1) We will create and implement new curricula that tightly integrate career awareness with competency building to improve student self-efficacy and outcomes expectations, critical first steps toward selecting a bioscience career. The curriculum will also provide extensive teacher professional development support. (2) We will develop new online dual-enrollment courses in which students can gain college credits while still in high school. The courses will incorporate with skills and strategies needed for a successful transition to independent learning environments into cutting-edge biomedical science topics. (3) We will provide students with financial support so they can participate in our intensive residential college awareness and readiness program and will optimize their success with near-peer mentor support before, during and after participation. Once the program has been created and evaluated, we will go on to disseminate the curricula and teacher support though our existing online infrastructure to reach maximal audiences. The new project is significant because it integrates teaching high school students critical high-level STEM competencies with extensive career awareness thereby fostering workforce preparation. It is innovative because it provides a model for how medical school scientists can interact with teachers to influence curricula, teacher development and STEM/bioscience workforce participation and because the web-based resource facilitates nationwide dissemination.

2019 年，许多生物科学和健康相关的职位空缺，不仅仅是因为 STEM 学位太少 被授予（并非所有这些工作都需要学位），但也是因为成年人要么缺乏关键能力 不善于分析思考和解决 STEM 相关问题，或无法将其应用到 STEM 领域。而且， 少数群体和资源贫乏社区的代表性严重不足，很大程度上是因为 他们无法接触到榜样，也无法了解职业所需的信息。高中，整个地方 美国民众最后一次聚集在一起学习，显然是一个发展的场所 这些能力并增加所有社区的参与。我们与教师的长期合作伙伴关系 大多数/少数波士顿公立学校为 10 至 12 年级学生开发了一套课程，目标是 这些能力。在学习教授这些新颖概念方面得到支持的教师能够 显着提高学生的参与度以及分析和解决问题的能力 多元化的学校，不考虑学生的性别和种族，培养他们的信心 学习健康主题。然而，该课程的目的并不是将职业意识融入 能力建设。在这个项目中，我们的目标是利用合作伙伴关系、基础设施和评估 我们已经成功部署了工具来创建新的课程和专业发展模型： 它分为三个阶段：（1）我们将创建和实施紧密结合职业意识的新课程 通过能力建设来提高学生的自我效能和结果期望，这是迈向目标的关键的第一步 选择生物科学职业。该课程还将提供广泛的教师专业发展 支持。 （2）开发新的在线双学分课程，学生可以获得大学学分 还在读高中的时候。这些课程将包含成功所需的技能和策略 过渡到独立学习环境，进入尖端生物医学科学主题。 (3) 我们将 为学生提供经济支持，以便他们能够参与我们的强化住宿学院意识 和准备计划，并将在之前、期间和之后通过近同伴导师的支持来优化他们的成功 参与。一旦计划创建并评估，我们将继续传播课程 以及教师通过我们现有的在线基础设施提供的支持，以达到最大程度的受众。新项目是 意义重大，因为它将教授高中生关键的高水平 STEM 能力与 广泛的职业意识，从而促进劳动力准备。它是创新的，因为它提供了 医学院科学家如何与教师互动以影响课程和教师发展的模型 以及 STEM/生物科学劳动力的参与，并且基于网络的资源促进了全国范围内的 传播。