Supporting Student Agency in Undergraduate Biomedical Education

支持本科生物医学教育中的学生机构

• 批准号: 10725008
• 负责人: Erika A. Patall
• 金额: $ 71.53万
• 依托单位: UNIVERSITY OF SOUTHERN CALIFORNIA
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-08-15 至 2028-07-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10725008
• 关键词: Achievement; Address; Adopted; Advocate; Asian; Behavioral; Belief; Black race; Characteristics; Climate; Education; Educational Intervention; Educational process of instructing; Effectiveness; Enrollment; Female; Gender; Generations; Goals; Indigenous American; Institution; Intervention; Intervention Studies; Investigation; Joints; Latinx; Long-Term Effects; Mental Health; Motivation; Outcome; Outcome Measure; Pacific Islander; Personality; Privatization; Process; Public Health; Race; Randomized; Reporting; Research; Sampling; Schools; Science; Self Administration; Self Efficacy; Social Identification; Social Values; Student Persistence; Students; Teacher Professional Development; Testing; Time; Underrepresented Minority; Universities; Work; active control; career; college; cost; educational atmosphere; effectiveness evaluation; empowerment; experience; experimental study; innovation; instructor; interest; intervention effect; male; programs; psychologic; science education; student participation; student training; therapy design; undergraduate student; underrepresented minority student; university student; web-based intervention

ABSTRACT Black, Latinx, American Indigenous, and Pacific Islander students remain underrepresented in biomedical majors and research careers. Some of this problem is because science courses and careers are presented in ways that do not align with aspects of URM students’ social identities and values. URM students (particularly female URM students) feel like they do not belong or are “imposters” in science, especially when compared to well-represented (WR) white and Asian students (particularly male WR students). Bolstering student agency is a promising and innovative strategy that could address these issues. Nascent but growing correlational and experimental research suggests that supporting students’ orientation for agency has the potential to shift aspects of student motivation for science and subjective experience in science classes, as well as instructors’ practice and classroom climate, bringing the science education that URM students are provided into alignment with their goals and identities. The purpose of this investigation is to examine the effectiveness of an intervention designed to promote an agentic orientation among diverse college students in introductory classes required in biomedical science majors. A longitudinal, cluster-randomized, active control experiment (N~90 classes and 6,750 students) across multiple universities will be conducted to test the hypothesis that an intervention promoting an agentic orientation (i.e., training students to adopt a malleable mindset of their science motivation and classroom environment and use a variety of agentic engagement strategies) supports students’ initial persistence and achievement in biomedical science via psychological and environmental processes (Aim 1), as well as their sustained persistence and achievement up to 4 years following the start of the intervention study (Aim 2). Persistence and achievement outcomes include course grades, GPA, course- taking, biomedical degree obtainment, and career/graduate program intentions. Proximal process variables include reports of students’ agentic mindset, engagement, interest, psychological needs, self-efficacy, identity, perceived belonging, imposter beliefs, and empowerment, as well as classroom motivating climate reports and observations. The inclusion of a condition combining the student-focused agentic orientation intervention with a training intervention for science instructors on encouraging students’ agency, autonomy, and motivation will provide the opportunity to examine the added benefit of training teachers over and above the benefits of the student-focused intervention alone (Aim 3). Finally, this large, well-powered intervention study will allow for testing of the hypothesis that an agentic orientation intervention will be equally or more effective for URM vs. WR students and exploration of the extent to which intervention effects vary depending on other characteristics of students (e.g., gender, first-generation, personality, values) and the classroom (instructors’ mindset and motivational approach, class size, racial climate) (Aim 4). This research is a critical step toward creating a cost- and-time-efficient, scalable intervention to support student persistence in biomedical sciences.

抽象的 黑人、拉丁裔、美国原住民和太平洋岛民学生在生物医学领域的代表性仍然不足 专业和研究职业的部分原因是因为科学课程和职业是在 与 URM 学生的社会身份和价值观不相符的方式。 URM 女学生）感觉自己不属于科学领域，或者是科学界的“冒名顶替者”，尤其是与其他人相比 具有代表性的（WR）白人和亚洲学生（特别是男性 WR 学生）是支持学生机构。 可以解决这些问题的有前途和创新的战略。 实验研究表明，支持学生的能动性取向有可能发生转变 学生的科学动机和科学课上的主观体验以及教师的 实践和课堂气氛，使 URM 学生接受的科学教育保持一致 以及他们的目标和身份。本次调查的目的是检验一项计划的有效性。 旨在促进入门课程中不同大学生的主体取向的干预措施 生物医学科学专业所需的纵向、整群随机、主动控制实验（N~90） 跨多所大学的班级和 6,750 名学生）将进行测试，以检验以下假设： 促进主体取向的干预（即训练学生采取可塑的心态） 科学动机和课堂环境并使用各种代理参与策略）支持 通过心理和环境，学生对生物医学科学的最初坚持和成就 过程（目标 1），以及它们在开始后 4 年内的持续坚持和成就 干预研究（目标 2） 坚持性和成就成果包括课程成绩、GPA、课程- 获得生物医学学位以及职业/研究生课程意图。 包括学生的主动心态、参与度、兴趣、心理需求、自我效能、认同、 感知归属感、冒充信念和赋权，以及课堂激励性气候报告和 纳入以学生为中心的主体定向干预与 科学教师关于鼓励学生的能动性、自主性和动机的培训干预将 提供机会来检验教师培训的额外好处 最后，这项大规模、有力的干预研究将允许仅以学生为中心的干预（目标 3）。 检验以下假设：主体定向干预对于 URM 与 URM 的效果相同或更有效。 WR学生和探索干预效果根据其他特征而变化的程度 学生的（例如性别、第一代、个性、价值观）和课堂（教师的心态和 动机方法、班级规模、气候种族）（目标 4）。 省时、可扩展的干预措施，以支持学生坚持生物医学科学。