The Brain Explorer Academy (BEA): An Informal Science Education Partnership

大脑探索者学院 (BEA)：非正式的科学教育合作伙伴

• 批准号: 10625386
• 负责人: Manuella Yassa
• 金额: $ 26.15万
• 依托单位: UNIVERSITY OF CALIFORNIA-IRVINE
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-05-20 至 2027-03-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10625386
• 关键词: Academy; Address; Adoption; Attitude; Bachelor' s Degree; Brain; Collaborations; Collection; Communication; Competence; Complex; Critical Thinking; Curiosities; Degree Completion; Development; Disparity; Drops; Economic Factors; Enrollment; Environment; Environmental Risk Factor; Evaluation; Failure; Family; Fostering; Goals; Health; High School Student; Hispanic; Individual; Institution; Intervention; Knowledge; Learning; Mentors; Minority Groups; Modeling; Neurosciences; Neurosciences Research; Outcome; Parents; Participant; Process; Public Health; Randomized, Controlled Trials; Research; Resources; STEM career; STEM field; Schools; Science; Science, Technology, Engineering and Mathematics Education; Societies; Structure; Student recruitment; Students; Teacher Professional Development; Testing; Training Programs; Transportation; Underrepresented Minority; Underserved Population; United States; Woman; bilingualism; career; college; digital; digital repositories; digital technology; education pathway; experience; falls; high school; improved; innovation; interest; learning materials; lens; meetings; minority disparity; neurotechnology; next generation; outreach; programs; recruit; science education; skill acquisition; skills; social; social factors; student retention; success; undergraduate education; underrepresented minority student; underserved community; video module; web site; Academy; Address; Adoption; Attitude; Bachelor' s Degree; Brain; Collaborations; Collection; Communication; Competence; Complex; Critical Thinking; Curiosities; Degree Completion; Development; Disparity; Drops; Economic Factors; Enrollment; Environment; Environmental Risk Factor; Evaluation; Failure; Family; Fostering; Goals; Health; High School Student; Hispanic; Individual; Institution; Intervention; Knowledge; Learning; Mentors; Minority Groups; Modeling; Neurosciences; Neurosciences Research; Outcome; Parents; Participant; Process; Public Health; Randomized, Controlled Trials; Research; Resources; STEM career; STEM field; Schools; Science; Science, Technology, Engineering and Mathematics Education; Societies; Structure; Student recruitment; Students; Teacher Professional Development; Testing; Training Programs; Transportation; Underrepresented Minority; Underserved Population; United States; Woman; bilingualism; career; college; digital; digital repositories; digital technology; education pathway; experience; falls; high school; improved; innovation; interest; learning materials; lens; meetings; minority disparity; neurotechnology; next generation; outreach; programs; recruit; science education; skill acquisition; skills; social; social factors; student retention; success; undergraduate education; underrepresented minority student; underserved community; video module; web site

PROJECT SUMMARY Diversity is critical to innovation and the advancement of our society. Yet despite our best efforts as a nation, the United States has not been able to achieve STEM workforce diversity goals, which have been long attributed to the failure of the “academic pipeline” to recruit and retain students from underrepresented minorities (URM), a phenomenon often described as a “leaky pipeline”. Addressing this challenge will require innovative, multi- pronged interventions that concurrently address social and environmental contributors to disparities. Recent studies have shown that choosing a STEM major in college is directly influenced by academic interactions during high school, suggesting that involvement in a college-based STEM education program can enhance recruitment and retention into STEM disciplines. Programs that use a college-based academic experiences to engage underserved individuals during high school can steer their educational path to college STEM majors. URM disparities in the interest and persistence in STEM education are driven by the combination of individual, environmental and school factors. This confluence of factors suggests that changing student outcomes could benefit from a digitally-interconnected social ecological framework that goes beyond individual interests and competencies to consider the the multi-level environment within which the student learner is situated. To address the challenges in STEM diversity, we propose the Brain Explorer Academy (BEA), a comprehensive, multi-year, socio-ecological informal science education program that uses neuroscience to instill curiosity and foster interest in STEM careers. The BEA will marshal high school students in a Title 1 School through a multi-stage intervention that fosters interest in STEM, knowledge and skill development, critical thinking, scientific communication, and quantitative/analytical competencies. The proposal will We will test the hypothesis that the staged approach of the BEA, which proceeds from highly structured learning in the first year, to highly individualized mentoring in the third year, will lead to the following quantifiable outcomes: (1) Competency development: BEA will augment the science learning experience to enhance competencies in quantitative, analytical, critical thinking, team science and scientific communication skills; (2) Knowledge, Attitudes and Practices: BEA will increase interest and positively modify attitudes towards STEM disciplines and potential careers in health-related research; and (3) Workforce Capacity Building: BEA will increase the success of recruitment of students from underserved communities to college STEM majors. In addition to evaluating the program using an independent third-party evaluator , we will generate a repository of digital and material resources to be used to create a “program-in-a- box” that can be widely implemented, constantly improved and reproduced at other institutions.

项目摘要 多样性对于创新和我们社会的发展至关重要。但是目的地我们作为一个国家的最大努力， 美国无法实现STEM劳动力多样性目标，这些目标长期以来一直归因于 “学术管道”未能招募和保留来自代表性不足的少数民族（URM）的学生 现象通常被描述为“漏水管道”。应对这一挑战将需要创新，多 同时解决差距的社会和环境贡献者的较长的干预措施。最近的 研究表明，在大学中选择STEM专业的专业直接受到学术互动的影响 高中表明，参与大学的STEM教育计划可以增强招聘 并保留为茎学科。使用基于大学的学术经验参与的计划 高中期间服务不足的人可以引导他们通往大学STEM专业的教育道路。 urm STEM教育的利益和持久性的差异是由个人组合驱动的 环境和学校因素。这种因素的汇合表明，不断变化的学生成果可能 从数字连接的社会生态框架中受益，该框架超越了个人利益和 考虑学生学习者所在的多层次环境的能力。解决 STEM多样性面临的挑战，我们建议大脑Explorer Academy（BEA），这是一个全面的，多年的 使用神经科学来灌输好奇心和促进兴趣的社会生态非正式科学教育计划 在STEM职业中。通过多阶段干预 这促进了对STEM，知识和技能发展，批判性思维，科学交流以及 定量/分析能力。该提议将测试以下假设。 BEA从第一年的高度结构化学习到高度个性化的指导 第三年将导致以下可量化的结果：（1）能力开发：BEA将增加 科学学习经验，以增强定量，分析，批判性思维的能力，团队 科学和科学沟通技巧； （2）知识，态度和实践：BEA将增加利息 并积极修改与会者在与健康有关的研究中的潜在职业和潜在的职业；和 （3）劳动力能力建设：BEA将增加服务不足的学生的成功 大学茎专业的社区。除了使用独立的第三方评估程序外 评估，我们将生成一个数字和材料资源的存储库，以创建“ in-a-程序” 可以广泛实施的框”，在其他机构不断改进和复制。