NAU publications by CHER
Faculty & staff publications
NAU faculty and staff have the opportunity to publish their findings and knowledge as authors. CHER has many researchers that have been cited multiple times in major publications for their great work. The Center for Health Equity Research has accumulated all faculty publications into one, easy to navigate database.
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Laurila, Kelly; Ingram, Jani C; Briehl, Margaret M; Trotter, Robert Weaving the Web: Evaluation Strategies to Help Native-American Undergraduate Research Training Programs Navigate Students to Success Journal Article CURQ on the Web, 35 (3), pp. 4-11, 2015. @article{Laurila2015, title = {Weaving the Web: Evaluation Strategies to Help Native-American Undergraduate Research Training Programs Navigate Students to Success}, author = {Kelly Laurila and Jani C Ingram and Margaret M Briehl and Robert Trotter}, url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4671630/}, year = {2015}, date = {2015-12-07}, journal = {CURQ on the Web}, volume = {35}, number = {3}, pages = {4-11}, abstract = {Native-American cultures are characterized by strong connections to community, family, and the land. These connections are integrated into Native-American education, resulting in curricula that are different from those in Western educational systems. Differences between Native-American and Western cultures create challenges for those educated in Native-American education systems when they pursue postsecondary education in Western cultures. The under-representation of Native-Americans among those earning degrees reflects both extremely low enrollment rates and generally poor retention rates for Native-American college students (UA 2009). Obstacles for Native-American students include inadequate academic preparation, cultural differences, vague constructs of educational or vocational goals, insufficient financial aid, and social isolation (McClellan et al. 2005). Engaging Native-American students in research is one strategy for overcoming these obstacles and improving their college experience. Here we describe a research-based training program focused on Native-American undergraduates, the evaluation model and process used to evaluate this program, and the paradigm-shifting insights that emerged from the evaluation data.}, keywords = {}, pubstate = {published}, tppubtype = {article} } Native-American cultures are characterized by strong connections to community, family, and the land. These connections are integrated into Native-American education, resulting in curricula that are different from those in Western educational systems. Differences between Native-American and Western cultures create challenges for those educated in Native-American education systems when they pursue postsecondary education in Western cultures. The under-representation of Native-Americans among those earning degrees reflects both extremely low enrollment rates and generally poor retention rates for Native-American college students (UA 2009). Obstacles for Native-American students include inadequate academic preparation, cultural differences, vague constructs of educational or vocational goals, insufficient financial aid, and social isolation (McClellan et al. 2005). Engaging Native-American students in research is one strategy for overcoming these obstacles and improving their college experience. Here we describe a research-based training program focused on Native-American undergraduates, the evaluation model and process used to evaluate this program, and the paradigm-shifting insights that emerged from the evaluation data. |
2015 |
Laurila, Kelly; Ingram, Jani C; Briehl, Margaret M; Trotter, Robert Weaving the Web: Evaluation Strategies to Help Native-American Undergraduate Research Training Programs Navigate Students to Success Journal Article CURQ on the Web, 35 (3), pp. 4-11, 2015. @article{Laurila2015, title = {Weaving the Web: Evaluation Strategies to Help Native-American Undergraduate Research Training Programs Navigate Students to Success}, author = {Kelly Laurila and Jani C Ingram and Margaret M Briehl and Robert Trotter}, url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4671630/}, year = {2015}, date = {2015-12-07}, journal = {CURQ on the Web}, volume = {35}, number = {3}, pages = {4-11}, abstract = {Native-American cultures are characterized by strong connections to community, family, and the land. These connections are integrated into Native-American education, resulting in curricula that are different from those in Western educational systems. Differences between Native-American and Western cultures create challenges for those educated in Native-American education systems when they pursue postsecondary education in Western cultures. The under-representation of Native-Americans among those earning degrees reflects both extremely low enrollment rates and generally poor retention rates for Native-American college students (UA 2009). Obstacles for Native-American students include inadequate academic preparation, cultural differences, vague constructs of educational or vocational goals, insufficient financial aid, and social isolation (McClellan et al. 2005). Engaging Native-American students in research is one strategy for overcoming these obstacles and improving their college experience. Here we describe a research-based training program focused on Native-American undergraduates, the evaluation model and process used to evaluate this program, and the paradigm-shifting insights that emerged from the evaluation data.}, keywords = {}, pubstate = {published}, tppubtype = {article} } Native-American cultures are characterized by strong connections to community, family, and the land. These connections are integrated into Native-American education, resulting in curricula that are different from those in Western educational systems. Differences between Native-American and Western cultures create challenges for those educated in Native-American education systems when they pursue postsecondary education in Western cultures. The under-representation of Native-Americans among those earning degrees reflects both extremely low enrollment rates and generally poor retention rates for Native-American college students (UA 2009). Obstacles for Native-American students include inadequate academic preparation, cultural differences, vague constructs of educational or vocational goals, insufficient financial aid, and social isolation (McClellan et al. 2005). Engaging Native-American students in research is one strategy for overcoming these obstacles and improving their college experience. Here we describe a research-based training program focused on Native-American undergraduates, the evaluation model and process used to evaluate this program, and the paradigm-shifting insights that emerged from the evaluation data. |