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.

项目摘要/摘要 美洲印第安人在医学和生物医学职业领域的人数大大不足，对应于 健康状况不成比例。 K-12 STEM教育的广泛研究证实了学生的兴趣 科学从很小的时候开始，需要在整个中间和次级中不断培养 吸引学生进入科学专业的学校。神经科学实验室的真实研究经验 有能力提高教师创造参与和有意义的学习环境的能力 这种兴奋，支持和灌输对美洲印第安学生的信心，以帮助他们克服 他们在进入科学领域并成为STEM专业人士的道路上所面临的一些障碍。这 印第安人进入医学：神经科学的本地教育家大学研究机会（INMED： 神经科学）是一项全面的专业发展计划，是一项协作努力 关于神经科学研究人员，教育学院和美洲印第安人支持专业人士的优势， 提供一种既具有科学驱动又具有文化敏感的整体方法。 Inmed：神经科学带来 美洲印第安部落中学和高中的教师一起：（1）在神经科学领域进行研究 实验室，以更深入地了解科学过程； （2）彼此连接以进行同伴 支持，并获得生物医学教育教师的教学支持； （3）借鉴经验和 美洲印第安人的资源为社会和文化支持提供支持。在一起，这些 组件可帮助教师确定有效地将实验室研究转化为基于询问的， 吸引学生学习机会。 INMED：神经科学研究教育计划计划 围绕整合科学知识和STEM学习概念的一般主题 通过神经科学的八周夏季研究经验。研究项目将暴露 教师对“科学方法”和研究技巧的现实使用，这将由 有针对性的科学教学法培训以创建变革性学习活动。提供老师 科学内容在实验室中以明确的方式，同时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 研究明确和嵌入式内容传递方法的方面。数据收集包括 问卷，教学演示，直接观察，课程计划评估和非正式 讨论。总体而言，该计划将促进教师对科学进程的有效实施 他们的教室，导致基于询问的科学课程，这促进了学术成就和负担 学生有更大的机会来寻找科学和医疗保健方面的职业。该程序的结果将添加 了解潜水员教师有效的科学专业发展经验 学习者。