Indians into Medicine: Native Educator University Research Opportunity in Neuroscience (INMED: NEUROscience)

印度人进入医学：本土教育大学神经科学研究机会（INMED：神经科学）

• 批准号: 10372778
• 负责人: HOLLY M. BROWN-BORG
• 金额: $ 10.8万
• 依托单位: UNIVERSITY OF NORTH DAKOTA
• 依托单位国家: 美国
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-01-01 至 2026-12-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10372778
• 关键词: Academic achievement; Address; Age; American Indians; Biomedical Research; Country; Curiosities; Data Collection; Development; Education; Educational Curriculum; Educational Models; Educational process of instructing; Evaluation; Face; Faculty; Feedback; Fostering; Health Status; Healthcare; High School Faculty; Knowledge; Laboratories; Laboratory Research; Learning; Link; Medicine; Mentors; Methods; Neurosciences; Neurosciences Research; Outcome; Problem Solving; Process; Professional Education; Program Development; Questionnaires; Research; Research Personnel; Research Project Grants; Research Technics; Resources; Schools; Science; Science, Technology, Engineering and Mathematics Education; Scientist; Secondary Schools; Students; Techniques; Thinking; Time; Training; Translating; Tribal School; Universities; Work; arm; base; biomedical scientist; career; cohort; community setting; cultural competence; design; education research; educational atmosphere; experience; experimental study; high school; holistic approach; interest; junior high school; learning community; learning strategy; pedagogy; peer support; programs; rural area; science education; science teacher; skills; social; social skills; summer research; teacher

Project Summary/Abstract American Indians are greatly underrepresented in medicine and biomedical career fields, corresponding to a disproportionately low health status. Extensive research in K-12 STEM education confirms that student interest in science starts at an early age, and needs to be continually fostered throughout the middle and secondary school to attract students to science majors. An authentic research experience in a neuroscience laboratory has the capability to increase a teacher's capacity to create engaging, and meaningful learning environments that excite, support, and instill confidence in American Indian students, in an effort to help them overcome some of the obstacles they face on the path to entering science fields and becoming STEM professionals. The Indians Into Medicine: Native Educator University Research Opportunity in Neuroscience (INMED: NEUROscience) is a comprehensive professional development program that is a collaborative effort drawing on the strengths of neuroscience researchers, education faculty, and American Indian support professionals, to provide a holistic approach that is both science-driven and culturally sensitive. INMED: NEUROscience brings teachers in American Indian tribal middle and high schools together to: (1) conduct research in neuroscience laboratories to gain a deeper understanding of the process of science; (2) connect with each other for peer support, and with biomedical education faculty for pedagogical support; and (3) draw on the experience and resources of American Indian support professionals for social and cultural support. Together, these components help teachers identify ways to effectively translate laboratory research into inquiry-based, engaging learning opportunities for students. The INMED: NEUROscience Research Education Program Plan revolves around a general theme of integrating the process of science knowledge and STEM learning concepts through an eight-week summer research experience in neuroscience. The research projects will expose teachers to the real-world use of the “scientific method” and research techniques, which will be followed-up by targeted science pedagogy training to create transformative learning activities. Teachers are provided with science content in an explicit manner in the lab, while growing their pedagogical knowledge and skills as they create, implement, and reflect on their lesson plans in the classroom. The evaluation plan incorporates many aspects that examine both explicit and embedded content delivery methods. Data collection includes questionnaires, teaching demonstrations, direct observations, lesson plan evaluation, and informal discussions. Overall, the program will promote teachers' effective implementation of the process of science into their classrooms, leading to inquiry-based science courses, which foster academic achievement and afford students a greater opportunity to seek out careers in science and healthcare. Results of this program will add to the understanding of effective science professional development experiences for teachers of diverse learners.

项目概要/摘要 美洲印第安人在医学和生物医学职业领域的代表性严重不足，对应于 健康状况极低。对 K-12 STEM 教育的广泛研究证实，学生的兴趣 科学素养从小就开始，需要在中学和中学阶段不断培养 学校吸引学生选择理科专业。神经科学实验室的真实研究体验 有能力提高教师创造引人入胜且有意义的学习环境的能力 激发、支持和灌输美国印第安学生的信心，努力帮助他们克服困难 他们在进入科学领域和成为 STEM 专业人士的道路上面临的一些障碍。这 印度人进入医学：本土教育大学神经科学研究机会（INMED： NEUROscience）是一项综合性专业发展计划，是一项协作努力的成果 凭借神经科学研究人员、教育工作者和美洲印第安人支持专业人员的优势， 提供既以科学为驱动又具有文化敏感性的整体方法。 INMED：神经科学带来 美洲印第安部落中学和高中的教师共同：（1）进行神经科学研究 实验室以更深入地了解科学过程； (2) 为peer互相连接 支持，以及生物医学教育教师的教学支持； (3) 借鉴经验 美洲印第安人支持专业人员的资源，提供社会和文化支持。在一起，这些 组件帮助教师找到有效地将实验室研究转化为基于探究的方法 为学生提供学习机会。 INMED：神经科学研究教育计划计划 围绕整合科学知识过程和 STEM 学习概念的总主题 通过为期八周的神经科学夏季研究经历。研究项目将揭露 教师在现实世界中使用“科学方法”和研究技术，后续将 有针对性的科学教育学培训，以创造变革性的学习活动。为教师提供 在实验室中以明确的方式学习科学内容，同时增长他们的教学知识和技能 在课堂上制定、实施和反思他们的课程计划。评估计划包含许多内容 检查显式和嵌入式内容交付方法的方面。数据收集包括 问卷调查、教学演示、直接观察、课程计划评估和非正式 讨论。总体而言，该计划将促进教师有效实施科学的过程 他们的课堂，导致基于探究的科学课程，促进学术成就并负担得起 学生有更多机会寻求科学和医疗保健领域的职业。该计划的结果将添加 帮助不同背景的教师了解有效的科学专业发展经验 学习者。