Grant Anne D, Swan Katherine, Wu Ke, Plenty Sweetgrass-She Kills Ruth, Hill Salena, Kinch Amy
Mathematics, University of Montana, Missoula, MT, United States.
Office of Research and Creative Scholarship, University of Montana, Missoula, MT, United States.
Front Psychol. 2022 Feb 11;12:734290. doi: 10.3389/fpsyg.2021.734290. eCollection 2021.
Faculty members in science, technology, engineering, and mathematics (STEM) disciplines are typically expected to pursue grant funding and publish to support their research or teaching agendas. Providing effective professional development programs on grant preparation and management and on research publications is crucial. This study shares the design and implementation of such a program for Native STEM faculty (NAF-STEM) from two tribal colleges and one public, non-tribal, Ph.D. granting institution during a 3-year period. The overall development and implementation of the program is centered on the six R's Indigenous framework - Respect, Relationship, Representation, Relevance, Responsibility, and Reciprocity. The role of NAF-STEM and their interactions with the program, as members of the community formed by their participation, impacted the program. Their practices and the program co-emerged over time, each providing structure and meaning for the other. Through such reciprocity, NAF-STEM and the program research team continually refined the program through their mutual engagement. They took on the shared responsibility of the program while they participated in and shaped its practices. The process and results of formative and summative assessment and the impact of COVID-19 on the program are reported. Results of the program offer lessons on the implementation of six R's framework in professional development at institutions of higher education.
科学、技术、工程和数学（STEM）学科的教师通常需要争取资助资金并发表论文，以支持他们的研究或教学计划。提供关于资助申请准备与管理以及研究论文发表的有效专业发展项目至关重要。本研究分享了一个针对来自两所部落学院和一所公立非部落博士授予机构的本土STEM教师（NAF-STEM）的此类项目在三年期间的设计与实施情况。该项目的整体开发与实施以六个“R”的本土框架为核心，即尊重、关系、代表性、相关性、责任和互惠。作为因参与而形成的社区成员，NAF-STEM的角色及其与该项目的互动对项目产生了影响。随着时间的推移，他们的实践与项目共同发展，彼此都为对方提供了结构和意义。通过这种互惠，NAF-STEM和项目研究团队通过相互参与不断完善项目。他们在参与并塑造项目实践的同时，承担起项目的共同责任。报告了形成性和总结性评估的过程与结果以及新冠疫情对该项目的影响。该项目的结果为高等教育机构专业发展中六个“R”框架的实施提供了经验教训。
