It's Contagious! Promoting the Biomedical Workforce Pipeline through Infectious Diseases

它具有传染性！

• 批准号: 10654628
• 负责人: Rosemary Riggs
• 金额: $ 26.14万
• 依托单位: TEXAS BIOMEDICAL RESEARCH INSTITUTE
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-07-01 至 2027-05-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10654628
• 关键词: Academy; Address; Applied Skills; Area; Awareness; Biological Sciences; Biomedical Research; Communicable Diseases; Community of Practice; Country; Data; Data Analyses; Databases; Development; Education; Educational process of instructing; Exposure to; Fostering; Funding; Future; Growth; High School Faculty; High School Student; Hispanic; Hispanic Populations; Industry; Infectious Diseases Research; Instruction; Intervention; K-12 student; Knowledge; Latinx; Leadership; Learning; Measures; Minority; Mission; Modeling; Outcome; Participant; Peer Review; Population; Privatization; Program Development; Research; Research Institute; Research Personnel; STEM career; Science; Science, Technology, Engineering and Mathematics Education; Students; Teacher Professional Development; Texas; Training; biomedical scientist; career; career awareness; cohort; college; data literacy; design; disease transmission; empowerment; experience; fortification; high school; innovation; interest; negative affect; next generation; novel; pedagogy; programs; recruit; research facility; role model; science teacher; skills; skills training; statistics; student participation; teacher; tool; vaccine development; workforce needs

Our Country’s biomedical workforce needs more professionals. In particular there is a grave need to promote diversity within this population. Interventions, from elementary to college, to address this need aim to educate students about opportunities in biomedicine. However, it’s important to note the educators of our future biomedical workforce are often not included in these interventions. The lack of engagement of teachers results in a growing gap in knowledge about the biomedical workforce pipeline and contemporary biomedical research topics which must be remedied. Innovative interventions are needed to expand student exposure to biomedical careers as well as enhance teacher professional development in biomedical research areas. Further, when teachers are provided the tools to apply data literacy to their teaching practices, they are then empowered to maximally engage their students in these novel interventions. The proposed SEPA program, “It’s Contagious! Promoting the Biomedical Workforce Pipeline through Infectious Diseases”, will feature the current science issue of infectious diseases. Using data from infectious disease research and interactions with biomedical researchers the Teachers as Researchers (TaR) program will (Aim 1), engage secondary teachers to create and integrate Classroom To Career Connections (C2C2) activities and supplemental narratives into their classroom instruction (Aim 2). The TaR program will provide data literacy professional development for teachers as they will collect data from the C2C2 activities. TaR cohorts will participate in a Community of Practice (CoP) (Aim 3) where they will apply data literacy skills to evaluate C2C2 activities assessing student knowledge of infectious diseases and apply data outcomes to inform teaching practices. Within the CoP Teachers will engage in discourse with CoP colleagues as they evaluate student data and present data outcomes. Participants will reflect upon how data outcomes from student activities inform decisions regarding their own teaching practices galvanizing data literacy skills that teachers will apply throughout their career. Through these aims, “It’s Contagious! Promoting the Biomedical Workforce Pipeline through Infectious Diseases” will support teachers in their mission as they inspire the next generation of biomedical scientists.

我国的生物医学劳动力需要更多的专业人员，特别是迫切需要促进多样性。 为满足这一需求而对这一人群进行的干预措施旨在教育学生了解相关知识。 然而，值得注意的是，我们未来生物医学劳动力的教育者是 这些干预措施往往不包括教师的参与，导致知识差距不断扩大。 关于生物医学劳动力管道和必须纠正的当代生物医学研究主题。 需要创新的干预措施来扩大学生对生物医学职业的接触并提高教师的水平 此外，为教师提供应用数据素养的工具。 然后，他们能够最大限度地让学生参与这些新颖的干预措施。 拟议的 SEPA 计划“通过传染病促进生物医学劳动力管道”， 将利用传染病研究和相互作用的数据来探讨当前传染病的科学问题。 教师作为研究人员 (TaR) 计划将与生物医学研究人员一起（目标 1），让中学教师参与创造 并将课堂与职业联系 (C2C2) 活动和补充叙述融入课堂 TaR 计划将为教师提供数据素养专业发展，因为他们将收集数据。 来自 C2C2 活动的数据将参加实践社区 (CoP)（目标 3），并在那里进行申请。 评估 C2C2 活动的数据素养技能 评估学生的传染病知识并应用数据结果 在 CoP 内，教师将在评估学生教学时与 CoP 同事进行讨论。 参与者将反思学生活动的数据结果如何影响决策。 关于他们自己的教学实践，激发教师在整个职业生涯中应用的数据素养技能。 通过这些目标，“通过传染病促进生物医学劳动力管道” 将支持教师完成他们的使命，激励下一代生物医学科学家。