Salish Kootenai College RISE III Program Plan

萨利什库特奈学院 RISE III 项目计划

• 批准号: 8686150
• 负责人: DOUGLAS K STEVENS
• 金额: $ 36.17万
• 依托单位: SALISH KOOTENAI COLLEGE
• 依托单位国家: 美国
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-08-01 至 2019-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8686150
• 关键词: Accreditation; Achievement; Address; Advisory Committees; Agreement; Associate Degree; Award; Bachelor' s Degree; Benchmarking; Biological Sciences; Body Size; Commit; Communication; Critical Thinking; Development; Diabetes Mellitus; Doctor of Philosophy; Education; Educational Curriculum; Effectiveness; Enrollment; Environmental Pollution; Evaluation; Faculty; Funding; Goals; Health; Heart Diseases; Indian reservation; Institution; Internships; Joints; Knowledge; Lead; Leadership; Life; Link; Logic; Mainstreaming; Mathematics; Measurable; Measures; Mentors; Methodology; Modeling; Montana; National Institute of General Medical Sciences; Native Americans; Obesity; Outcome Assessment; Polychlorinated Biphenyls; Population; Qualifying; Quantitative Reasoning; Research; Research Infrastructure; Reservations; Resources; Role; Salish Kootenai College; Science; Scientist; Series; Students; Techniques; Training; Tribes; Underrepresented Minority; Validation; Work; base; design; experience; high school; improved; literacy; meetings; member; programs; prospective; public health relevance; skills; social; social integration; success; teacher; tribal college; undergraduate research

DESCRIPTION (provided by applicant): Salish Kootenai College (SKC) is a tribal college located on the Flathead Indian Reservation in western Montana. SKC currently offers thirteen Bachelor's degree programs, eleven Associate's degree programs, and seven Certificate of Completion programs. Typically, the student body size averages approximately 900 - 1000 students and 50 - 100 Tribes are represented in any given academic year. This proposal is a renewal of an NIGMS RISE first awarded to SKC in 2006 (SKC RISE I) and renewed in 2010 (SKC RISE II). It has been designed to significantly impact the numbers of Native American students entering into biomedical science PhD programs. The major accomplishment resulting from the last RISE (SKC RISE II), as well as a now expired NSF- TCUP award was the establishment and accreditation of the SKC BS (Life Sciences) degree. This is the first bioscience-based Bachelor's degree to be offered at a tribal college and its continued support is critical to increasing numbers of Native students entering biomedical science PhD programs at mainstream institutions. This is, therefore, the overarching goal of this new RISE renewal. Associated with this program under SKC RISE II has been the development of an extensive partnership network for placing students in outside, research-intensive summer internships, an elevation in the quality of the student undergraduate research being performed at SKC, as recognized by several awards at national science meetings, and a continuation of the Native American scientist seminar series. SKC graduated its first student from this program in 2012 and enrollment over its short, 2-year life has been increasing. This new BS (Life Sciences) degree utilizes a student success logic model based on education research findings. This model includes strong academic and social integration activities, both of which have been shown to be important in underrepresented minorities succeeding in the sciences. In addition to these two components, two new additional components have been developed and proposed as refinements of this proven model. These are "professionalization" activities and "cultural validation". Retained in the model is: continued expansion of inquiry-based coursework using recognized educational best practices, comprehensive research lab experience with intensive one-on-one student mentoring, development of critical thinking, presentation skills and participation in national science meetings, all within the cultural framework of a tribal college tat promotes program retention. Included in this improved model is the proposed development of more "place-based" curriculum content, and more ways of linking curriculum to "traditional ways of knowing", both of which are important components to Native students' recruitment and retention, and best delivered from a tribal college perspective. Working in concert with this RISE III proposal are other, synergistic SKC programs, such as a new NSF-STEEP-funded BS (Secondary Education) to train Native high school science teachers and two pending NSF TCUP proposals - one for Secondary Math teachers and one proposal to train students in state-of-the-art techniques, (GC-MS), for the analysis of environmental contaminants such as PCBs. This proposal also includes a comprehensive evaluation plan to track the success of the program, as well as a very qualified and committed External Advisory Committee to provide program oversight and guidance.

描述（由申请人提供）：萨利什库特奈学院 (SKC) 是一所部落学院，位于蒙大拿州西部弗拉特黑德印第安人保留地。 SKC 目前提供 13 个学士学位课程、11 个副学士学位课程和 7 个结业证书课程。通常，任何特定学年的学生人数平均约为 900 - 1000 名学生和 50 - 100 个部落。 该提案是对 2006 年首次授予 SKC（SKC RISE I）并于 2010 年更新（SKC RISE II）的 NIGMS RISE 的更新。它的目的是显着影响进入生物医学科学博士课程的美国原住民学生的数量。上一届 RISE（SKC RISE II）以及现已过期的 NSF-TCUP 奖项的主要成就是 SKC BS（生命科学）学位的建立和认证。这是部落学院提供的第一个基于生物科学的学士学位，其持续支持对于越来越多的土著学生进入主流机构进入生物医学科学博士课程至关重要。因此，这是这次新的 RISE 更新的总体目标。与 SKC RISE II 项目相关的是，开发了一个广泛的合作伙伴网络，为学生提供外部研究密集型暑期实习机会，提高了 SKC 学生本科研究的质量，并获得了 SKC 多个奖项的认可。全国科学会议，以及美洲原住民科学家研讨会系列的延续。 SKC 于 2012 年从该项目中毕业了第一名学生，在其短暂的两年生命周期内，入学人数一直在增加。 这个新的理学学士（生命科学）学位利用基于教育研究结果的学生成功逻辑模型。这种模式包括强有力的学术和社会融合活动，这两者都已被证明对于代表性不足的少数群体在科学领域取得成功非常重要。除了这两个组件之外，还开发并提出了两个新的附加组件，作为此经过验证的模型的改进。这些是“专业化”活动和“文化验证”。该模型保留了：使用公认的教育最佳实践继续扩展基于探究的课程作业、通过密集的一对一学生指导提供全面的研究实验室经验、批判性思维的发展、演讲技巧和参加国家科学会议，所有这些都在部落学院的文化框架促进了课程的保留。这个改进的模型包括建议开发更多“基于地方”的课程内容，以及更多将课程与“传统认知方式”联系起来的方法，这两者都是本地学生招收和保留的重要组成部分，并且最好交付从部落学院的角度来看。与 RISE III 提案相配合的是其他协同 SKC 计划，例如 NSF-STEEP 资助的新 BS（中学教育），用于培训本土高中科学教师，以及两项待决的 NSF TCUP 提案——一项针对中学数学教师，另一项针对中学数学教师。建议对学生进行最先进的技术（GC-MS）培训，以分析多氯联苯等环境污染物。该提案还包括一个全面的评估计划来跟踪该计划的成功，以及一个非常合格和忠诚的外部咨询委员会来提供计划监督和指导。