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University Of North Dakota - One of the best experts on this subject based on the ideXlab platform.
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UND summer undergraduate students present research
UND Scholarly Commons, 2016Co-Authors: University Of North DakotaAbstract:GRAND FORKS, N.D.—Fifty undergraduates present the results of their labors this summer at the University of North Dakota School of Medicine and Health Sciences Summer Undergraduate Research Experience poster session from 9:00 a.m. to noon on Thursday, August 4, on the second floor of the new School of Medicine and Health Sciences building at 1301 North Columbia Road. For the past 10 weeks, students from UND, as well as from rural and Tribal Colleges in Minnesota, North Dakota, and across the nation have conducted research and participated in a number of related educational opportunities. Students participated, shoulder-to-shoulder, with their mentor scientists from the UND Department of Biology, the UND Department of Civil Engineering, the UND SMHS Departments of Pathology and Biomedical Sciences, Cankdeska Cikana Community College, and the UND SMHS Center for Rural Health. Funding for the students came from a variety of organizations, including the National Institutes of Health, National Science Foundation, U.S. Department of Health and Human Services, and the Office of the Dean at the UND School of Medicine and Health Sciences. The students conducted biomedical research with scientists whose work has implications in the areas of neurological disease, cancer, diabetes, drug addiction, heart disease, and aging. Other research projects involved studying environmental influences on biological organisms. One of the goals of the summer research program is to provide students with the opportunity to work side-by-side with an established research scientist. An additional goal is to recruit students from rural and Tribal Colleges for future participation in UND undergraduate and graduate programs. The program included students from North Dakota state community Colleges and several high schools. The summer research program is designed ultimately to bolster the workforce pipeline of biomedical research scientists and healthcare professionals. Students receive specific laboratory training. In weekly professional development sessions, the undergraduates learn how to responsibly conduct research, what is required in graduate and medical school application processes, and scientific writing. At the end of the summer, the students present their work in a research poster session. In addition to the University of North Dakota, this year’s participants are from Central Valley High School, Buxton, N.D.; the College of Idaho, Caldwell, Idaho; College of St. Benedict/St. John’s University, St. Joseph, Minn.; Concordia College, Moorhead, Minn.; Dakota College of Bottineau, Bottineau, N.D.; Drake-Anamoose High School, Drake, N.D.; Hillsboro High School, Hillsboro, N.D.; King University, Bristol, Tenn.; Millersville University, Millersville, Pa.; Presentation College, Aberdeen, S.D.; Sacred Heart High School, East Grand Forks, Minn.; Sinte Gleska University, Mission, S.D.; St. Olaf College, Northfield, Minn.; United Tribes Technical College, Bismarck, N.D.; University of Denver, Denver, Colo.; University of Illinois, Urbana-Champaign, Ill.; University of Jamestown, Jamestown, N.D.; University of Mary, Bismarck, N.D.; Wayne State College, Wayne, Neb.; and York College, York, Neb. The students and their hometowns are the following: Alex Stone , Aberdeen, S.D. Tyler Fahy , Anamoose, N.D. Zackary Dent , Barnesville, Minn. Christian Peltier , Belcourt, N.D. Kayana Trottier , Belcourt, N.D. Kelsa Didier-Mills , Bellwood, Neb. Brett Alberts , Bismarck, N.D. Nikola Ves , Bottineau, N.D. Miranda Goodman , Bristol, Tenn. Arianna Riley , Buxton, N.D. Ben Mueller , Cummings, N.D. Nicholas Smith , Danbury, Wis. Abbie Sondeland , Edinburg, N.D. Katlin Schmitz , Elk River, Minn. Andrew Hao , Fargo, N.D. Kirsten Schumacher , Fargo, N.D. Steven Russel , Farmington, Minn. Natisha Corum , Grafton, N.D. Alexis Antonenko , Grand Forks, N.D. Eric Millette , Grand Forks, N.D. Flint Devine , Grand Forks, N.D. Paige Goodman , Grand Forks, N.D. Valerie Doze , Grand Forks, N.D. Paige Freeberg , Hampton, Minn. Megan Braun , Hastings, Minn. Sarai Seymour , Lake Worth, Fla. Jack Warner , Lampeter, Pa. Micah Kerney , Mandan, N.D. Olivia Thorleifson , Manitou, Manitoba Erika Scheibe , Meridian, Idaho Lane Vendsel , Minot, N.D. Nora Rimatzki , Minot, N.D. Howard Fuller , Mission, S.D. Alyssa Brown , Ogallala, Neb. Mathew Cox , Olympia, Wash. Ashley Detlaff , Palos Heights, Ill. Harmoni Bahr , Rapid City, S.D. Todd Andersen , Rogers, Minn. Eleanor Swenson , St. Paul, Minn. Brandon Narum , Stanley, N.D. Mickayla DuFresne-To , Stillwater, Minn. Seth Arntz , Thompson, N.D. Cassidy Peterson , Velva, N.D. Alexa Ward , White Bear Lake, Minn. Danielle Germundson , Williston, N.D. Natasha Marama , Willow City, N.D. Nathalie Marama , Willow City, N.D. Daniel Sayler , Wishek, N.D
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UND summer undergraduate students present biomedical research
UND Scholarly Commons, 2014Co-Authors: University Of North DakotaAbstract:GRAND FORKS, N.D.—Fifty-seven undergraduates present the results of their labors this summer at the University of North Dakota School of Medicine and Health Sciences 2014 Summer Undergraduate Research Experience poster session from 9 a.m. to noon on Thursday, August 7, in the Vennes Atrium of the School. The public is invited. For the past 10 weeks, students from UND as well as rural and Tribal Colleges in Minnesota, North Dakota, and across the nation have conducted research and participated in a number of related educational opportunities. Students participated, shoulder-to-shoulder, with their mentor scientists from the UND Department of Biology, the UND SMHS Departments of Pathology and Basic Sciences, and the UND SMHS Center for Rural Health. Funding for the students came from a variety of organizations, including the National Institutes of Health, National Science Foundation, U.S. Department of Health and Human Services, and the Office of the Dean at the UND School of Medicine and Health Sciences. The students conducted biomedical research with scientists whose work has implications in the areas of neurological disease, cancer, diabetes, drug addiction, heart disease, and aging. One of the goals of the summer research program is to provide students with the opportunity to work side-by-side with established research scientists. An additional goal is to recruit students from rural and Tribal Colleges for future participation in UND undergraduate and graduate programs. The summer research program is designed ultimately to bolster the workforce pipeline of biomedical research scientists and health care professionals. Students receive specific laboratory training. In weekly professional development sessions, the undergraduates learn how to responsibly conduct research, what is required in graduate and medical school application processes, and scientific writing. At the end of the summer, the students present their work in a research poster session. In addition to the University of North Dakota, this year\u27s participants are from Cankdeska Cikana Community College, Fort Totten, N.D.; Turtle Mountain Community College, Belcourt, N.D.; Bay Path College, Longmeadow, Maine; Central Michigan University, Mount Pleasant, Mich.; McCook Community College, McCook, Neb.; Mississippi Valley State University, Itta Bena, Miss.; Peru State College, Peru, Neb.; St. Mary\u27s University, San Antonio, Texas; and the University of Arizona, Tucson. The students and their hometowns are the following: Colton Delonais , Aberdeen, S.D. Austin Ganje , Ada, Minn. Mitch Sand , Andover, Minn. Mathew Gerving , Beach, N.D. Aleesha Azure , Belcourt, N.D. Leah Bercier , Belcourt, N.D. Roderick Bruce , Belcourt, N.D. Jenna Desjarlais , Belcourt, N.D. Sloan Henry , Belcourt, N.D. James Lindgren , Belcourt, N.D. Robert Longie , Belcourt, N.D. Laine Lyons , Belcourt, N.D. Jaylen Schlenvogt , Belcourt, N.D. Ronette Vandal , Belcourt, N.D. Nathan Curry , Bismarck, N.D. Bethany Erickson , Bismarck, N.D. Arthur Thorsen , Bismarck, N.D. Paige Lothert , Brainerd, Minn. Elizabeth Hafner , Cambridge, Minn. Farah Khan , Clinton Township, Mich. Justine Melvin , Coventry, R.I. Scott Bull , Devils Lake, N.D. Derrick Fournier , Devils Lake, N.D. Shayna Monson , Dickinson, N.D. Nathaniel Schroeder , Dubuque, Iowa Kelsey Peltier , Dunseith, N.D. Amanda Young , Dunseith, N.D. Sam Lilak , Eden Prairie, Minn. Casey Goodyear , Fargo, N.D. Dallas Hepper , Fargo, N.D. Brett Johnson , Fargo, N.D. Alexis Rodriguez , Grafton, N.D. Boma Afonya , Grand Forks, N.D. Kathryn O\u27Connor , Grand Forks, N.D. Sarah Hagley , Grand Rapids, Minn. Whitni Redman , Holyoke, Colo. Shelby Cyr , Hoople, N.D. Marlon Flowers , Itta Bena, Miss. Justin Slusser , Jamestown, N.D. Philip Rostad , Kindred, N.D. Elizabeth Peterson , Mandan, N.D. Liana Haven , Maple Grove, Minn. Kayla Michelson , Moorhead, Minn. Daisy Riley , Rosebud, S.D. Arden Anderson , Owatonna, Minn. Tyler Stein , Rolla, N.D. Kailey Zaffran , Roseville, Minn. Raul Rodriguez , San Antonio, Texas Dorothy Schneider , San Jose, Calif. Ana Espinoza , San Luis, Ariz. Ashley Parisien , St. John, N.D. Shelby Poitra , St. John, N.D. Dane Allapowa , St. Michael, N.D. Erin Krueger , Sartell, Minn. Desire\u27e Enzminger , Tappen, N.D. Andrew Milbridge , Virginia, Minn. Tyler Titcomb , Warroad, Minn
G. Padmanabhan - One of the best experts on this subject based on the ideXlab platform.
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Engineering Education versus Vocational Training at a Tribal College: Implications for Students, School, and Community
2015Co-Authors: Robert V. Pieri, Timothy D. Legg, Ann Vallie, Lori Nelson, Joshua Jason Mattes, Michael Maloy Parker, G. PadmanabhanAbstract:This paper will discuss some of the challenges that may come about from a Tribal college offering both vocational training and professional engineering programs. The paper will describe synergistic opportunities as well as other situations that could arise as a result of external support, historic political situation and competitions for students, resources and time in the communities making up the service area for most Tribal Colleges. Potential impacts on the surrounding community both immediate and long-term will be discussed with consideration of implications for economic and infrastructure development. Desirable characteristics of the resources needed to support each program will also be described with special emphasis on faculty, their availability and continual professional development. Context of these considerations to regional and national situations will also be discussed with emphasis on opportunities for mainstream institutions. Comparison to situations faced by mainstream institutions will be considered and potential ramifications will also be discussed.
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AC 2007-1957: INTRODUCING NATIVE AMERICAN COMMUNITY COLLEGE STUDENTS TO ENGINEERING THROUGH HANDS-ON EXPLORATORY PROJECTS
2007Co-Authors: Wei Lin, G. PadmanabhanAbstract:Each year in the past seven years, a summer camp at North Dakota State University has attracted Tribal college students and Tribal high school graduates from the Indian Reservations in North Dakota to learn science, technology, and engineering. One of the activities of the camp is to engage the participants in exploring specific science/engineering subjects through hands-on activities. Students are provided with opportunities to select topics they are interested in. They are divided into small groups, usually 2 to 3 students in a group, and spend one week with university professors working on different projects. Professors from 5 engineering departments and 2 science departments have participated in this activity. Through the years, various topics have been selected to connect students to key subjects of different disciplines, to expose them to contemporary engineering issues and challenges, and to attract them to engineering programs. Professors are encouraged to develop project activities that cover fundamental science/engineering concepts, stimulate critical thinking of the students, and introduce students to procedures of scientific thinking and research. Based on experiences and lessons learned from working with Native American students, professors have been constantly looking for methods to connect with these students by improving hands-on activities to engage them in exploratory learning. In this paper, a set of instructional projects are used as examples to illustrate different approaches and activities that have been used to involve students in active learning through experimental studies. Methods and materials developed in this program have received positive responses from participating students and professors and are applicable to other student groups who are interested in learning science and engineering. Introduction Finding ways to increase enrollment and graduation rate of Native American students in science, technology, engineering, and mathematics (STEM) disciplines is a challenge to Native American and other educators. A nationwide increase of enrollment of Native Americans in college program has been observed in recent years due to improved high school completion rate (Bacbo, 2005). However, Native Americans and other underrepresented minorities (blacks, Hispanics) still do not enroll in or complete post-secondary education at comparable rates as whites (National Science Board, 2006). Native American community is the largest minority in North Dakota. Native American population is approximately 5.2% of the total North Dakota population as compared to a national average of 1.0% (U.S. Census Bureau). Most of the 35,000 North Dakota Native Americans reside on five Indian Reservations in remote rural areas, where unemployment rate is usually higher than 50% (Lam, 1997). Forty three percent of this population is under the age of 20 years. Improving education, especially STEM education, on reservations has been a priority of both Tribal government and the state. Education of this young population will play an important role in improving economic conditions on reservations. Each of the Indian reservations in North Dakota is served by a Tribal college. Great efforts have been made by these Tribal Colleges in developing and sustaining various 2-year STEM and vocational programs. These Colleges are vital links for higher education on reservations. A collaboration between North Dakota State University (NDSU) and 5 North Dakota Tribal Colleges has continued for 8 years to strengthen Tribal college STEM programs, and to attract Tribal college students to four year university by building a pathway for Native American students entering STEM careers (Padmanabhan et al., 2004). The major components of this program include: summer camps for Tribal college students, Tribal college instructors and high school teachers held at the university, summer camps for middle and high school students held at the Tribal Colleges, a weekend academy for Tribal high school students during the academic year (Lin et al., 2006), and research collaboration between the university and Tribal Colleges. The first two authors have been involved in this program since its inception. A group of engineering faculty has been working with Tribal high school teachers and Tribal college instructors on this program and has been teaching Native American high school and Tribal college students various topics on mathematics, science and engineering during summer camps and weekend academies. This paper focuses on one of the activities of the program, summer camp for the Tribal college students. Through the years, efforts have been made to gain better understanding of special needs of and difficulties faced by these students, and to develop lesson materials and hands-on activities to suite their learning style and interest. Through this experience, the faculty determined the use of hands-on exploratory projects an effective way to make camp instruction interesting to the students, to teach them scientific methods, and to stimulate their critical thinking. Also these projects serve the purpose of introducing the Tribal college students to engineering. Summer Camp The two-week summer camp is organized at the North Dakota State University for Tribal college students. Students coming to the camp include first year and second year Tribal college students, and high school students who have been accepted into the Tribal Colleges. Number of students attending the camp is limited by the budget. Number of participating students has varied from 12 to 17 (Lin et al., 2007). Tribal college program coordinators recruit students. The objectives of the camp include introducing the students to different science and engineering disciplines and exposing the students to ongoing research activities and career opportunities. The activities of week 1 include visits to science and engineering departments, research centers, and laboratories, tours of industrial and municipal facilities, and presentations by Native American engineers and professionals. In the second week, students work in small groups with professors on specific projects involving hands-on exploratory activities. Details of the camp can be found in another companion paper presented in this conference (Lin et al., 2007). Topic Selection North Dakota is a sparsely populated state with well developed agricultural and rich energy resources, such as oil, lignite coal, wind and biomass. North Dakota ranks number one in wind energy and is among the tops states for biomass energy production potentials. Corn, soy beans, canola oil produced in North Dakota plus its vast grasslands provide the basis for future ethanol and biodiesel productions. North Dakota tribes recognize that development of renewable energy is a key step toward protection of the environment and offers potential for a new industry on reservations. Both Turtle Mountain and Spirit Lake Reservations have built a windmill on their land. The Tribal council of the Three Affiliated Tribes gave the Tribal college, Ft. Berthold Community College (FBCC), a mandate to develop a renewable energy program. Turtle Mountain Community College (TMCC) built its new campus using geothermal heating and cooling. TMCC also installed solar panels on a laboratory building, which is constructed using straw bails as building blocks. TMCC is currently building a windmill on its campus. All these activities reflect the current enthusiasm of the Native American community in developing renewable energy, sustaining a healthy environment, and developing cutting edge industries in their land. The Native American youth are becoming increasingly aware of and interested in these topical areas. Therefore, it was decided to offer project topics in these areas with the hope that the students will see the relevance of the topics to their land and social conditions. For instance, environment, renewable energy, and nanotechnology were selected as the focus areas for the summer camp of 2006. Each year, 2 months before the summer camp, projects were solicited through the university’s biweekly newsletter. Many different engineering and science faculty have proposed research projects for the students. Table 1 shows the summer camp topics that were selected for the past three years and their sponsors. Activity Design The projects were carefully developed so that the students will have the opportunity to go through discovery learning, critical thinking, and engineering skills. In fact we provided the students opportunities to explore using scientific and methodical ways. We deliberately tried to include all elements required of a scientific inquiry or research. There are many existing lesson materials available for teaching the concepts and conducting experiments. Instead of using offthe-shelf materials, we decided to introduce students to commonly followed steps in science and engineering research (Kumar, 2005) and engage them in exploratory project activities. Table 1. Example topics and sponsors of summer camp projects
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AC 2007-1867: EXPERIENCE WITH AND LESSONS LEARNED IN A STEM SUMMER CAMP FOR Tribal COLLEGE STUDENTS
2007Co-Authors: Wei Lin, G. PadmanabhanAbstract:Improving science, technology, engineering and mathematics (STEM) education among Native American students and attracting them to engineering programs have been the main focus of a long-term collaboration between North Dakota State University and five Tribal Colleges in the state. Each year, as part of this multi-pronged effort, a two-week summer camp is organized at the university for Tribal college students and Tribal high school graduates. The camp is designed and organized recognizing students’ cultural and socio-economic background, and specific needs due to their coming from remote rural areas. Objectives of the summer camp include: (1) introducing Native American students to different science and engineering disciplines; (2) exposing the students to research programs and career opportunities; (3) retaining their interest in STEM; (4) provide opportunities to experience campus and urban life; and (5) increasing enrollment in college level science and engineering programs. In the first week of the camp, students visit science and engineering departments, research laboratories and institutions, and industrial facilities to gain general understanding of different scientific fields, and application of science and technology in engineering practice. In the second week, students work in small groups with professors on specific project to learn more about specific disciplines though handson and exploratory activities. Exercises in mathematics, journaling, and presentation skills are integrated into daily activities. Students stay on campus during the entire period of two weeks of camp. In addition to academic activities, various social activities, such as sports, games, and visiting local Native American groups, are also organized. A group of university professors work closely as a team with the participating students in organizing activities, developing lesson materials and projects, and learning the challenges facing the students and their needs. In this paper, the camp components and the efforts to improve camp activities are discussed in detail. Outcomes of the camp are evaluated for their impact on the students and professors. Lessons learned from this summer camp provide a better understanding of learning styles and specific needs of Native American students, and will be beneficial for developing similar educational outreach programs.
Won S. Choi - One of the best experts on this subject based on the ideXlab platform.
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Accuracy of Weight Perception Among American Indian Tribal College Students
American journal of preventive medicine, 2016Co-Authors: Heather D. Gibbs, Christina M. Pacheco, Hung-wen Yeh, Christine M. Daley, K. Allen Greiner, Won S. ChoiAbstract:Introduction National data indicate a higher prevalence of obesity among American Indian (AI) populations and greater disparity of morbidity and mortality among younger age groups compared with other ethnicities. Diet and physical activity are important obesity preventive behaviors, but no published data exist that describe these behaviors in relation to obesity in AI young adults at Tribal Colleges. Study purposes were to: (1) identify fruit and vegetable intake and physical activity practices of AI young adults from three U.S. Tribal Colleges according to BMI categories; (2) identify the accuracy of body weight perceptions; and (3) identify predictor variables for weight misperception. Methods In this observational study during 2011–2014, a total of 1,256 participants were recruited from three participating U.S. Tribal Colleges to complete an online survey addressing issues related to diet, physical activity, and weight perception. Reported height and weight were used to calculate BMI categories, and differences between BMI categories were examined. Gender differences related to accuracy of weight perception by BMI categories were also examined. Analyses were conducted in 2016. Results Based on self-reported height and weight, 68% of the sample was overweight or obese (BMI ≥25) and mean BMI was 28.9 (SD=6.9). Most did not meet recommendations for fruit intake (78.7%), vegetable intake (96.6%), or physical activity (65.6%). More than half (53.7%%) who were overweight/obese underestimated their weight category. Men more often underestimated their weight category (54.2%) than women (35.1%). Conclusions Interventions are needed to improve weight-related lifestyle behaviors of AI Tribal college students.
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Recruitment and Baseline Characteristics of American Indian Tribal College Students Participating in a Tribal College Tobacco and Behavioral Survey.
Nicotine & tobacco research : official journal of the Society for Research on Nicotine and Tobacco, 2015Co-Authors: Won S. Choi, Christina M. Pacheco, K. Allen Greiner, Niaman Nazir, Melissa K. Filippi, Joseph Pacheco, Julia White Bull, Christi Nance, Babalola Faseru, Christine M. DaleyAbstract:INTRODUCTION American Indians (AIs) have the highest cigarette smoking rates of any racial/ethnic group in the United States. Although the overall smoking prevalence in the United States for nonminority populations has decreased over the past several decades, the same pattern is not observed among AIs. The purpose of this observational study was to collect cigarette smoking and related information from American Indian Tribal college students to inform tailored interventions. METHODS We conducted a repeated cross-sectional survey of American Indian Tribal college students, Tribal College Tobacco and Behavior Survey (TCTABS), with a focus on recruiting all incoming freshman at three participating Tribal Colleges in the Midwest and Northern Plains regions. A total of 1256 students participated in the baseline surveys between April 2011 and October 2014. RESULTS The overall smoking prevalence of this sample was 34.7%, with differences by region (Northern Plains-44.0% and Midwest-28%). The majority, 87.5% of current smokers reported smoking 10 or less cigarettes per day, 41% reported smoking menthol cigarettes, 52% smoked Marlboro brand, and the mean age of their first cigarette was 14 years. The majority, 62% had made at least one quit attempt in the past year. The overwhelming majority of respondents, regardless of their smoking status, thought that the current smoking prevalence on campus was greater than 41% and approximately one-third believed that it was as high as 61%. CONCLUSIONS Very few studies of smoking have been conducted in this population and results from our study confirm the need for effective interventions. IMPLICATIONS AIs have the highest cigarette smoking rates compared to other racial/ethnic groups in the United States. Furthermore, limited studies have examined the epidemiology of cigarette smoking among Tribal college students. This study addresses health disparities related to smoking among college students by examining the demographic, cultural, and environmental characteristics of smoking and quitting. Results from this study could lead to the development of a culturally-tailored smoking cessation and prevention program for American Indian Tribal college students.
Cheryl Crazy Bull - One of the best experts on this subject based on the ideXlab platform.
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Leading from the Center: Indigenous Knowledge Builds Higher Education Leaders
Examining Effective Practices at Minority-Serving Institutions, 2019Co-Authors: Cheryl Crazy BullAbstract:Tribal college and university leaders and their students thrive in geographic and social environments where conditions would otherwise predict failure for individuals and institutions. This chapter explores the connectedness of leaders to their Indigenous values. Those values center their work in the context of success and prosperity despite significant obstacles. Leadership in this nation’s Tribal Colleges and universities and in their communities goes beyond the hierarchy typical of most higher education institutions and communities creating widespread strategic direction rooted in values, spirituality, and relationships. Tribal Colleges are the center of Tribal life and their leadership emerges from a sacred place.
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Cangleska Wakan: The ecology of the sacred circle and the role of Tribal Colleges and universities
International Review of Education, 2019Co-Authors: Cheryl Crazy BullAbstract:Indigenous education and philosophy are rooted in the concept of relationality – the relatedness of all things – within the framework of place-based experiences and knowledge. This article focuses on Tribal Colleges and universities (TCUs) in the United States – in particular, on their dedication to land use and preservation, sustainability and Tribal ecological knowledge within their missions of cultural preservation, academic and career development, and community engagement. TCUs are post-secondary institutions chartered by their respective Tribal governments to serve as the higher education institutions of the Tribe. In the TCU environment, Tribal identities emerge from an understanding of how all things are related. Evidence includes creation stories, Tribal languages and place-based knowledge. The circular relationship among place, engagement and identity is often manifested in how land and its resources are preserved, managed and expanded through education, outreach and research. In 1994, the Equity in Educational Land-Grant Status Act was passed, granting TCUs endowments for facilities and institutional capacity building in place of land. This article explores the time periods of 1968–1993 and 1994 to today in the context of the development of TCUs, first as place-based institutions preserving Tribal identity and later as land-grant institutions preserving Tribal environmental and ecological knowledge and resources. The authors provide a number of examples which demonstrate that TCUs exercise the inherent sovereignty of Tribes to provide quality education to their people by incorporating their language and Indigenous knowledge and values.
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revolution in higher education identity cultural beliefs inspire Tribal Colleges universities
Daedalus, 2018Co-Authors: Cheryl Crazy Bull, Justin GuilloryAbstract:The public increasingly requires that higher education institutions demonstrate their return on investment by measuring graduation rates, cost per student, job placement rates, and income. The moti...
Juan R. Guardia - One of the best experts on this subject based on the ideXlab platform.
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Student Development in Tribal Colleges and Universities.
Journal of Student Affairs Research and Practice, 2008Co-Authors: Juan R. Guardia, Nancy J. EvansAbstract:Tribal Colleges play a powerful role in the personal development as well as the academic development of American Indian students. By providing access, exposure to native culture, personal support, preparation for further education, and a sense of empowerment, Tribal Colleges are influential in advancing self-awareness, interpersonal sensitivity, intellectual development, acculturation, and identity development of their enrolled students. While theories of student development have helped to explain the psychosocial, cognitive, and moral development of students in American higher education, very little research has specifically investigated the development of American Indian students, particularly those enrolled in Tribal Colleges. Theories of adult development and learning, acculturation, and identity development are gaining greater attention in the human development literature and have potential for enhancing understanding of the development that American Indian students experience. These theories, howeve...
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Student Development in Tribal Colleges and Universities
NASPA Journal, 2008Co-Authors: Juan R. Guardia, Nancy EvansAbstract:Tribal Colleges play a powerful role in the personal development as well as the academic development of American Indian students. By providing access, exposure to native culture, personal support, preparation for further education, and a sense of empowerment, Tribal Colleges are influential in advancing self-awareness, interpersonal sensitivity, intellectual development, acculturation, and identity development of their enrolled students. While theories of student development have helped to explain the psychosocial, cognitive, and moral development of students in American higher education, very little research has specifically investigated the development of American Indian students, particularly those enrolled in Tribal Colleges. Theories of adult development and learning, acculturation, and identity development are gaining greater attention in the human development literature and have potential for enhancing understanding of the development that American Indian students experience. These theories, however, rarely consider the effects of higher education on development. In this article, we present a brief overview of several adult development, acculturation, and identity development theories, along with what little research does exist relating these theories to American Indian students. We speculate about the impact that Tribal college environments have on development and discuss potentially influential factors in these environments that enhance development. Finally, we present implications for practice and future research focusing on the development of American Indian students in Tribal college settings.
