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.
Future Engineer in Training Series.
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.”