June 15, 2014
June 15, 2014
June 18, 2014
Community Engagement Division
24.1047.1 - 24.1047.15
Restoring Water, Culture, and Relationships; A Community Based Participatory Research Approach Studies indicate community engagement and support for education is a promisingapproach to motivate students and increase academic success rates. Tribal communities however,generally distrust the research process used to inform educational methods. One-way researchersare developing and strengthening partnerships with tribal communities is through Community-based Participatory Research (CBPR), an approach that "equalizes" and engages the communityin research, by relying on a partnership to carry out the research and realize goals. This paper provides a case study where a CBPR approach was utilized to facilitate athree-year NSF-funded grant between a University and a tribal community. The grant focuses ontribal youth in grades 4-6 with the overall goal of developing an indigenous Science,Technology, Engineering, and Math (STEM) workforce by improving student knowledge andattitudes about STEM. To achieve these goals, an informal STEM curriculum wascollaboratively developed that integrates western science, indigenous knowledge, history, andlocal environmental topics through a “place-based” pedagogical experience. Working with tribalteachers and community members, the curriculum was implemented in a place of tribalsignificance, allowing tribal youth an opportunity to engage and learn about the relevance ofSTEM in their community by developing engineering solutions to local environmental problems. The objective of this case study is to describe how the CBPR was utilized to; 1) developcommunity partnerships 2) develop and implement an engineering curriculum, and 3) evaluatethe effectiveness of curriculum to support grant goals based on both student and communityassessments. Preliminary results of this qualitative evaluation indicate that while the engineeringeducational activities provided youth with a deeper understanding of STEM in their owncommunity, the tribal community felt the partnership with the university was not equal andshould be stronger. Since the program began in fall 2012, this paper summarizes year onefindings as well lessons learned through the CBPR process and plans for future modifications tofurther strengthen the partnership.
Navickis-Brasch, A. S., & Kern, A. L., & Fiedler, F., & Cadwell, J. R., & Laumatia, L., & Haynie, K. C., & Meyer, C. (2014, June), Restoring Water, Culture, and Relationships: Using a Community-Based Participatory Research Methodology for Engineering Education Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--22980
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