Administrative Supplement - Curriculum Development for Bridges to the Baccalaureate

1个程序摘要 2将亚利桑那州美洲原住民学生与学士学位项目联系起来，这一建议的家长奖 3增刊，提供了对美国印第安人/阿拉斯加原住民(AI/AN)2年制学生需求的见解 4自2012年成立以来。家长计划旨在增加AI/AN学生的数量 5个联邦承认的部落在完成生物医学和行为科学的学士学位 6北亚利桑那大学(NAU)通过为来自 7科科尼诺社区学院(CCC)，学术健全，高度吸引人，无缝连接。这个 8个补充将与AI/AN合作开发侧重于研究的课程规划 9个种群。课程将涵盖部落国家之间的健康差异，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)和责任 11开展研究(RCR)培训。我们的目标是通过a)评估来跟踪过程和学习结果 12在线系统中参与者通过指标与课程内容的参与和互动 13自动评估(例如，使用频率和持续时间)，并收集以下方面的定性反馈 14)每个课程单元，以及b)通过管理知识前和知识后评估来评估知识收获 每个模块15个。拟议的补编涉及提供成功的研究和培训的迫切需要。 在标准的在线课程中提供16项职业发展活动和资源。这门课程将是 17侧重于职业过渡和规划、最佳指导实践、文化敏感性、人工智能/榜样 18在人工智能/人工智能健康差距研究背景下开展的活动。本课程将以以前使用过的课程为基础 19在桥到文凭和美洲原住民癌症预防伙伴关系内的规划U54 20个资助的癌症差异课程侧重于从文凭到博士水平的AI/AN学生。 21最近新冠肺炎大流行带来的挑战为我们的人工智能/人工智能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 23美国人均新冠肺炎发病率自3月以来仍处于定期严格封锁 24 2020年。这向我们的计划提出了为我们的 远程环境中的25名学生，并为他们提供笔记本电脑和远程热点等设备 26.加强农村互联网接入。这场流行病促使土著学生参与到 27个生物医学或健康科学职业。本课程将为未来的人工智能/人工智能提供可持续的资源 28个桥梁学生和他们的导师，可以在远程和面对面的环境中教授，并适应 29满足我们学生的需要。 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