| NSF Org: |
DRL Division of Research on Learning in Formal and Informal Settings (DRL) |
| Recipient: |
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| Initial Amendment Date: | April 20, 2012 |
| Latest Amendment Date: | April 8, 2014 |
| Award Number: | 1139657 |
| Award Instrument: | Continuing Grant |
| Program Manager: |
Julia Clark
DRL Division of Research on Learning in Formal and Informal Settings (DRL) EDU Directorate for STEM Education |
| Start Date: | April 15, 2012 |
| End Date: | May 31, 2016 (Estimated) |
| Total Intended Award Amount: | $1,076,499.00 |
| Total Awarded Amount to Date: | $1,076,499.00 |
| Funds Obligated to Date: |
FY 2013 = $346,758.00 FY 2014 = $366,810.00 |
| History of Investigator: |
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| Recipient Sponsored Research Office: |
875 PERIMETER DR MOSCOW ID US 83844-9803 (208)885-6651 |
| Sponsor Congressional District: |
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| Primary Place of Performance: |
1031 N. Academic Way Coeur d'Alene ID US 83814-5497 |
| Primary Place of
Performance Congressional District: |
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| Unique Entity Identifier (UEI): |
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| Parent UEI: |
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| NSF Program(s): | ITEST-Inov Tech Exp Stu & Teac |
| Primary Program Source: |
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| Program Reference Code(s): |
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| Program Element Code(s): |
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| Award Agency Code: | 4900 |
| Fund Agency Code: | 4900 |
| Assistance Listing Number(s): | 47.076 |
ABSTRACT
The University of Idaho proposes to engage 90 students in grades 4-6 and six teachers on two neighboring Indian Reservations in science, technology, engineering, and mathematics (STEM) learning through culturally-based and content rich experiences and activities focusing on the large watershed shared by the tribes. The project will deliver a summer and after-school programs for the Coeur d'Alene Reservation. Students will create a "virtual watershed", a web-based site comprised of an interactive map, which will provide geospatial locations of social, cultural, and scientific significance. The proposal is centered on two guiding frameworks, Critical Pedagogy of Place and Adventure Learning. These established frameworks provide a sound foundation for program activities and evaluation. Critical Pedagogy of Place is relevant to the Native American Students in the program. Adventure Learning, with an inquiry-based approach, is well-suited to STEM education. The evaluation is both formative and summative.
The project aims to enhance STEM content understanding, improve attitudes toward STEM careers, and assist in building community partnerships. A design-based approach to STEM instruction using current technology will be used to give students a hands-on culturally based foray into the world of STEM professionals. An Adventure Learning environment will be created allowing students at both tribal locations to share their experiences by uploading data, stories, learning experiences, and thoughts, in real time.
PUBLICATIONS PRODUCED AS A RESULT OF THIS RESEARCH
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PROJECT OUTCOMES REPORT
Disclaimer
This Project Outcomes Report for the General Public is displayed verbatim as submitted by the Principal Investigator (PI) for this award. Any opinions, findings, and conclusions or recommendations expressed in this Report are those of the PI and do not necessarily reflect the views of the National Science Foundation; NSF has not approved or endorsed its content.
Respect, relationship, reciprocity, and responsibility highlight the outcomes for the Back to the Earth (BTTE) project. However, there are some key outcomes observed in the summer youth STEM camps. The youth participating in the summer camps gained experience in collaboration around inquiry-based group activities (including use of iterative design process), developed physical skills, and gained an understanding of the intertwined nature of STEM and their culture. Overall they displayed an increased positive attitude towards STEM and tribal values (such as caring for the earth), with an overall positive attitude about study in STEM in the future. Additionally, significant evaluation results (survey-based) included gains in feeling connected to place (places where the camps were held), knowing the history of the place, understanding how to collect water quality information, and being able to make a good model for restoring things in nature. Youth interviews indicated that they felt much more connected with their communities, and were excited to learn about their historical language, water, environmental history, and environmental restoration.
Other significant outcomes include those made by the project team in their efforts to develop culturally relevant STEM curriculum and to provide rich camp experiences. During this process, some very deep lessons were learned about tribal-university partnerships. At the very beginning of the project, it was significantly important the project research team put effort in to build relationships with tribal members and communities, including learning about the Tribe’s history, protocols, values, and other culturally significant issues. These lessons brought about deep reflective practices on the parts of many UI team members and a respect for less traditional instructional practices that highlight Indigenous ways of knowing and learning.
Of particular significance, throughout the BTTE project, The University Research Team had come to recognize and better understand the sovereignty of our tribal partners and communities, compelling us to nurture these relationships in a good way. In doing so, it has been essential that we respect and honor the community’s Traditional Knowledge as intellectual property. As with the intellectual property of any group, such as a corporate entity or individual, the dissemination of sensitive and confidential Traditional Knowledge must be preserved and be the purview of stakeholders.
A major outcome that situates the BTTE project, highlighting the partnership with the Tribal communities, is the development of a formal agreement between the University and Tribal partners. To respect the Traditional Knowledge and partnership with the Tribes, data dissemination and management oversight is within the Tribal communities. The data management and dissemination agreement authorizes the Tribe’s Council or appropriate representative, to grant approval for dissemination and distribution of any relevant data related to the Tribe, sensitive or otherwise. Thus, each Tribal community will determine what protected Traditional Knowledge should be and when it can be disseminated.
Last Modified: 08/21/2016
Modified by: Anne L Kern
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