STEMM opportunities for college students with Hearing loss to Engage in Auditory Research (STEMM-HEAR

为听力损失大学生提供 STEMM 参与听觉研究的机会 (STEMM-HEAR

• 批准号: 10708421
• 负责人: JOHN TILAK RATNANATHER
• 金额: $ 18.28万
• 依托单位: JOHNS HOPKINS UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-09-01 至 2028-07-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10708421
• 关键词: Acceleration; Affect; Auditory; California; Child; Cochlear Implants; Communication; Communities; Emotional; Engineering; Ethnic Origin; Etiology; Health; Hearing; Hearing Aids; Individual; Institution; Internships; Laboratories; Language; Learning; Mainstreaming; Mentors; Minnesota; Modeling; Oregon; Persons; Research; Rice; Schools; Science; Scientist; Socialization; Societies; Student recruitment; Students; Technology; Training; Underrepresented Minority; Universities; Work; career; college; deaf; disability; experience; hard of hearing; hearing impairment; improved; model development; negative affect; peer; peer networks; programs; recruit; science, technology, engineering, mathematics, and medicine; social; socioeconomics; summer internship; training project; university student

SUMMARY People with hearing loss represent one of the largest disability groups in society. Hearing loss extends across all ethnic and socioeconomic groups, and covers two broad spectra: first, the degree of loss, ranging from hard of hearing (correctable with hearing aids) to profound (which often can be mitigated with cochlear implants); and second, etiology which can be congenital, progressive, late-onset or acquired. Each of these can affect the extent of the challenges faced by people with hearing loss, but any hearing loss negatively affects communication – and therefore socialization - to some degree. Significant technological advances over the past 20 years have greatly improved the capacity of people with hearing loss to listen and speak; improved hearing increases information received and, with training, children with hearing loss can learn to listen, speak and participate in mainstream activities. However, students with hearing loss at mainstream public schools and colleges still struggle with reduced access to auditory information and deal with the societal challenges of isolation, ignorance and invisibility. In spite of these barriers, there are individuals with hearing loss who have succeeded in executive and professorial careers in STEMM, particularly in auditory sciences. In this R25 proposal, Johns Hopkins University (JHU) will implement a multi-institutional distributed mentoring model called STEMM-HEAR. The successful development of this model will be a template for other university programs to recruit underrepresented minorities (URM), particularly those with disabilities, and guide research leaders in providing an encouraging and supportive internship experience to promote greater diversity in STEMM. By acquiring research experiences with mentors who are auditory scientists with hearing loss, 32-52 students with hearing loss will develop improved social and emotional capabilities needed to maximize their potential in STEMM. The model will accelerate the recruitment of students with hearing loss into careers in STEMM, including the hearing sciences. JHU will work with the Alexander Graham Bell Association for the Deaf and Hard of Hearing and Hearing Loss Association of America to recruit 8-12 trainees annually to work in hearing sciences laboratories at Oregon Health & Science University, University of Southern California, Creighton University, Rice University and later at Stanford University and University of Minnesota. By participating in summer internship programs at these institutions, these students will acquire and share research experiences via a peer network mentoring program within a community of scientists and engineers with hearing loss.

概括 听力损失的人是社会上最大的残疾人组之一。听力损失遍布 所有种族和社会经济群体，涵盖了两个广泛的光谱：首先，损失程度，从艰难 听力（可与助听器更正）至深刻（通常可以通过人工耳蜗减轻）；和 其次，可以是先天性，进步，晚发或获得的病因。这些中的每一个都会影响程度 听力损失的人面临的挑战，但任何听力损失都会对沟通产生负面影响 - 因此，社会化 - 在某种程度上。在过去的20年中，技术进步的重大进步已有 大大提高了听力损失倾听和说话的能力；听力的改善增加 收到的信息并接受培训，有听力损失的孩子可以学习聆听，讲话和参与 主流活动。但是，主流公立学校和大学的听力损失的学生仍在 努力减少获得听觉信息的访问，并应对孤立，无知的社会挑战 和隐形。尽管存在这些障碍，但仍有听力损失的人成功执行 以及STEMM的职业职业，特别是在听觉科学中。在这个R25提案中，约翰·霍普金斯 大学（JHU）将实施一种称为STEMM HEAR的多机构分布式心理模型。这 该模型的成功开发将是其他大学计划的模板，以招募人数不足 少数民族（URM），尤其是残疾人，并指导研究领袖提供令人鼓舞的和 支持实习经验，以促进Stemm的更多多样性。通过获得研究经验 是听力损失的听觉科学家，有32-52名听力损失的学生将得到改善 社会和情感能力需要最大化其在Stemm中的潜力。该模型将加速 招募听力损失的学生进入STEMM的职业，包括听力科学。 Jhu将工作 与亚历山大·格雷厄姆·贝尔协会（Alexander Graham Bell Association 美国每年招募8-12名学员，从事俄勒冈州健康与科学的听力科学实验室 南加州大学，克雷顿大学，赖斯大学，后来在斯坦福大学 明尼苏达大学大学。通过参加这些机构的暑期实习计划， 这些学生将通过同伴网络心理计划获得并分享研究经验 听力损失的科学家和工程师社区。