Administrative Supplement - Curriculum Development for Bridges to the Baccalaureate

1程序摘要 2连接亚利桑那州土著美国学生学士学位课程，这一建议的家长奖 3补充，提供了深入了解美国印第安人/阿拉斯加原住民（AI/AN）2年制学生的需求 4自2012年成立以来。家长计划旨在增加AI/AN学生的数量， 5个联邦承认的部落完成生物医学和行为科学学士学位， 6北方亚利桑那大学（NAU）通过为来自美国的学生提供独特的过渡计划， 7科科尼诺社区学院（CCC）是学术健全，高度参与和无缝。的 8补充将合作开发课程编程，重点是与AI/AN的研究 9人口。课程将涵盖部落民族之间的健康差异，在部落之间进行研究， 10个国家，研究方法，科学写作，详细的个人发展计划（IDP）和负责任 11研究的开展（RCR）培训。我们的目标是通过以下方式跟踪过程和学习成果：a）评估 12在线系统中的参与者通过度量参与课程内容并与课程内容互动 13自动评估（例如，使用频率和持续时间），并收集关于 B）通过管理知识前和知识后评估来评估知识获得 每个模块15个。拟议的补编解决了提供成功的研究和 标准在线课程中包含16项职业发展活动和资源。该课程将是 17人专注于职业过渡和规划，最佳指导实践，文化敏感性，AI/AN角色模型 在AI/AN健康差异研究背景下开展的18项活动。该课程将建立在以前使用的课程 19在学士学位之桥和美洲土著人癌症预防伙伴关系U 54内制定方案 20资助的癌症差异课程侧重于从学士学位到博士学位的AI/AN学生。 21最近COVID-19大流行带来的挑战为我们的AI/AN学生提供了关键需求。大部分 22我们的参与者是纳瓦霍民族的注册成员，该民族被发现拥有最高的 美国人均COVID-19发病率为23例，自3月以来一直处于定期严格封锁状态 24 2020.这就给我们的计划提出了一个巨大的需求，即为我们的 25名学生在一个远程环境，以及为他们提供设备，如笔记本电脑和远程热点， 26.加强农村地区的互联网接入。这一流行病促使土著学生参与 27个生物医学或健康科学职业。该课程将为未来的AI/AN提供可持续的资源 28桥梁的学生和他们的导师，可以在远程和面对面的设置，并适应 29、学生的需求 30

1 Program Abstract 2 Bridging Arizona Native American Students to Bachelor’s Degrees program, the parent award of this proposed 3 supplement, has provided insights into the needs of American Indian/Alaska Native (AI/AN) 2-year students 4 since its inception in 2012. The parent program is designed to increase the number of AI/AN students from 5 federally recognized tribes completing baccalaureate degrees in the biomedical and behavioral sciences at 6 Northern Arizona University (NAU) by providing a unique transition program for students originating from 7 Coconino Community College (CCC) that is academically sound, highly engaging and seamless. The 8 supplement will be collaboratively develop curricular programming focused on research with AI/AN 9 populations. Coursework will cover health disparities among tribal nations, conducting research among tribal 10 nations, research methods, scientific writing, detailed Individual Development Plans (IDP) and Responsible 11 Conduct of Research (RCR) training. We aim to track both process and learning outcomes by a) assessing 12 participation and interaction with the course content by the participants in the online system through metrics 13 automatically assessed (for example, frequency of use and duration) and collecting qualitative feedback on 14 each course module, and b) assessing knowledge gain by administering pre-and post-knowledge assessments 15 for each module. The proposed supplement addresses an urgent need to provide successful research and 16 career development activities and resources in a standard, online curriculum. This curriculum would be 17 focused on career transitions and planning, best mentorship practices, cultural sensitivity, AI/AN role model 18 activities in the context of AI/AN health disparities research. The course will build on previously used curricular 19 programming within Bridges to Baccalaureate and the Partnership for Native American Cancer Prevention U54 20 funded cancer disparities curriculum focused on AI/AN students from the Baccalaureate to Doctoral levels. 21 Recent challenges with the COVID-19 pandemic have provided critical needs for our AI/AN students. Most of 22 our participants are enrolled members of the Navajo Nation, which has been found to have the highest 23 incidence of COVID-19 per capita in the United States and remains on regular strict lockdowns since March 24 2020. This has presented our program with a tremendous need to provide effective programming for our 25 students in a remote environment as well as provide them with equipment like laptops and remote hotspots to 26 enhance internet access in rural areas. This pandemic has motivated indigenous students to engage in 27 biomedical or health science careers. This curriculum will provide a sustainable and resource for future AI/AN 28 Bridges students and their mentors that can be taught in remote and face-to-face settings and be adapted to 29 the needs of our students. 30