Growing and Sustaining Community Change Researchers in STEM

培养和维持 STEM 领域的社区变革研究人员

• 批准号: 10665411
• 负责人: Susan Watts-Taffe
• 金额: $ 26.44万
• 依托单位: UNIVERSITY OF CINCINNATI
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-07-05 至 2028-12-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10665411
• 关键词: Activity Cycles; Address; Appalachian Region; Area; Behavioral Research; Biomedical Research; Black Populations; Black race; Clinical Research; Collaborations; Communication; Communities; Development; Discipline; Economics; Educational Curriculum; Educational process of instructing; Equity; Evidence based practice; Eye; Faculty; Funding; Geography; Goals; Grant; Health; High School Faculty; High School Student; Individual; Institution; Instruction; Investigation; Knowledge; Latinx; Latinx population; Literature; Mental Health; Mentors; Mentorship; Ohio; Outcome; Pathway interactions; Population; Process; Publications; Research; Research Personnel; Resource Development; Role; Rural Appalachia; STEM career; STEM field; STEM research; Schools; Science; Science, Technology, Engineering and Mathematics Education; Scientific Inquiry; Scientist; Self Efficacy; Site; Social Change; Students; Underrepresented Populations; United States National Institutes of Health; Youth; addiction; behavioral health; career; college; community based participatory research; disadvantaged background; experience; high school; improved; innovation; interest; literacy; peer; programs; racial diversity; research study; scientific literacy; shared decision making; skills; socioeconomic disadvantage; stem; student participation; substance use; success; teacher; tool; urban school; Activity Cycles; Address; Appalachian Region; Area; Behavioral Research; Biomedical Research; Black Populations; Black race; Clinical Research; Collaborations; Communication; Communities; Development; Discipline; Economics; Educational Curriculum; Educational process of instructing; Equity; Evidence based practice; Eye; Faculty; Funding; Geography; Goals; Grant; Health; High School Faculty; High School Student; Individual; Institution; Instruction; Investigation; Knowledge; Latinx; Latinx population; Literature; Mental Health; Mentors; Mentorship; Ohio; Outcome; Pathway interactions; Population; Process; Publications; Research; Research Personnel; Resource Development; Role; Rural Appalachia; STEM career; STEM field; STEM research; Schools; Science; Science, Technology, Engineering and Mathematics Education; Scientific Inquiry; Scientist; Self Efficacy; Site; Social Change; Students; Underrepresented Populations; United States National Institutes of Health; Youth; addiction; behavioral health; career; college; community based participatory research; disadvantaged background; experience; high school; improved; innovation; interest; literacy; peer; programs; racial diversity; research study; scientific literacy; shared decision making; skills; socioeconomic disadvantage; stem; student participation; substance use; success; teacher; tool; urban school

PROJECT SUMMARY/ABSTRACT In order to increase diversity in STEM, there is a critical need to develop programs that meaningfully engage underrepresented groups in relevant STEM experiences. The overall objective of this proposal is to engage Black, Latinx, and Appalachian high school students and their teachers in a community-based participatory research (CBPR) program focused on substance use and mental health 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 for this proposal is that engaging students in CBPR to investigate substance use and mental health in their own communities will allow youth to experience how scientific practices and STEM skills can address real-world problems relevant to their communities. By facilitating meaningful engagement in behavioral health and addiction science research, we will reach our long-term goal of increasing STEM workforce diversity. Our program has three specific aims: (1) Promote students’ interest in and understanding of scientific research by engaging students as co- researchers in original scientific investigations of behavioral health in their local communities; (2) Develop students’ scientific research skills, scientific communication skills, researcher identities, and science self-efficacy by engaging students at each step of the research process including presentation and publication of findings; and (3) Develop high school teachers’ capacities to support youth participation in scientific research and scientific communication through interactive professional development. Expected outcomes for students include increases in STEM knowledge and skills, interest in scientific research, and STEM efficacy; and a desire to pursue a biomedical, behavioral or clinical research career. We will accomplish these aims through a cycle of activities that each year engages a new group of students as co-researchers in investigations of substance use and mental health in their local communities. Throughout the activity cycles, students will collaborate with and receive mentorship from our extremely diverse faculty team. Participation by approximately 286 students and 6-10 teachers over the course of the program will significantly impact the representation of Black, Latinx, and Appalachian individuals in behavioral, biomedical, and clinical research careers.

项目摘要/摘要 为了增加STEM的多样性，有迫切需要开发计划 有意义地让代表性不足的群体参与相关的STEM经验。总体 该提议的目的是与黑人，拉丁裔和阿巴拉契亚高中生互动 他们的老师在社区参与研究（CBPR）计划中的重点是 当地社区的药物使用和心理健康。 CBPR是科学的方向 询问价值共享决策和社区之间的公平合作 和学术伙伴。在这种情况下，CBPR将与学生一起参与科学家的角色， 尊敬的上下文专业知识和观点，不仅会提高 研究但也增加了积极的社会变革的潜力。理由 建议是让学生参与CBPR调查药物使用和心理健康 他们自己的社区将使您体验科学实践和STEM技能 可以解决与社区相关的现实问题。通过支持有意义的 参与行为健康和成瘾科学研究，我们将达到长期 增加STEM劳动力多样性的目标。我们的计划具有三个特定的目标：（1）促进 通过让学生与学生共同参与，学生对科学研究的兴趣和理解 研究人员对当地社区行为健康的原始科学研究； （2）发展学生的科学研究技巧，科学沟通技巧，研究人员 身份和科学在研究的每个步骤中吸引学生的自我有效 过程包括介绍和发布结果； （3）发展高中 教师支持青年参与科学研究和科学的能力 通过互动专业发展进行沟通。学生的预期结果 包括提高STEM知识和技能，在科学研究中有趣，STEM 功效;以及从事生物医学，行为或临床研究职业的愿望。我们将 通过每年参与新组的活动周期来实现这些目标 学生在当地的毒品使用和心理健康研究中作为共同研究者 社区。通过活动周期，学生将与 我们极为多样化的教师团队的指导。参与大约 在计划过程中，有286名学生和6-10名教师将对 在行为，生物医学和 临床研究事业。