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: 10544544
• 负责人: HOLLY M. BROWN-BORG
• 金额: $ 10.7万
• 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/10544544
• 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; Experimental Designs; Face; Faculty; Feedback; Fostering; Health Status; Healthcare; High School Faculty; Knowledge; Laboratories; Laboratory Research; Learning; Link; Medicine; Mentors; Methods; Middle School Faculty; Neurosciences; Neurosciences Research; Outcome; Problem Solving; Process; Professional Education; Program Development; Questionnaires; Research; Research Methodology; 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; Tribes; Universities; Work; arm; biomedical scientist; career; cohort; community building; community setting; cultural competence; design; education research; educational atmosphere; experience; high school; holistic approach; interest; junior high school; learning community; learning engagement; 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.

项目总结/摘要 美国印第安人在医学和生物医学职业领域的代表性大大不足，这与美国印第安人的比例相当。 健康状况不成比例地低下。对K-12 STEM教育的广泛研究证实， 在科学方面，从很小的时候就开始了，需要在整个初中和高中阶段不断培养。 学校吸引学生主修科学。在神经科学实验室的真实研究体验 有能力提高教师的能力，创造吸引人的，有意义的学习环境 这激发，支持，并在美国印第安学生灌输信心，努力帮助他们克服 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。的 印度人进入医学：神经科学的本土教育家大学研究机会（INMED： 神经科学）是一个全面的专业发展计划，是一个协作的努力绘图 依靠神经科学研究人员、教育教师和美国印第安人支持专业人员的力量， 提供一种既以科学为导向又对文化敏感的整体方法。INMED：神经科学带来了 美国印第安部落中学和高中的教师一起：（1）进行神经科学研究 实验室，以获得更深入的了解科学的过程;（2）相互联系，为同行 支持，并与生物医学教育学院的教学支持;（3）借鉴经验， 美国印第安人支持专业人员的社会和文化支持资源。所有这些 组件帮助教师确定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。神经科学研究教育计划 围绕整合科学知识和STEM学习概念的过程的总主题 通过为期八周的神经科学暑期研究经历。这些研究项目将揭露 教师在现实世界中使用的“科学方法”和研究技术，这将是后续的 有针对性的科学教学法培训，以创建变革性学习活动。为教师提供 在实验室中以明确的方式学习科学内容，同时在学习过程中提高他们的教学知识和技能， 在课堂上创建，实施和反思他们的课程计划。评估计划包括许多 这些方面检查了显式和嵌入式内容交付方法。数据采集包括 问卷调查、教学演示、直接观察、教案评估和非正式 讨论。总体而言，该方案将促进教师有效实施科学转化的过程 他们的教室，导致探究为基础的科学课程，促进学术成就，并提供 学生有更多的机会在科学和医疗保健领域寻找职业。该计划的结果将增加 对不同类型教师有效的科学专业发展经验的理解 学习者