WASHINGTON UNIVERSITY SCIENCE PARTNERSHIP PROGRAM - BUILDING STEM CAREER READINESS IN K-12 STUDENTS

华盛顿大学科学合作伙伴计划 - 为 K-12 学生培养 STEM 职业准备

• 批准号: 10664526
• 负责人: James Benjamin Skeath
• 金额: $ 27万
• 依托单位: WASHINGTON UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-06-16 至 2028-05-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10664526
• 关键词: Academic support; Address; Affect; African American student; Bachelor' s Degree; Baltimore; Biomedical Research; Black American; Black Populations; Career Choice; Child; Communities; County; Doctor of Philosophy; Education; Education Gap; Educational workshop; Genome; Genomics; Goals; Graduation Rates; Hand functions; High School Student; Hispanic Americans; Human Genome Project; K-12 student; Lead; Leadership; Learning; Low income; Maryland; Mathematics; Mentors; Minority; Modernization; Motivation; Native Americans; Parents; Population; Population Heterogeneity; Postbaccalaureate; Poverty; Qualifying; Research; Research Project Grants; Running; STEM career; STEM field; School-Age Population; Science; Science, Technology, Engineering and Mathematics Education; Scientist; Students; Talents; Training; Underrepresented Minority; Underrepresented Students; United States; Universities; Washington; aging population; career; career preparation; college; computer science; demographics; doctoral student; empowerment; experience; genome sciences; health disparity; high school; interest; literacy; matriculation; migration; minority student; minority undergraduate; next generation; outreach; programs; role model; school district; stem; student mentoring; student participation; success; tutoring; twelfth grade; undergraduate student

ABSTRACT To maintain its status as the worldwide leader in research, the United States must realize the tremendous scientific power inherent within its diverse population. Currently, much of this potential, however, remains latent, as Black, Hispanic, and Native American students are underrepresented in college STEM majors, STEM PhD programs, the professoriate, and the STEM workforce. The creation of holistic K-12 programs that spark student interest in science, empower their academic pursuits, and provide them with bona fide research experiences is essential to enhance the migration of talented, STEM-focused, minoritized students into college STEM majors. Such efforts are critical for the U.S. to realize the immense latent scientific potential contained within its diverse population. By leveraging established partnerships with community K-12 organizations, and listening to the needs of our partners and their students, we have sculpted a new, integrated program that will provide holistic training and support to minoritized, low-income high school students to help them succeed in STEM. A key feature of our program is that we will leverage the interest and intellect of undergraduate, post-bac, and PhD students in the diversity-focused programs we run to ensure that high school students are mentored by STEM role models who look like them. Aim 1: To create educational programs that address partner-identified STEM education gaps and to determine if student participation in these programs increases science literacy, scholastic success, college matriculation, and motivation to pursue scientific careers relative to non-participating students. We hypothesize these activities will have strong, positive impact on students because we are addressing specific needs defined by their educational organizations. Aim 2: To determine whether the context in which research experiences are delivered impacts motivation to enter STEM fields. We hypothesize that, in our student population, research experiences focused on health disparities that disproportionately affect Black people will be more motivating for long-term scientific engagement compared with similar research projects that lack this societal context. We partner with Jennings High School, The Sophia Project, and The Village. The demographics of our partners resemble those of the Jennings School District, where over 98% of the students are Black, all qualify for the Free Federal Lunch program, and 38% of school age children live in poverty. At Jennings, high school graduation rates exceed 90%, but less than half of these students enter a two- or four-year college. Most students lack academic/STEM role models as well as opportunities to learn about and pursue an interest in STEM. Our program then possesses immense potential to positively impact the confidence and college and career choice of these students and thus help diversify the next generation of scientists.

抽象的 为了保持其全球研究领导者的地位，美国必须认识到巨大的 其多样化人口所固有的科学力量。然而目前，这种潜力的大部分仍然是潜在的， 由于黑人、西班牙裔和美国原住民学生在大学 STEM 专业、STEM 博士中所占比例不足 项目、教授和 STEM 劳动力。创建激发学生活力的整体 K-12 计划 对科学的兴趣，增强他们的学术追求，并为他们提供真正的研究经验 对于促进有才华的、以 STEM 为重点的少数族裔学生迁移到大学 STEM 专业至关重要。 这些努力对于美国实现其多样化的科学潜力至关重要。 人口。通过利用与社区 K-12 组织建立的合作伙伴关系，并倾听 为了满足我们的合作伙伴及其学生的需求，我们制定了一个新的综合计划，该计划将提供全面的 为少数族裔、低收入高中生提供培训和支持，帮助他们在 STEM 领域取得成功。一把钥匙 我们项目的特点是我们将利用本科生、学士后和博士生的兴趣和智力 学生参加我们开展的以多元化为重点的项目，以确保高中生得到 STEM 的指导 与他们相似的榜样。 目标 1：创建教育计划来解决合作伙伴确定的 STEM 教育差距并确定 如果学生参与这些项目提高了科学素养、学业成功、大学入学、 以及相对于未参与的学生追求科学职业的动机。我们假设这些活动 将对学生产生强烈、积极的影响，因为我们正在满足他们所定义的特定需求 教育组织。目标 2：确定研究经验是否提供的背景 影响进入 STEM 领域的动机。我们假设，在我们的学生群体中，研究经历 关注对黑人影响不成比例的健康差异，从长远来看将更具激励性 与缺乏这种社会背景的类似研究项目相比，科学参与度更高。 我们与詹宁斯高中、索菲亚项目和 The Village 合作。我们合作伙伴的人口统计 类似于 Jennings 学区，那里超过 98% 的学生是黑人，都有资格享受免费 联邦午餐计划，38%的学龄儿童生活在贫困中。在詹宁斯，高中毕业 升学率超过 90%，但只有不到一半的学生进入两年制或四年制大学。大多数学生缺乏 学术/STEM 榜样以及学习和追求 STEM 兴趣的机会。我们的 该计划具有巨大的潜力，可以对信心、大学和职业选择产生积极影响 这些学生，从而有助于使下一代科学家多样化。