A new children’s book series created by students at College of Menominee Nation presents engineers as problem-solving heroes
By Ryan Winn
Simply put, there aren’t enough Native Americans pursuing STEM degrees. As the National Science Foundation reported in its Science and Engineering Indicators 2008 Report, American Indians and Alaska Natives received a mere 0.4% of all master’s degrees in science and engineering between 1985 and 2005. Examining barriers, research has documented a widespread belief among American Indian students, even in the early years of their education, that science, math and engineering fields are difficult, uninteresting, and not relevant to their lives.
Combating these attitudes, College of Menominee Nation’s STEM HERO Program is making math, science, and engineering meaningful and relevant to Native students by offering hands-on, culturally grounded, and interdisciplinary approaches to STEM education. One of our most recent projects, publication of a children’s book series about engineering, is testament to our success.
Partially funded by the National Science Foundation’s Tribal College and University Program, two fellow faculty members and I created and implemented a model that led our engineering students through the process of book creation and publication. Next, we devised classroom activities utilizing K’NEX toy sets and shared our work with grade school educators and students in our community. We empowered our engineering students to create stimulating tools that inspire young people to engage in STEM. It’s an exciting process we hope to help replicate beyond Northeastern Wisconsin.
Creating Interest in STEM
The genesis for our work began when engineering professor Dr. Lisa Bosman expressed interest in transforming a lecture-based Introduction to Engineering course into a more active learning environment.
“Initially I assigned students present their research about the various engineering fields at each course meeting,” Dr. Bosman said. “I then asked the class to give feedback and pose questions before supplementing and clarifying any areas that needed it. While this was a helpful way to flip the classroom, the presentations revealed that students needed help building their research and communication skills.”
Tribal colleges join an innovative program that makes research the centerpiece of introductory biology courses
By Paul Boyer
Many colleges and universities now promote undergraduate research opportunities, but they are, too often, offered to a select few. While juniors and seniors pursing STEM degrees might, in small numbers, benefit from this enriched form of learning, most students enrolled in lower division science courses still encounter conventional 100-level lecture and lab classes.
Since 2008, however, the Howard Hughes Medical Institute (HHMI) in Chevy Chase, Maryland has pioneered an innovative biology curriculum that makes original research the centerpiece of even introductory biology courses. Called SEA-PHAGES (Science Education Alliance-Phage Hunters Advancing Genomics and Evolutionary Science), the curriculum developed by HHMI focuses on the collection, isolation, and analysis of bacteriophages.
Bacteriophages, also called phages, are viruses that infect bacteria. They are abundantly present in the environment, both in soil and water, and are a highly diverse. This makes them an ideal subject for undergraduate research; every phage is a new discovery and its identification is a genuine contribution to the biological sciences.
According to HHMI Program Officer Dr. Viknesh Sivanathan, however, the larger goal of the SEA-PHAGES program is to enrich undergraduate education. Applying research methods to the isolation and analysis of phages allows lower division college students “the opportunity to engage in authentic research early in their academic career,” he said. “Not many students have the opportunity to do so, as most mentored research is typically offered to a small number of students.”
Sitting Bull College’s Linda Black Elk leads an environmental impact study on plants at Standing Rock, and works to decolonize medicine through Medic and Healer Council.
By Katie Scarlett Brandt
Sitting Bull College instructor Linda Black Elk isn’t the easiest person to get a hold of—and with good reason. As an ethnobotanist who studies the way people use plants for food and medicine, her research interests have led her to become actively involved in the ongoing Dakota Access Pipeline opposition movement at Standing Rock.
Black Elk now spends much of her time out of the classroom, traveling between two protest sites–Sacred Stone Camp and the Oceti Sakowin Camp. Both are within a few miles of Sitting Bull College on Standing Rock Reservation, and Black Elk has two active research projects unfolding there.
“I want to show the wider public that this isn’t just about water. Water is the foundation of life, but more than water will be impacted by this pipeline,” she says.
The projects grew out of a conversation Black Elk had back in April. LaDonna Brave Bull Allard, who lives on Standing Rock Reservation, told Black Elk that a construction company was planning to run a pipeline through the area near Allard’s land and under the Missouri River.
“She knew that I gathered food and medicine right in the path of the pipeline,” Black Elk says. “When I found out the buffaloberry was going to be gone, I said we have to do something.”