Author(s):
NEED:Research shows (Ladyzhets, 2020; Funk and Parker, 2018) there is a globally documented need for the contributions of Black and Hispanic students in the innovative scientific domains of psychology, such as neuropsychology and neuroscience. Faculty at the Borough of Manhattan Community College (BMCC), a 2-year college that is part of the City University of New York (CUNY) system, were awarded a National Science Foundation (NSF) grant with the goal to increase the participation of Under-Represented Minority (URM) students in STEM-based neuroscience and neuropsychology programs and careers. CURRICULUM PATHWAY DEVELOPMENT:A STEM-based track in psychology was developed informed by instructional pedagogy that promotes science-based education within the context of academic supplemental instruction, cohort models, and student support. (Campbell, 2007; Walton & Cohen, 2011; Henson and Shelley, 2003). The curriculum revised the required introductory psychology course to include more neuropsychology content. A new Brain and Behavior course was also developed. The curriculum required students to complete Introduction to Psychology, Brain and Behavior, Behavior Statistics, Cognitive Psychology and Research in Psychology courses. Other psychology courses became curriculum electives. In addition, students are required to take two upper-level Biology courses and two upper-level Mathematics courses. All courses integrated academic, cognitive, and noncognitive skills for which faculty were trained during a faculty development Summer Institute as well as Supplemental Instruction.RESEARCH QUESTIONS:The goals of this curriculum development were (1) to study how the inclusion of a STEM track in a Psychology degree program can increase retention, persistence to graduation, and successful transfer of URM students to 4-year college neuroscience and neuropsychology degree programs and careers; and (2) to cultivate psychology students that i) are well prepared for their STEM-based classes, ii) have the confidence to persist in a 4-year neuroscience and neuropsychology-focused degree, iii) have a positive outlook for neuroscience and neuropsychology-focused careers, and iv) facilitate culturally relevant contributions of Black and Hispanic professionals in neuroscience, neuropsychology, and cognitive science as they impact health, economic, and social structures.OUTCOMES:The co-PIs investigated how the inclusion of a STEM track in a Psychology degree program can increase retention, persistence to graduation, and successful transfer of URM students to senior college neuroscience degree programs and careers. Using both quantitative and qualitative data they assessed and evaluated student outcomes including GPA, retention, transfer, and continued commitment to STEM career pathways. Student surveys and faculty and student focus group data were collected during each semester.BROADER INTEREST:The findings from this project demonstrate how early exposure of URM students to the biological and psychological sciences can provide a solid foundation that will contribute to their successful transition into a 4-year neuroscience degree pathway as well as STEM related careers. This degree program also serves as a model for other community colleges in the STEM education community and has the potential to have a positive impact on the well-being of minoritized populations who to date have not been well represented in psychological science careers.
Coauthors
Sangeeta Bishop, Borough of Manhattan Community College (BMCC), City University of New York (CUNY); Janice Walters, Borough of Manhattan Community College (BMCC), City University of New York (CUNY)
