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: 10056228
• 负责人: HOLLY M. BROWN-BORG
• 金额: $ 10.69万
• 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 2021-12-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10056228
• 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; Goals; Health; Health Professional; Health Sciences; Health Status; Healthcare; High School Faculty; High School Student; Knowledge; Laboratories; Laboratory Research; Learning; Link; Medicine; Methods; Neurosciences; Neurosciences Research; North Dakota; Outcome; Problem Solving; Process; Professional Education; Program Development; Questionnaires; Research; Research Personnel; Research Project Grants; Research Technics; Resources; School Teachers; 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 planning; educational atmosphere; experience; experimental study; high school; holistic approach; interest; junior high school; learning community; learning strategy; medical schools; pedagogy; peer support; programs; rural area; science education; science teacher; skills; social; social skills; summer research; teacher; 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; Goals; Health; Health Professional; Health Sciences; Health Status; Healthcare; High School Faculty; High School Student; Knowledge; Laboratories; Laboratory Research; Learning; Link; Medicine; Methods; Neurosciences; Neurosciences Research; North Dakota; Outcome; Problem Solving; Process; Professional Education; Program Development; Questionnaires; Research; Research Personnel; Research Project Grants; Research Technics; Resources; School Teachers; 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 planning; educational atmosphere; experience; experimental study; high school; holistic approach; interest; junior high school; learning community; learning strategy; medical schools; 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 health 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, but 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 high school students, in an effort to help them overcome some of the obstacles they face on the path to entering science fields and becoming healthcare professionals. The Indians Into Medicine: Native Educator University Research Opportunity in Neuroscience (INMED: NERUOscience) 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 aims to bring 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 will help teachers identify ways to effectively translate laboratory research into inquiry-based, engaging learning opportunities for students. The INMED: NEUROscience Research Education 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 authentic 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 health care. 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健康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，但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高中生的信心，以帮助他们 克服他们进入科学领域并成为医疗保健的道路上所面临的一些障碍 专业人士。印第安人进入医学：神经科学的土著教育家大学研究机会 （INMED：Neruoscience）是一项全面的专业发展计划，是一项协作的努力 利用神经科学研究人员，教育教师和美洲印第安人的优势 专业人士提供一种既具有科学驱动又具有文化敏感的整体方法。 inmed： 神经科学的目的是使美国印第安部落中学和高中的教师聚集在一起：（1） 在神经科学实验室进行研究，以更深入地了解科学过程； （2） 相互联系以获得同伴支持，并与生物医学教育教师进行教学支持；和 （3）利用美洲印第安人支持专业人士的社会和文化资源 支持。这些组件共同帮助教师确定有效翻译实验室的方法 研究基于询问的学生的学习机会。 INMED：神经科学 研究教育计划围绕整合科学知识过程的一般主题 和STEM学习概念通过神经科学的八周夏季研究经验。 研究项目将使教师对“科学方法”和研究技术的真实使用， 有针对性的科学教学法培训将跟进，以创建变革性的学习活动。 在实验室中，教师以明确的方式为教师提供了科学内容，同时增加了教学 他们创建，实施和反思他们在课堂上的课程计划时的知识和技能。 评估计划结合了许多方面，这些方面既有显式和嵌入式内容交付 方法。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，该计划将促进教师的有效实施 科学进程进入教室，导致基于询问的科学课程，这促进了学术 成就并为学生提供更多机会，以寻求科学和医疗保健领域的职业。结果 该计划将增加对有效的科学专业发展经验的理解 多元化学习者的老师。