Presentation: 2025 ND EPSCoR Annual conference
October 21, 2025, NDSU Memorial Union, Fargo, North Dakota
Not Just for Students: Summer Research Experiences Enhance Teachers’ Knowledge, Skills, and Engagement in STEM
Sarah
Sletten
Associate Professor
University of North Dakota
Co authors: Dawn Cleveland PhD Department of Biomedical Sciences, University of North Dakota, Grand Forks, ND, USA, Daniel Henry PhD Department of Indigenous Health, University of North Dakota, Grand Forks, ND, USA, Ryan Summers PhD Department of Teaching, Leadership, and Professional Practice, University of North Dakota, Grand Forks, ND, USA
Session
Concurrent Presentation Session B, Group 3
Hidatsa Room
Rural and tribal schools face hurdles in providing the high-quality STEM education students need to thrive in a science-driven world. A pressing challenge is attracting and retaining qualified science teachers. Even in schools fortunate enough to have science coverage, it is often provided by a single teacher responsible for every subject area, including topics outside their own academic expertise or interests. Compounding the challenge, most science teacher prep programs do not require authentic research experiences, leaving even trained science teachers without a firsthand understanding of scientific discovery. Targeted professional development is a key strategy for boosting confidence and engagement among educators teaching science. The Indians Into Medicine: Native Educator University Research Opportunity in Neuroscience at the UND School of Medicine & Health Sciences immerses teachers from rural and tribal schools in authentic research experiences. Teachers are supported by interdisciplinary teams and work alongside scientists in active biomedical laboratories, combining hands-on research training with pedagogy workshops and culturally grounded instruction. Teachers then bring real-world science back to their classrooms, invoking change. This change is evidenced by the 15 teachers who have completed the program since 2019, with reports of increased confidence explaining complex scientific concepts, greater engagement with research, and a stronger ability to connect classroom learning to real-world science. The INMED: NEUROscience model illustrates the power of teacher research experiences as a professional development tool. Professional development programs should consider embedding educators in research environments to inspire the next generation of STEM learners