Positive STEM Experiences for Underrepresented and Rural 6-12th Graders: A Novel Approach to Pre-Collegiate Neuroscience using a Train-the-Trainer Model, Summer Immersion, and Sustained Mentorship

为代表性不足和农村 6-12 年级学生提供积极的 STEM 体验：利用培训师培训模型、暑期沉浸式学习和持续指导的大学预科神经科学新方法

• 批准号: 10665443
• 负责人: Anita Christine Randolph
• 金额: $ 27万
• 依托单位: UNIVERSITY OF MINNESOTA
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-09-01 至 2028-08-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10665443
• 关键词: Achievement; Active Learning; Address; Awareness; Brain; Caring; Collaborations; Communities; Country; County; Databases; Development; Disabled Persons; Disadvantaged; Discipline; Disparate; Ecosystem; Education; Educational Curriculum; Educational process of instructing; Ethnic Origin; Faculty; Future; Generations; Goals; Immersion; Individual; Investments; Lead; Learning; Life; London; Mental Health; Mentors; Mentorship; Middle School Student; Minnesota; Minority; Modeling; Neurosciences; Neurosciences Research; Oregon; Participant; Persons; Play; Population; Process; Race; Recording of previous events; Research; Research Personnel; Research Project Grants; Resources; Role; Rural; STEM field; School-Age Population; Schools; Science; Science, Technology, Engineering and Mathematics Education; Scientist; Self Concept; Shapes; Students; Time; Trainers Training; Training; Twin Cities; Underrepresented Minority; Underrepresented Students; United States National Institutes of Health; Universities; Washington; Work; Youth; aspirate; career; cohort; college; curriculum development; developmental psychology; disability; education planning; eighth grade; experience; graduate student; higher education; innovation; interest; junior high school; marginalized population; member; nervous system disorder; next generation; novel; novel strategies; programs; recruit; skills; social; student participation; success; teacher; undergraduate student; volunteer

Neuroscience research has the potential to impact wellness, learning, and mental health acceptance and care, as well as the treatment of neurological disorders for global populations. The application and impact of neuroscience innovation depends on multiple perspectives, diversity of thought, and cultural awareness. Specifically, recruiting, retaining, and training a diverse pool of highly skilled individuals in neuroscience is imperative for maximizing the impact of our research and education. However, the effort is compromised by existing race and ethnicity imbalances in the field. Despite many national efforts, underrepresented minorities (URM) experience barriers to participation in neuroscience research. In this proposed work, we will target middle school aged youth, as these years are a critical time in youth’s identity, self-concept, and accomplishment orientation formation processes, which will play a significant role in shaping their experience in community, school, work, and life. The primary goal of this proposal is to provide meaningful, reinforcing experiences and a supportive network for URM 6th-8th grade students as they explore potential opportunities in neuroscience. We will do this by integrating successful yet disparate single-organization practices into a unified and longitudinal statewide model. Our proposal incorporates and expands upon our team’s past success in (1) creating and delivering a novel neuroscience curriculum to be delivered statewide through Minnesota in a “Train-the-Trainer” model that will create a new generation of neuroscience educators, (2) creating and executing an immersive neuroscience summer camp for interested youth to help them begin to take steps toward aspiration achievement that include relying on supports, navigating barriers, and reimagining what is possible for them, and (3) developing a year-long mentorship program aimed at diversifying the field of neuroscience through underrepresented mentors connecting and forming long-term bonds with underrepresented students. For the first time, we will integrate three forms of engagement experiences into a single, cohesive ecosystem for participants to better understand potential synergistic benefits of multiple modes of engagement for students. We believe that these consistent and reinforcing experiences provide the next generation of underrepresented minorities, disadvantaged and/or disabled, and rural leaders a transformative opportunity for educational and research success in neuroscience fields.

神经科学研究有可能影响健康、学习和心理健康的接受度和 护理以及神经系统疾病的治疗对全球人群的应用和影响。 神经科学创新取决于多种视角、思维多样性和文化意识。 具体来说，招募、保留和培训神经科学领域的多样化高技能人才是 最大限度地发挥我们的研究和教育的影响势在必行，然而，这一努力却受到了影响。 尽管各国做出了许多努力，但该领域仍存在种族和族裔失衡问题。 （URM）参与神经科学研究的障碍。在这项拟议的工作中，我们将瞄准。 中学生，因为这些年是青少年认同、自我概念和认知的关键时期。 成就导向的形成过程，这将在塑造他们的经验方面发挥重要作用 该提案的主要目标是在社区、学校、工作和生活中提供有意义的、强化的内容。 为 URM 6-8 年级学生探索潜在机会提供经验和支持网络 我们将通过将成功但不同的单一组织实践整合到一个神经科学领域来做到这一点。 我们的提案合并并扩展了我们团队过去的经验。 成功地 (1) 创建并提供了一种新颖的神经科学课程，并将在整个过程中提供 明尼苏达州的“培训师培训”模式将培养新一代神经科学教育工作者，(2) 为感兴趣的年轻人创建和举办沉浸式神经科学夏令营，帮助他们开始 采取措施实现愿望，包括依靠支持、克服障碍和 重新构想他们的可能性，以及（3）制定为期一年的指导计划，旨在 通过代表性不足的导师联系并形成长期关系，使神经科学领域多样化 我们将首次整合三种形式的参与。 将经验整合到一个单一、有凝聚力的生态系统中，以便参与者更好地了解潜在的协同效应 我们相信，多种参与模式对学生的好处是一致的和强化的。 经验为下一代代表性不足的少数族裔、弱势群体和/或残疾人提供帮助，并且 领导者为神经科学领域的农村教育和研究成功提供了变革性的机会。