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The Importance of Building Research Capacity at Tribal Colleges: What Does Research Mean at a Tribal College ?. TCUP Leaders Forum – January 2014. Purpose. What Does Research Mean at a Tribal College?. “Following in the path of our ancestors”. Continuing the Development of TCUs.
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The Importance of Building Research Capacityat Tribal Colleges:What Does Research Mean at a Tribal College? TCUP Leaders Forum – January 2014
What Does Research Mean at a Tribal College? “Following in the path of our ancestors”
Continuing the Development of TCUs Through the years, TCUs have • continuously worked to provide quality education, • focused onperpetuating Native American cultures • offered an ever widening array of degree options, • realized high graduation rates for Native students compared to mainstream IHEs, • played important roles in strengthening our community, • built infrastructure and developed human resources, • slowly increased our role in conducting research beneficial to our communities and beyond.
Continuing the Development of TCU’s “Re-purposing Traditional knowledge and adding new knowledge”
In the Beginning • Seven years as a research scientist in psychophysics • Studied to become a secondary science teacher specializing in American Indian education • Read many scholarly writings on the benefits of culturally congruent instruction, but little empirical evidence presented
High School Teacher Phase • Noticed the disconnect and lack of self efficacy of Native students for science. • Wrote and was awarded my first grant to enhance my science instruction. • Initiated culturally congruent science courses • Worked extensively with elders, SKC faculty, and tribal STEM professionals • Science test scores rose. • Student science attitudes improved. • Science enrollment rose.
Indigenous Math & Science Institute • Worked with IMSI on several STEM ed projects while on extended maternity leave from teaching • Awarded first NSF grant (LDMTP) to develop science teacher leaders • Designed prototype teacher self report survey to assess frequency of culturally congruent instruction based on literature and conversations with elders. • Found substantive increases in CCI in project teachers but the mystery remained: **Does increased CCI correlate with increased science achievement for American Indian students?**
Doctorate Begins • Awarded NSF - CLT Fellowship to pursue doctorate in science education research • Worked with faculty and grad students from five western IHEs on research and evaluation projects focusing equity in education • Joined professional groups that were focusing on Indigenous Education issues like CCI
NSF-MSP • Collaborated with CLT faculty to write NSF-MSP proposal for Big Sky Science Partnership • Awarded grant to research efficacy of science teacher leadership in improving American Indian students’ science achievement • Non hierarchical partnership between science faculty, tribal elders and professionals and elementary teachers, enabling relationship building and symbiotic growth
NSF-MSP Continued • Conducted extensive project evaluation and research – mixed methods, rigorous design • Utilized CBPR methods with elders, teachers, faculty – identifying research priorities, designing research, etc. • Validated the Culturally Congruent Instruction Survey (dissertation project) • Developed instruments, PD model, built theory, gathered empirical evidence of efficacy of CCI • Disseminated results widely
NSF – Geoscience • Awarded grant to develop culturally congruent geoscience curriculum materials – Flathead Geoscience Education Project • Worked with MSP teachers to conduct small research study on efficacy of CCI in improving geoscience achievement • Found significantly larger gains in achievement in treatment versus comparison group classrooms • MSP-Noyce fellow developed FGEP supplement
TCUP - STEEP • Grant to develop a secondary science teacher ed program at SKC • Based on theoretical framework developed in previous research projects • Faculty PD on learning theory and research based science pedagogy • Faculty funding for course development • Project evaluation will result in model of teacher preparation for American Indian science teachers • Plan to study impacts of American Indian science teachers on American Indian students’ science achievement
TCUP-BPR • Collaboratively written TCUP-BPR proposal with science faculty members • Feedback on proposal at QEM workshop • Continues study of efficacy of CCI, this time at the college level • Partnered with SKC faculty, elders, and tribal STEM professionals in designed based, mixed methods research project • Collaborative planning, faculty PD, course development, data collection and analyses
In the Beginning • Graduated from SKC in 2000 (BS Enviro. Sci. & BA Native American Human Services). • Funding Strand • EPA Cooperative education grant • SKC Scholarships • Cultural/Community Strand • Chose to attend SKC because the schools cultural ideology and community based nature.
In the Beginning • Graduated from UM in 2006 (MS Geology) • Funding/Research Strand • EPA STAR program (Fellowship) • DOE – INRA Subsurface Science Research Institute (SSRI) (Stipends) • NSF funded EPSCOR – LRE (Research Funding) • American Geological Institute (Scholarship) • NSF funded SAPAI program (Fellowship) • Cultural/ Community Strand • Fill a role in community • Fill the lack of support to native students to enter graduate school • Personal and family goal – pave the way for my children • Making historical cultural activities culturally relevant today
Doctorate Education • Completed all course requirements for Ph.Din GeoScience at UM in 2008. • Funding/Research Strand • DOE – INRA Subsurface Science Research Institute (SSRI) (Stipends) • NSF funded EPSCOR – LRE (Faculty/Student Research Funding) • American Geological Institute (Scholarship) • NSF funded SAPAI program (Fellowship) • Cultural/ Community Strand • Gain more experience and credentials – Cultural anthropologist • Provide SKC with additional Western Science certified instructors • Increase chances of getting hired at SKC
Doctorate Education • Currently Ed.D Candidate UM Curriculum and Instruction. • Funding/Research Strand • NSF funded SAPAI program (Fellowship) • NSF Funded National PETE (Faculty Research) • AICF – Faculty Research Fellowship • NSF – SKC RAISE • Cultural/ Community Strand • Making historical cultural activities culturally relevant today • Increased skill in effective teaching methods at SKC to meet mission/vision • Service to students • Personal research agenda (Native science and learning)
Salish – Pend d’Oreille - Kootenai Informal Education Salish – Pend d’Oreille - Kootenai Salish – Pend d’Oreille - Kootenai Informal Education Informal Education Formal Education Formal Education Tribal Teaching Community Tribal Teaching Community Learning Community Learning Community $$ Tribal Teaching Community Learning Community ? Tribal-State-Federal Government Indian Laws Addressing Community/Tribal Needs Indian Laws & Religion System of Informal Tribal Education – Dictated by practical needs (Tribe) 1864 - First formal education. Largely for agricultural and industrialization (Jesuits) 1900’s- Formal government education takes a foot hold. (US Govt)
Informal Education Salish - Pend D' Oreille - Kootenai - Heritage Formal Education Learning Community ? Tribal-State-Federal Government Tribal Teaching Community “The college curriculum should be culturally-derived and appropriate for the Indian population being served; and the learning methods and experiences should be informed by Indian culture.” American Indian Higher Education Consortium (AIHEC, 1972)
Addressing Community/Tribal Needs • Engaging all stakeholders in research • Identifying issues important to the community • Designing and conducting culturally congruent research • Using findings to benefit the community
As a Learning/Teaching Tool “Using Modern Science as a tool and Traditional worldview as the foundation”
As a Learning/Teaching Tool • Cross disciplinary courses & research projects • Culture and community based research • Faculty and professionals mentoring students in conducting research • Student led research as a degree requirement • Funding for faculty course development & PD • Research as part of program assessment • Using results to improve programs • Collaboration with expert others
To Pursue Research Funding Sources HONESTY OBEDIANCE TO THE CHIEF LOVE FOR THE TRUTH RESPECT TOWARD PEOPLE BRAVERY DEVOTION TO FAMILY
To Pursue Research Funding Sources • Identifying questions/designing studies that are fundable • Building theory within the prioritized discipline • Disseminating results • Identifying questions for expanding theory through future research