Promoting Diversity: Access And Engagement In Biomedical
Sylvia Hurtado
University Of California Los Angeles Office Of Research Administration Los Angeles, Ca 90095
Grant 1R01GM071968-01 from National Institute Of General Medical Sciences IRG: ZGM1
Abstract: Research has shown that institutions that recruit and graduate racial/ethnic minority students make an investment in the overall health of minority communities. Similarly, racial/ethnic minority researchers in the health sciences are likely to ask questions that impact their respective populations of origin. This will be a key long term outcome of the project. The specific aim of this comprehensive national project is to examine underrepresented student access to resources and forms of engagement that result in outcomes (skills, dispositions, and behaviors) necessary for a research career in the biomedical and behavioral sciences. The study draws on data from over 700 institutions that regularly participate in surveys at college entry, after the first year of college, and at the fourth year of college. This allows to monitor the experiences of a large number of African American, Hispanic/Latino, and Native American students at key transition points. Since institutions also receive their data on entering freshmen, and can participate in subsequent follow-ups, another aim is to encourage campuses to use the data and share findings on their own campuses with faculty in related disciplines. In an attempt to encourage broader conceptions of talent and its development in preparation for research careers, a study of introductory courses will also help determine whether students grades are associated with the skills and dispositions needed for research career.
Keywords: career, health science research potential, minority health professional, university student, African American, Hispanic American, Native American, curriculum, experience, clinical research, focus group, human subject
Project start date: 2004-09-05
Project end date: 2008-08-31
1R01GM071968-01 (2004): $331785
Sponsored Links Excellgen http://Excellgen.com
Grants awarded to Sylvia Hurtado
POST-COLLEGE PATHWAYS: A LONGITUDINAL STUDY OF BIOMEDICAL AND BEHAVIORAL SCIENCE
Sylvia Hurtado
University Of California Los Angeles, Office Of Research Administration, Los Angeles, Ca 90095
Grant 5R01GM071968-07 from National Institute Of General Medical Sciences
Abstract: The proposed project examines the educational and career pathways of students aspiring to biomedical and behavioral science research careers, addressing their experiences with diversity and socialization in becoming a scientist, access to resources, and engagement in academic settings at the undergraduate and graduate levels. With a strong foundation and preliminary empirical work already completed, the project plans post-baccalaureate data collection to understand the key transition points that college students experience along the path to a research career. Baseline data were collected in Fall 2004 on 70,249 students from 694 institutions with an initial interest (i.e., probable field of study at the start of freshman year) in biomedical or behavioral science majors. Basing the sample on the number of underrepresented student aspirants, a random comparative, student sample was selected from 160 colleges and universities and were followed up through the end of their first year of college and the fourth year of college. Funds are requested to return to the original sample for data collection at the fifth year after college entry to identify an additional 12,129 students who were retained in the major and to follow the post-college pathways of 41,347 students into graduate or professional school, post-baccalaureate programs, and work-related experiences in BBS fields. This seven-year longitudinal study accounts for student predispositions and abilities, socialization, and preparation at different types of colleges to determine significant college experiences that result in desired outcomes, including retention in the major, graduation, and application and enrollment in graduate school. Multilevel modeling techniques will help determine the significant contributions of psychological and college environmental factors (including participation in NIH programs) that prepare students for research careers
Keywords: Academia; Accounting; Active Follow-up; Address; Arts; Baccalaureate Degree; Bachelor`s Degree; Behavioral Sciences; Biological; CCL7; CCL7 gene; Censuses; Chemistry; Communities; Data; Data Collection; Development; Education; Educational aspects; Enrollment; Environmental Factor; Environmental Risk Factor; Ethnic and Racial Minorities; Ethnic group; Faculty; Foundations; Funding; Goals; Health; Industry; Institution; Knowledge; Lead; Longitudinal Studies; MARC; MCP-3; MCP3; Mentors; Methods and Techniques; Methods, Other; Minority; Minority Groups; Minority-Serving Institution; NC28; NIH; National Institutes of Health; National Institutes of Health (U.S.); Outcome; Participant; Pathway interactions; Pb element; Performance; Predisposition; Preparation; Professional Practice; Programs (PT); Programs [Publication Type]; Recovery; Research; Research Resources; Resources; Role; SCYA7; Sampling; Schools; Science; Science of Chemistry; Scientist; Socialization; Socializations; Students; Survey Instrument; Surveys; Susceptibility; Talents; Techniques; Underrepresented Minority; United States National Institutes of Health; Universities; Work; base; career; college; college student; comparative; enroll; environmental risk; experience; experiment; experimental research; experimental study; falls; field study; follow-up; graduate student; health care professional practice; heavy metal Pb; heavy metal lead; high school; improved; interest; long-term study; methods to study multiple-level influences; multilevel analysis; multilevel model; multilevel modeling; pathway; peer; programs; psychologic; psychological; racial and ethnic; racial and ethnic disparities; racial/ethnic; research study; science education; social; social role; under-represented minority; underserved minority; university student
Project start date: 2004-09-05
Project end date: 2012-08-31
Budget start date: 1-SEP-2010
Budget end date: 31-AUG-2011
PFA/PA: RFA-GM-08-005
5R01GM071968-07 (2010): $633051
5R01GM071968-06 (2009): $310705
2R01GM071968-05 (2008): $418281
INTRODUCTORY STEM COURSES: SORTING, HARVESTING, OR NURTURING STUDENT TALENT
Sylvia Hurtado
University Of California Los Angeles, Office Of Research Administration, Los Angeles, Ca 90095
Grant 5RC1GM090776-02 from Office Of The Director, National Institutes Of Health
Abstract: The proposed project examines campus structures, pedagogical strategies, and student experiences that facilitate student learning, retention in science, and skill development in introductory STEM courses. Specific attention is given to how these structures and experiences affect the scientific learning and development of underrepresented racial minority students given their increased attrition rates in STEM fields. Additionally, this project seeks to identify alternative measures of student success that go beyond course grades, as early empirical evidence from a current project has shown that course grades are not significantly related to the skills and dispositions necessary for future success in science. Funds are requested to expand the sample from our original study that focused on distinguishing between performance (grades), prior academic preparation, and the essential habits of mind for scientific work in introductory courses. We intend to survey more than 6,000 students across 75 introductory science and math courses at 15 different institutions to learn about the different strategies being utilized that effectively foster students´ scientific learning and skills. Following these surveys, we will visit eight of these campuses to conduct interviews and focus groups with students and faculty to examine how campuses are organized for undergraduate learning in science as well as a more in- depth view of student experiences in introductory courses. Advanced statistical techniques, such as hierarchical linear modeling and structural equation modeling, will help determine the significant contributions of psychological, behavioral, pedagogical, and classroom environmental factors (as well as between institution differences) that affect student learning in introductory science courses. The project plans to work directly with intervention programs targeted at improving student performance in introductory coursework and will disseminate findings via the web. Despite best intentions in practice and recent innovations, the sciences continue to experience high attrition rates, particularly in students´ first and second years of college and specifically among underrepresented racial minority students. This critical juncture influences both the expansion and diversity of individuals entering STEM majors and careers. This study seeks to address and expand the unique campus strategies, pedagogical practices, and student experiences that lead to successful development of the skills and dispositions necessary for continuation through the college science pipeline
Keywords: Address; Affect; Attention; Behavioral; Behavioral Sciences; Development; Education; Educational aspects; Educational process of instructing; Engineering; Engineerings; Environment; Environmental Factor; Environmental Risk Factor; Equation; Faculty; Focus Groups; Fostering; Funding; Future; Gatekeeping; Habits; Harvest; Individual; Inequality; Institution; Internet; Intervention; Intervention Strategies; Interview; Knowledge; Lead; Learning; Left; Linear Models; Mathematics; Measures; Methods and Techniques; Methods, Other; Mind; Minority; Modeling; Pb element; Performance; Preparation; Programs (PT); Programs [Publication Type]; Research; Sampling; Science; Scientist; Sorting - Cell Movement; Structure; Students; Survey Instrument; Surveys; Talents; Teaching; Techniques; Technology; Time; Training; Underrepresented Minority; Visit; WWW; Woman; Work; base; career; college; environmental risk; experience; gatekeeper; heavy metal Pb; heavy metal lead; improved; innovate; innovation; innovative; insight; instructor; interest; intervention program; interventional strategy; meetings; optimism; peer; postiive attitude; programs; psychologic; psychological; science education; skills; sorting; stem; success; under-represented minority; underserved minority; web; world wide web
Relevance: Relevance of Research Despite best intentions in practice and recent innovations, the sciences continue to experience high attrition rates, particularly in students´ first and second years of college and specifically among underrepresented racial minority students. This critical juncture influences both the expansion and diversity of individuals entering STEM majors and careers. This study seeks to address and expand the unique campus strategies, pedagogical practices, and student experiences that lead to successful development of the skills and dispositions necessary for continuation through the college science pipeline
Project start date: 2009-09-30
Project end date: 2011-08-31
Budget start date: 1-SEP-2010
Budget end date: 31-AUG-2011
PFA/PA: RFA-OD-09-003
5RC1GM090776-02 (2010): $437859
1RC1GM090776-01 (2009): $389523
Promoting Diversity: Access And Engagement In Biomedica*
Sylvia Hurtado
University Of California Los Angeles Office Of Research Administration Los Angeles, Ca 90095
Grant 5R01GM071968-04 from National Institute Of General Medical Sciences IRG: ZGM1
Abstract: Research has shown that institutions that recruit and graduate racial/ethnic minority students make an investment in the overall health of minority communities. Similarly, racial/ethnic minority researchers in the health sciences are likely to ask questions that impact their respective populations of origin. This will be a key long term outcome of the project. The specific aim of this comprehensive national project is to examine underrepresented student access to resources and forms of engagement that result in outcomes (skills, dispositions, and behaviors) necessary for a research career in the biomedical and behavioral sciences. The study draws on data from over 700 institutions that regularly participate in surveys at college entry, after the first year of college, and at the fourth year of college. This allows to monitor the experiences of a large number of African American, Hispanic/Latino, and Native American students at key transition points. Since institutions also receive their data on entering freshmen, and can participate in subsequent follow-ups, another aim is to encourage campuses to use the data and share findings on their own campuses with faculty in related disciplines. In an attempt to encourage broader conceptions of talent and its development in preparation for research careers, a study of introductory courses will also help determine whether students grades are associated with the skills and dispositions needed for research career.
Keywords: career, health science research potential, minority health professional, university student, African American, Hispanic American, Native American, curriculum, experience, clinical research, focus group, human subject
Project start date: 2004-09-05
Project end date: 2008-08-31
5R01GM071968-04 (2007): $431178
3R01GM071968-02S1 (2006): $65779
5R01GM071968-03 (2006): $442504
5R01GM071968-02 (2005): $408480