Bridging the gap by Stefanie Lade Almost every night I find my roommate Nicole poring over a large paperback book. Every once in awhile she’ll look up and ask me a question like, “Have you heard of Eastern Virginia Medical School?” Sometimes she’ll stumble out of her room with bleary eyes and a medical school application essay in hand and ask me to proofread it. I have seen her buckle down for the MCAT and every other physics, chemistry and biology exam that has been part of her preparatory coursework. She’s preparing for a career in the medical field, which can be a difficult journey requiring discipline and guidance. As a white woman; however, she has the benefit of many women who have gone before her, mentors and advisers to direct her as she pursues her goal. Not all students have the benefit of a multiplicity of mentors like Nicole does. Walk into a hospital or read a scientific journal. How many of the names belong to an American Indian man or woman? Very few. About six years ago American Indian and Alaskan native research scientists acknowledged a gap in research training and acknowledged the need to facilitate education for interested American Indian students. As a result, the Native American Research Center for Health (NARCH) was launched at 11 sites around the country, including a Wisconsin branch, the Great Lakes NARCH. The Great Lakes NARCH and the Great Lakes Inter-Tribal Council (GLITC), headquartered in the northwoods village of Lac du Flambeau, teamed up with six other regional medical and educational institutions to respond to the need for educational development. These institutions collaboratively created the innovative Student Development Program, a student program that aims to create opportunities for more American Indians in science and medicine by providing hands-on experience for students to explore opportunities in these fields. Efforts include providing guidance to students throughout their educational careers and offering opportunities for training in health care issues affecting American Indians. Equipped with specialized education and experience, these students may be a unique resource to their tribes and communities in the future. This goal is pursued in three phases: high school advising and youth conferences, research opportunities for college students at the American Indian Science Scholars Program and focused internships. The first step of this program focuses on information and advising, suggesting pathways for students to explore. American Indian or Alaskan native students ages 14 to 17 interested in science and medicine can find out which courses and exams will prepare them for college. NARCH also offers a one-week Wisconsin Indian Youth Conference (WIYC) in collaboration with one of their partner institutions, UW-Stevens Point. UW-Stevens Point has planned this conference for the last 15 years to serve the tribal community. The WIYC presents a wide variety of experiences for students to explore scientific fields before college. Sharon Cloud, director of UW-Stevens Point Native American Center and conference coordinator, says the unique structure of the conference borrows from both American Indian tradition and modern methods. “The afternoon sessions with elders tend to bring out the old ways in reference to discipline, respect and other issues. The regular classroom activities reinforce what the students see in school or can expect in college.” While designed to be an academic resource, the conference goes well beyond the classroom. Throughout the conference students participate in fitness instruction, multicultural lectures, social mixers, college admissions presentations and campus tours. Storytelling from tribal elders, discussions on American Indian history and culture and academic advising are also part of the program. The goal is to blend a balance of values from two cultures. “We deal with social issues, personal issues, healthy living issues, academics, culture and anything else we can cover to help the students cope and learn more about themselves and others,” said Cloud. “This is a traditional teaching philosophy in many cultures.” The Student Development Program’s second phase, the American Indian Science Scholars Program held at UW-Milwaukee, is a one-week summer program providing undergraduates opportunities to observe and participate in scientific research. “Students participate in lab activities as if they were in class and are given opportunities to use equipment in a lab setting,” said Karen Goulet, coordinator of the Student Development Program. In the final phase, undergraduates are able to take all the information and experience they have gained through prior programs and put it into action. A group of 11 to 12 students are selected to participate in summer-long research internships dealing with American Indian health issues. The program has formal partnerships with UW-Madison, UW-Milwaukee and the Mayo Clinic in Rochester, Minn., but students can visit other facilities if the research matches their interests. “There are a variety of opportunities. We have campus lab settings such as the UW-Milwaukee Water Institute, or the Great Lakes Epi Center. We had students working in tribal communities and in urban settings,” said Goulet. UW-Madison senior Aubrey Skenandore knows the benefits of a targeted internship. Despite her busy student schedule and an important organic chemistry test the following week, Aubrey readily described her experiences as an intern in the Spirit of Eagles cancer research program. Originally launched at the Mayo Clinic in 2001, the Spirit of Eagles now runs a program in the UW Comprehensive Cancer Center, where Aubrey started last summer and has been continuing her research throughout the school year “Their goal is to discover cancer rates in different communities, which ones, and how to combat it,” Aubrey said. “Cancer has been something prominent in my family; I thought it was something I could focus toward.” Other recent projects include research on dietary protective factors found in zebra fish, obesity prevention in American Indian youth and research on reproductive health options. Aubrey’s current continuing research focuses on the connection between exercise and cancer rehabilitation. When she learned of the opportunity to find an internship through the Student Development Program, she and Karen Goulet worked together to find a position to match her interest in cancer research and pursuit of a career in physical therapy. “They were extremely helpful in finding something that works for me, I’ll actually be working with a physical therapist,” Aubrey said. Goulet noted that one of the strengths of the internship placement program is its wide variety of opportunities. “The range for the internships is quite diverse,” she said. “It's filling a lot of needs in a lot of places.” According to Goulet, students often find satisfaction and gratitude in working to support their communities. “Students have all gained experiences that have been meaningful for them academically and in professional goal development. I have seen students make decisions to pursue further education and to better define career goals,” said Goulet. Now, after three years, program leaders are preparing to see some of the first graduates step into the job market and into their American Indian communities prepared to address specific health care issues. Armed with a good education and extensive guided training, as well as the bonds and values of their communities, students like Aubrey will be among the first physicians and researchers who have the skills to help their tribes and communities.
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