Growing Community Change Researchers in STEM

不断壮大的 STEM 社区变革研究人员

• 批准号: 9753028
• 负责人: FARRAH M JACQUEZ
• 金额: $ 25.07万
• 依托单位: UNIVERSITY OF CINCINNATI
• 依托单位国家: 美国
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-09-15 至 2022-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9753028
• 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; education pathway; experience; high school; improved; interest; mathematical sciences; meetings; pedagogy; programs; racial diversity; racial minority; shared decision making; skills; student training; teacher

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.

项目摘要/摘要 为了增加STEM中非裔美国人和阿巴拉契亚学生的代表性，有一个关键 需要开发有意义地参与这些群体参与转化，社区与社区与社区相关的STEM的计划 经验。该提议的总体目标是吸引来自非洲城市的学生和老师 在社区参与研究（CBPR）计划中，美国和农村的阿巴拉契亚学校 专注于当地社区的药物滥用和成瘾。 CBPR是科学询问的方向 价值共享的决策和社区和学术伙伴之间的公平合作。在这个 案例，CBPR将通过尊敬的背景专业知识和观点来吸引学生参与科学家的角色 这不仅会提高研究质量，而且还会增加积极的社会变革的潜力。 该提议的理由是，让学生参与CBPR调查药物滥用和成瘾 他们自己的社区将使年轻人体验科学实践和STEM技能如何解决 现实世界中的问题将以传统的方式增加他们对科学的感知相关性 基于课堂的学习不能。作为研究中共享决策者合作的年轻人更多 可能对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，我们将达到增加经济，地理和种族的长期目标 研究人员的多样性。我们的计划有两个具体的目标：增加学生参与的茎 高中教室中的教学法通过培训基于社区的参与性研究的教师 先进的STEM技能。教师的预期结果包括提高技能和自我效能感 教学和学生参与教学技术。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 研究过程，从成立到传播。学生的预期结果包括增加的茎 知识和技能，对科学研究的兴趣增加，提高了茎功效以及追求的愿望 生物医学，行为或临床研究职业。我们将通过每年的周期来实现这些目标 每年都会吸引一组新学生作为共同研究者进行药物滥用的研究 和他们当地社区的成瘾。年度活动将包括：1）校园教师培训，2） 校园的一日学生培训，3）研究建议发展阶段，4）六个月以实施 学生选择的研究设计，以及5）在校园和社区中的传播活动。自始至终 活动周期，学生将与我们非常多样化的教师合作并获得指导 团队，大多数人都在学生的社区生活。至少参与 在计划的过程中，有210名学生和12-20名教师将极大地影响代表 在行为，生物医学和临床研究事业中，非裔美国人和农村阿巴拉契亚人