Engineering Studies at Tribal Colleges and Universities (2006) / Chapter Skim
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4 Questions Addressed in This Study
4 Questions Addressed in This Study
Pages 12-28
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From page 12... ...
Tribal elders and TCU faculty and administrators who participated in the workshop observed that American Indians were the first engineers in North America, noting a number of historic American Indian structural, mechanical, and agricultural achievements involving engineering principles, mathematics, science, and technology. Today, although their numbers are small, American Indian engineers working in all sectors of the American economy have made significant contributions to the profession and have provided role models for tribal students.
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From page 13... ...
What are the most effective ways of motivating them to undertake careers in engineering? Attracting American Indian Students Individuals and organizations trying to attract underrepresented minority students to engineering are working against the prevailing trends, as fewer women and minority students, including American Indians, pursue engineering education.
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From page 14... ...
Second, they can provide culturally relevant role models by inviting American Indian engineers and engineering students into the classroom to talk to students and illustrate engineering concepts through age-appropriate games and experiments. Third, they can make use of culturally relevant resources provided by organizations, such as American Indian Science and Engineering Society and the Society for the Advancement of Chicanos and American Indians in Science.
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Program is a college preparation program intended to increase the number of college bound students from ethnic minorities and low-income families, as well as first-generation college students, who are eligible to enter a degree program at a college or university. As members of MESA, middle school and high school students participate in hands-on activities related to mathematics, engineering, and science, as well as college-preparation workshops that build strong academic skills and inform students about college and career opportunities.
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. It has long been known that many American Indian students attending mainstream institutions of higher learning encounter difficulties (Astin et al., 1996; Pavel et al., 1994; Swisher, 1990)
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The authors' conclusions about why some students survive provide further insight into the cultural barriers encountered by American Indian students attending mainstream schools (Seymour and Hewitt, 1997) : The survival of some students, but not others, despite similar problems, depends partly on their acquisition of particular attitudes and strategies.
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From page 18... ...
TCUs provide an environment where Native students do not face the cultural conflicts they frequently encounter in mainstream schools. For example, the mission statement of Lac Courte Oreilles Ojibwa Community College in Hayward, Wisconsin, begins with the words, "For the first time, we do not have to make the painful choice between one culture and the other." Research shows that all minority students need more peers, faculty role models, and mentors (Pewewardy, 2002)
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5. Do student and faculty exchange programs between tribal colleges and mainstream institutions, industry, and federal agencies give students an educational advantage?
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6. What is the most appropriate model for the initiation, development, implementation, and sustainment of engineering studies at tribal colleges?
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TMCC participates in the NSF Rural Systemic Initiative in Science, Mathematics, and Technology Education Program and Tribal College and University Program (TCUP)
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From page 22... ...
In 2004, more than 100 American Indian students were involved in STEM courses in the seven Sunday academies. In the summer of 2005, 18 TMCC students spent two weeks on the NDSU campus doing research in engineering, and 20 high school freshmen and sophomores attended the summer camp.
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From page 23... ...
The selection of the most appropriate model for offering engineering studies to tribal students can best be addressed by an umbrella organization that represents all TCUs; an umbrella organization could survey TCUs and their constituencies to gather opinions on this question and provide an interface with funding agencies. New Models of Engineering Education Several recently established programs have adopted innovative approaches to engineering education.
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From page 24... ...
a process of ongoing evaluation of the extent to which these objectives are attained, the result of which shall be used to develop and improve the program outcomes so that graduates are better prepared to attain the objectives. Implementation strategies associated with setting up a TCU-based engineering program must include a plan for evaluating how well educational objectives are being met -- both the educational objectives outlined in ABET EC2000 and the objectives established through discussions with stakeholders, such as other TCUs that have articulation agreements with the home institution, tribal leaders, and tribal elders.
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8. Which financial strategies will enable tribal colleges to sustain engineering programs in the long term?
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From page 26... ...
Although Executive Order 13270 incorporates the spirit and purposes of Title III -- to strengthen and develop educational institutions -- it authorizes no funding for TCUs; the executive order currently in effect has not led to funding increases. Umbrella organizations, such as the Alliance for Equity in Higher Education, might help TCUs increase their visibility and thus apply pressure to increase Title III funds for TCUs.
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From page 27... ...
Instilling students with the desire and skills to pursue lifelong learning and continuous improvement are key components of the mission of tribal colleges and of tribal cultures in general. Tribal elders are particularly good models of lifelong learning for tribal college 27
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From page 28... ...
students. One way for tribal college faculty to model lifelong learning for students is to give faculty opportunities to increase their credentials.
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