Public Discussion

  • Icon for: Barbara Rogoff

    Barbara Rogoff

    Facilitator
    March 20, 2017 | 01:19 p.m.

    Wow!  This project is so timely and important!  Especially in light of research indicating that for Native youth in many North American communities, wellbeing is enhanced by connecting with traditional Indigenous Knowledge Systems.

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  • Icon for: Barbara Rogoff

    Barbara Rogoff

    Facilitator
    March 20, 2017 | 01:20 p.m.

    Are you collecting information on the youths' sense of agency and wellbeing in addition to their academic involvement?

  • Icon for: Carolyn Brinkworth

    Carolyn Brinkworth

    Presenter
    March 20, 2017 | 01:29 p.m.

    Absolutely - an important component is looking at how welcome the youth feel in science (and whether our mentor training increased their feelings of inclusiveness), and seeing how the program affects their science identity. 

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  • Icon for: Joni Falk

    Joni Falk

    Center Co-Director
    March 20, 2017 | 01:28 p.m.

    I appreciate how you describe interventions along the pathway for middle school all the way to graduate school. Carolyn, you speak about how the NSF Includes project builds on work started by the Rising Voices Collective. What new element or focus will the NSF INCLUDES grant allow you to do? How are you envision "success" and how will you be able to measure it?

    Thanks for this really interesting video. 

  • Icon for: Carolyn Brinkworth

    Carolyn Brinkworth

    Presenter
    March 20, 2017 | 01:44 p.m.

    The NSF INCLUDES grant offers us a great opportunity to involve students in the research projects. Rising Voices has been a vital venue for crucial discussions between "western" scientists and indigenous communities, and this grant puts money behind really getting research projects going, involving students in work that allows them pathways back to their home communities should they choose, and brings in the additional mentor training component for our "western" scientists to ensure that they're creating welcoming environments for their Native American partners and students. It also allows us to reach younger students who really weren't being reached consistently by RV. RV really is an incredible program, and we're really happy that this grant is allowing us to add some additional structure and pathways to the work already being done. 

  • Icon for: Carolyn Brinkworth

    Carolyn Brinkworth

    Presenter
    March 20, 2017 | 01:49 p.m.

    Measurement of success is five-fold: 

    1) Increase in research collaborations and published papers that integrate indigenous and western/mainstream knowledge

    2) Persistence of Native American students in the sciences and into grad school

    3) Increasing in feelings of belonging for Native American students, scientists, and communities in the research environment, as measured by surveys asking about inclusion, respect, and feelings of belonging, and intent to persist

    4) Increase in science identity in the middle and high school students, and intent to remain in science

    5) Development of good practices for other institutions wishing to develop similar relationships. 

    I'd also add that we really hope to affect mainstream scientists' attitudes about what the value of science looks like, and how we can do far better science when we bring in a diversity of thought and ways of knowing. 

  • Icon for: Barbara Rogoff

    Barbara Rogoff

    Facilitator
    March 24, 2017 | 03:28 p.m.

    Hi Carolyn,

    These measures of success look great.  Stephanie Fryberg's (Tulalip) research would also suggest that having a sense that persisting in STEM is a contribution to their community would be helpful to STEM belonging and persistence.  You probably know her research; I think it connects.

    Good luck, Barbara

  • Icon for: Carolyn Brinkworth

    Carolyn Brinkworth

    Presenter
    March 24, 2017 | 03:32 p.m.

    Absolutely! Thanks for pointing this out! 

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  • Icon for: Joni Falk

    Joni Falk

    Center Co-Director
    March 20, 2017 | 02:09 p.m.

    Thanks for the informative reply!

     

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  • Icon for: April Lindala

    April Lindala

    Director
    March 21, 2017 | 07:50 p.m.

    Aanii (hi) Carolyn, Your video and answers above are very informative. As you may remember, I reached out to you on Trellis a while back as I am with the Indigenous Women Working within the Sciences project. :-)  From my lens, the IWWS pilot project has a distinct alignment to your program in that it is about ways of knowing and valuing diverse ways of knowing and teaching. I hope we can connect some time soon to see if there are ways we can work together. Chi miigwech (Great thanks)!

  • Icon for: Carolyn Brinkworth

    Carolyn Brinkworth

    Presenter
    March 23, 2017 | 02:25 p.m.

    April, I'm so sorry I didn't get back to you re: your message on Trellis. Yes, let's find a time to talk. I'll drop you a PM. 

     

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  • Icon for: Leslie Goodyear

    Leslie Goodyear

    Facilitator
    March 22, 2017 | 03:30 p.m.

    Thanks for sharing your vision! What would success look like for your Launch Pilot project? In the short term? In the long term?

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  • Icon for: Daniel Wildcat

    Daniel Wildcat

    Co-Presenter
    March 22, 2017 | 03:48 p.m.

    In the short-term, getting American Indian and Alaska Native students into Earth Sciences under-graduate and graduate degree programs. Long-term - getting much more robust research agendas established in the area of climate adaptation that draws on the combined use of Indigenous knowledge(s) and methodologies with classic Western scientific knowledges/methodologies in what would amount to community-based research projects. As my good friend Kalani Souza, Hawaiian Wisdom-Keeper likes to points out, "Some minds are always better than one mind." 

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  • Icon for: Marjorie Zatz

    Marjorie Zatz

    Graduate Dean & Professor
    March 22, 2017 | 11:01 p.m.

    This looks terrific -- I'm really excited to see how it develops. There are some nice points of connection with our CAHSI INCLUDES pilot, which focuses on Hispanic students in the computational sciences (broadly defined), from community college through grad school and beyond.

  • Icon for: Carolyn Brinkworth

    Carolyn Brinkworth

    Presenter
    March 24, 2017 | 02:35 p.m.

    Thanks for the heads-up, Marjorie! I'll take a look at your video. 

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  • Icon for: Cathy Manduca

    Cathy Manduca

    Director
    March 23, 2017 | 11:07 a.m.

    Hi Carolyn, Dan and colleagues-

    Great video.  Exciting to see this work going forward.  The video helps me see the connections between our projects even more clearly.  EarthConnections is also in the geosciences but is starting with a focus in seismic hazards and water resources.    We will also be making use of GLOBE (in Atlanta), and building on undergraduate research experiences (with IRIS and SCEC).  Our Oklahoma Tribal Nations Alliance is meeting tomorrow.  It seems like it would be valuable to get in touch after that meeting to learn more about how we can help each other.  Oklahoma Alliance description is here: http://serc.carleton.edu/earthconnections/oklah....

  • Icon for: Carolyn Brinkworth

    Carolyn Brinkworth

    Presenter
    March 24, 2017 | 02:34 p.m.

    Thanks Cathy!! We should definitely talk. Let's find some time in the next couple of weeks? 

     

  • Icon for: Cathy Manduca

    Cathy Manduca

    Director
    March 24, 2017 | 03:35 p.m.

    Sounds great.  I'll be in touch by email.

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  • Icon for: Kristin Wegner

    Kristin Wegner

    March 23, 2017 | 11:25 a.m.

    Dear Cathy, 

    Great to hear about your work and connections -Thank you for your comment. I'm the GLOBE point-of-contact for this team, and I'd love to chat more with you about the use of GLOBE in Atlanta and other communities! Please feel free to email kwegner@ucar.edu. Best, Kristin

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  1. Carolyn Brinkworth
  2. Chief Diversity Officer
  3. NSF INCLUDES: Collaborative Research: Integrating Indigenous and Western Knowledge to Transform Learning and Discovery in the Geosciences
  4. National Center for Atmospheric Research
  1. Rebecca Batchelor
  2. SOARS Program Director
  3. NSF INCLUDES: Collaborative Research: Integrating Indigenous and Western Knowledge to Transform Learning and Discovery in the Geosciences
  4. University Corporation for Atmospheric Research
  1. Kevin Bonine
  2. http://kebonine.faculty.arizona.edu/
  3. Director of Education & Outreach
  4. NSF INCLUDES: Collaborative Research: Integrating Indigenous and Western Knowledge to Transform Learning and Discovery in the Geosciences
  5. University of Arizona
  1. Heather Lazrus
  2. https://staff.ucar.edu/users/hlazrus
  3. Project Scientists II
  4. NSF INCLUDES: Collaborative Research: Integrating Indigenous and Western Knowledge to Transform Learning and Discovery in the Geosciences
  5. National Center for Atmospheric Research
  1. Kristin Wegner
  2. NSF INCLUDES: Collaborative Research: Integrating Indigenous and Western Knowledge to Transform Learning and Discovery in the Geosciences
  3. UCAR GLOBE
  1. Daniel Wildcat
  2. NSF INCLUDES: Collaborative Research: Integrating Indigenous and Western Knowledge to Transform Learning and Discovery in the Geosciences
  3. Haskell Indian Nations

Integrating Indigenous and Western Knowledge to Transform Learning and Discovery in the Geosciences
1649338

Integrating Indigenous and Western Knowledge to Transform Learning and Discovery in the Geosciences, uses the principles of collective impact (CI) to create new partnerships between tribal communities and STEM institutions that promote the participation and inclusion of Native American (NA) scientists in the geosciences. Our proposed program partners the Rising Voices: Collaborative Science for Climate Solutions (Rising Voices) member tribal colleges and communities with Haskell Indian Nations University, NCAR, Biosphere 2 (B2), and UCAR’s SOARS internship and GLOBE citizen science programs. Together, we commit to greater integration of indigenous and "traditional western" knowledge into collectively-developed climate change research projects, enhancing our collective ability to address climate change, and contributing to climate resilience in all communities. In doing so, this partnership provides pathways for Native American students from middle school through college, to grad school and beyond, by connecting citizen science programs for Native American middle and high school students with real-world summer research internship experiences for undergraduates and graduate students that address topics of mutual interest across tribal communities, tribal college faculty, traditional science institutions, and community-based citizen science. As part of this effort, our partners commit to providing professional development for NCAR and Biosphere 2 scientists on how to engage appropriately with tribal communities and the wealth of knowledge they bring, and create welcoming and open environments within "traditional western" science institutions for indigenous scientists and communities.