June 26, 2011
June 26, 2011
June 29, 2011
Minorities in Engineering
22.120.1 - 22.120.9
A Unique University-Tribal College Collaboration to Strengthen Native American Pathways to STEM EducationThe authors and colleagues have been engaged in strengthening the STEM education pathwaysin the North Dakota Reservations for the past eleven years through several activities. The focusof the activities have been at the interaction of tribal high school, tribal college, mainstreamuniversities and engineering profession stakeholders to facilitate the recruitment, education andsupport of tribal students to acquire and hone the skills that will allow them to enter theengineering profession. Throughout this period the collaborative activities were carried out in aculturally sensitive and supportive fashion. Collaborative activities started with one tribal collegein the State and developed to its full scope when all five tribal colleges joined the effort. One onone university-tribal college collaboration is not uncommon. However, this collaboration isunique in engaging the two mainstream universities, all the five tribal colleges, and Reservationhigh schools in the State. The student pathways are engaged at various entry points: middle andhigh school, tribal college, and universities and also at different personnel levels: administrators,faculty, and high school teachers. All of the activities such as Sunday academies, summer camps,and research mentoring were developed collaboratively with input from tribal college anduniversity faculty and high school teachers. Such a collaborative approach allowed us to developactivities common to all participating sites and at the same time to retain the unique needs of theindividual sites. This approach also provided a leveraging of engineering professors’ time forcontent vs. the tribal high school instructors’ efforts on student connections and deliverypedagogy. Another unique feature is that we were successful in having some of the students whoparticipated in these activities aid the process as peer mentors/ instructors. For example some ofthe college students who benefited from this program earlier were helping us in the high schoolsummer camps. This paper will summarize the experience of the authors with the university-tribal college collaborative effort over the last eleven years: how did it all start, where does itstand now, and what lessons did we learn.
Padmanabhan, G., & Pieri, R. V., & Davis, C. (2011, June), A Unique University-Tribal College Collaboration to Strengthen Native American Pathways to STEM Education Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. https://peer.asee.org/17402
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