The Importance of Building Research Capacityat 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 TCUsThrough 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.

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.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

Community

Learning Communit

y

Informal

Education

?

Tribal-State-Federal

Government

Formal

EducationTribal

Teaching

Community

Learning Community

Informal Education

Tribal Teaching

Community

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)

1900’s- 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

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

To Pursue Research Funding Sources

HONESTY

LOVE FOR

THE TRUTH

RESPECT TOWARD

PEOPLE

BRAVERY

OBEDIANCE TO THE CHIEF

DEVOTIONTO

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