Search Results (7)

For many Native American students, the thirty-seven existing tribal colleges improve their access to post-secondary education, especially for those living in reservation communities and surrounding rural areas. They also support tribal nations’ goals of offering accredited degree programs, as well honoring Indigenous knowledge. This is important for students enrolled in STEM courses since Native Americans are under-represented in these fields. In the early 2000s, Chief Dull Knife College (CDKC), the tribal college of the Northern Cheyenne Nation, was supported by National Science Foundation funding in developing a new math program to meet the unique cultural and instructional needs of its students. In this case study of a culturally responsive math program, we hypothesize that students participating in the new developmental math program attempt and earn more credits compared to cohorts participating in previous math programs and take less time on average to reach college-level math. We present information on the math outcomes of the participants in two variations of the math program reforms that have addressed the obstacles to student retention and achievement. The panel data available include students’ demographic characteristics, placement test scores, and math course grades and the credits for all students enrolled from 2006 to 2019. While the number of credits attempted or earned did not differ statistically across the cohorts, the qualitative data further show that the students appreciate the culturally responsive aspects of the program. Ultimately, we have found that these aspects resulted in increased confidence of the students in their academic skills, stronger Native identities and engagement as students, as well as an improved sense of belonging in this higher education environment, all of which were important goals of the developmental math program. Full article

Within the last century, the global sea level has risen between 16 and 21 cm and will likely accelerate into the future. Projections from the Intergovernmental Panel on Climate Change (IPCC) show the global mean sea level (GMSL) rise may increase to up to 1 m (1000 mm) by 2100. The primary cause of the sea level rise can be attributed to climate change through the thermal expansion of seawater and the recession of glaciers from melting. Because of the complexity of the climate and environmental systems, it is very difficult to accurately predict the increase in sea level. The latest estimate of GMSL rise is about 3 mm/year, but as GMSL is a global measure, it may not represent local sea level changes. It is essential to obtain tailored estimates of sea level rise in coastline Florida, as the state is strongly impacted by the global sea level rise. The goal of this study is to model the sea level in coastal Florida using climate factors. Hence, water temperature, water salinity, sea surface height anomalies (SSHA), and El Niño southern oscillation (ENSO) 3.4 index were considered to predict coastal Florida sea level. The sea level changes across coastal Florida were modeled using both multiple regression as a broadly used parametric model and the generalized additive model (GAM), which is a nonparametric method. The local rates and variances of sea surface height anomalies (SSHA) were analyzed and compared to regional and global measurements. The identified optimal model to explain and predict sea level was a GAM with the year, global and regional (adjacent basins) SSHA, local water temperature and salinity, and ENSO as predictors. All predictors including global SSHA, regional SSHA, water temperature, water salinity, ENSO, and the year were identified to have a positive impact on the sea level and can help to explain the variations in the sea level in coastal Florida. Particularly, the global and regional SSHA and the year are important factors to predict sea level changes. Full article

The proper communication of clinically actionable findings to participants of genetic research entails important ethical considerations, but has been challenging for a variety of reasons. We document an instance of the return of individual genetic results in the context of a very rural American Indian community, in hopes of providing insight to other investigators about potentially superior or inferior courses of action. This was a case/control study of asthma among 324 pediatric participants. Subsequently, microarray genotype data became available, providing over 2 million variants, incidentally including some conferring risk for conditions for which the American College of Medical Genetics recommends return of results. The study investigators engaged in extensive consultation with the IRB, the tribal government, and local clinicians to better inform our approach. We were able to notify the two participants heterozygous for the one clinically actionable variant identified. One participant welcomed this information and proceeded to obtain further clinical work-up; the other participant declined further follow-up. While demanding considerable time and effort, the return of clinically actionable genetic results is important from both an ethical perspective and to provide an improved trust relationship with the community of research participants. Full article

In this article, we share how a Tribal–University partnership fosters and centers sovereignty and relationality in creating a Tribally based doctoral cohort. This is the first tribal–university partnership that offers a doctoral program on tribal lands. We have embedded a collective approach to support Indigenous students since its inception. We have approached belonging through an Indigenous way of being. This has included building relationality in how we offer opening and closing each quarter for students to share their tribal communities’ ways. We have built in connections through offering monthly writing time with an Indigenous scholar to support their development, growth, and contributions. During their second year, we built into their community-grounded praxis an opportunity to honor Indigenous knowledges where they earned an Indigenous Knowledge and Community Grounded Certificate. As we move into their last year of their doctoral program, we center belongingness in how we support them through their dissertation process through a co-chair model of Indigenous faculty supporting and integrating opportunities to connect holistically. This storying is a model of how to build authentic partnerships that center place and belonging in intentional ways. Full article

This article is a “talk story” among three Indigenous women who are connected in various ways but most recently through the heartwork of a tribal–university partnership for a tribally based doctoral cohort program. The first tribally based cohort includes representation of tribal nations from Washington State, Utah and New Mexico and all women. The contributors of this talk story include voices of a Muckleshoot partner who is an Indigenous education advocate and two Indigenous faculty members. We share our talk story in identifying the powerful connection of reclaiming emotions through the ability of centering Indigenous narratives, honoring culture and community, and the powerful role of place and space in honoring tribal sovereignty through its existence. Full article

The prevalence and outbreaks of anthrax are interlinked with the animal-environment-human context, which signifies the need for collaborative, trans-disciplinary and multi-sectoral approaches for the prevention and control of anthrax. In India, there are hardly any shreds of evidence on the role of various stakeholders’ on anthrax prevention and control. Therefore, this study addressed the experiences of various stakeholders on anthrax prevention and control strategies in Odisha, India. A qualitative explorative study was carried out using 42 in-depth-interviews among the stakeholders from health, veterinary and general administrative departments from the block, district, and state level. Two major themes emerged: (1) Epidemiological investigation of anthrax in Odisha, India, and (2) Biological and social prevention strategies for anthrax in Odisha, India. The study emphasizes setting up the surveillance system as per standard guideline, and strengthening the diagnostic facility at a regional medical college laboratory to avoid delay. Moreover, it emphasizes step-up inter-sectoral co-ordination, collaboration and sensitization among health, veterinary, forestry, education, nutrition and tribal welfare departments at all levels in order to reduce the prevalence and control the outbreaks of anthrax in Odisha state. It also recommends raising community literacy, in particular on safe carcass disposal, changing behavior on dead-livestock consumption, and compliance with livestock vaccinations. Full article

The underrepresentation of American Indian (AI) students pursuing higher education opportunities continues to persist. This study sought to measure the perceived changes in participants’ self-efficacy and confidence in navigating the college environment as a result of their participation in a mentoring program and addressed the research question “How does mentoring contribute to changes in tribal college students reported self-efficacy?” Nineteen participants who had participated in a semester-long mentoring program were given a retrospective pre- then post-program survey to measure changes in participants’ perceived confidence in navigational and informational skills related to college success. Participants reported a significantly higher level of awareness in the post-program survey than they did in the pre-program survey across all of the mentoring program goals with the exception of one goal. In addition, there were no reported differences in AI and non-AI participants’ and Science, Technology, Engineering, and Mathematics (STEM)/non-STEM responses on the five scaled variables for the mentoring survey. Providing support early on in a student’s educational career allows for the establishment of student connections with peers, support personnel, and resources that they can turn to for help in academics or setting goals. Additionally, early support provides encouragement and a sense of belief in themselves, which is critical to student success. Full article