Continuing the Development of TCUs Through the years, TCUs have continuously worked to provide quality education, focused on perpetuating 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.
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.D in 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)
Informal Education $$ Formal Education Tribal Teaching Communit y Learning Communit y Informal Education ? Tribal-State- Federal Government Formal Education Tribal Teaching Community Learning Community Informal Education Tribal Teaching Communit y Learning Communit y Indian Laws Addressing Community/Tribal Needs System of Informal Tribal Education – Dictated by practical needs (Tribe) 1864 - First formal education. Largely for agricultural and industrialization (Jesuits) 1900s- Formal government education takes a foot hold. (US Govt) Indian Laws & Religion
Informal Education ? Tribal-State- Federal Government Formal Education Learning Community 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
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
HONESTY LOVE FOR THE TRUTH LOVE FOR THE TRUTH RESPECT TOWARD PEOPLE RESPECT TOWARD PEOPLE BRAVERY OBEDIANCE TO THE CHIEF OBEDIANCE TO THE CHIEF DEVOTION TO FAMILY 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