Adapting Summer Education Programs for Navajo Students: Resilient Teamwork.

Area of Science:

• Public Health Education
• Indigenous Health Research
• Multicultural Health Approaches

Background:

• The Navajo Native American Research Center for Health Partnership (Navajo NARCH) planned two summer programs in 2020: the Summer Research Enhancement Program (SREP) for undergraduates and the Indigenous Summer Enhancement Program (ISEP) for high schoolers.
• Both programs primarily serve Navajo students within the Navajo Nation and focus on health research methods, health professions, and leadership development.
• The COVID-19 pandemic necessitated a shift to fully online delivery for both SREP and ISEP, impacting program structure and student engagement.

Purpose of the Study:

• To explore the adaptation process undertaken by instructional teams to maintain a supportive, multicultural learning environment for health research programs delivered online.
• To identify and address challenges associated with transitioning in-person summer health programs to a virtual format.
• To evaluate the effectiveness of remote strategies in facilitating meaningful research and practicum experiences for students.

Main Methods:

• The Navajo NARCH team organized workshops for staff and instructors to prepare for online instruction and address anticipated challenges.
• Key challenges identified included technological difficulties, social disconnectedness, maintaining student engagement, and facilitating virtual practicum research experiences.
• The study involved adapting program delivery to an online platform (Zoom™) while focusing on collaborative and holistic approaches.

Main Results:

• Program adaptations were successful in preserving the supportive and multicultural focus of the SREP and ISEP programs.
• The instructional team effectively established remote social connections with students, fostering engagement despite physical distancing.
• Students received meaningful research and practicum experiences through the implemented online strategies.

Conclusions:

• The transition to online delivery for health research and professional development programs can be successful with careful planning and adaptation.
• Collaborative and holistic approaches are crucial for overcoming challenges in remote education, particularly for Indigenous student populations.
• Maintaining social connections and engagement is vital for providing effective and meaningful learning experiences in virtual academic settings.