Progress 09/01/12 to 08/31/13
Outputs
Target Audience: The primary audience served under this grant is members of the Isabella Indian Reservation, other underrepresented minorities, SCIT employees, SCTC students, and faculty. SCTC has a strong commitment towards recruitment and retention in the STEM fields, and this grant has helped support more aggressive outreach to the SCTC service area, K-12 schools and community events that educate the community on the academic and career possibilities in STEM related disciplines via the grant supportted STEM recruiter. The immediate audience of this TCEP grant is the enrolled studentsin the classroom, lab courses and activity centered student scholarships.The support granted insures that SCTC can offer quality science courses that engage students' interest through active learning that is culturally relevant to their historical and contemporary lives. Also, the student scholarship that has enhanced the E. coli monitoring in the Chippewa River hasserviced the general public throughbeach closures when levels posed health risks. The community also benefits in other ways. For example, the science facility was used to hold a week long STEM lab for young teenagers sponsored by AIHEC and the US Army's- Tank Automotive Research, Development and Engineering Center (TARDEC), and a two day ATV Training workshop sponsored by SCTC-NIFA-Extension Program. Finally, faculty, administration and students are able to participate in workshops, conferences and training that support our STEM objectives Changes/Problems: Based on 2012 experiences we have changed the part-time lab technician's calendar work year from nine months to 12 months. This has been done to accommodate the maintenance of the science facility in a more productive manner. The facility consists of one lecture room, one teaching laboratory, an office, lab prep room and chemical and supplies storage. Resources need to be inventoried and teaching supplies ordered for the academic year during the summer months when classes are not in session. Also, we use the facility to expose youth groups to science activities and maintain garden beds during the summer months. The lab technician will insure needs are met during the 12 month period. We have two other challenges that are related to each other, and have led to certain delays. Both concerns stem around the two student scholarships funded under this grant. The first challenge is finding students that have the time to commit to the minimal hours required to receive the funding and/or maintain the required 3.0 GPA. Most of our students are non-traditional aged, caring for children and/or elderly parents, and working full-time jobs. As we recruit in younger students and work to develop more flexible service commitments we hope this will change. With that said, we had also hoped that the activity based scholarships would have transitioned into actual internship programs by now. However, because our payroll is connected through the tribal HR department the process is taking longer than planned. We hope to have this in place by next fall. The student support funds were not being used by as many students as originally projected. Beginning in 2013 we reduced the required credit hours for both our TCEP supported scholarships to: 1] six credit hours with a GPA of at least 2.5 for Linking Our Community and College Scholarship (LOCCS); and 2] nine credit hours for the Environmental Science Research Scholarship (ESRS). We are happy to report that this helped by increasing funded students from one to five students during the spring 2013 semester. Due to recommendations from the Higher Learning Commission some of the science faculty will need to enter graduate degree programs in 2013. We are currently looking for resources to help cover their tuition costs. This was an unexpected Higher Learning Commission requirement revealed to SCTC after submission of the fourth year Equity continuation application and may lead to a formal request change of the objectives already submitted for the final year of this cycle. What opportunities for training and professional development has the project provided? Administration, faculty and students benefited from attending conferences that support our TCEP objectives. Four students, the Native American Studies professor and math instructor attended AIHEC in March 2013. The students’ were from our STEM club and represented SCTC in the Science Bowl competition. The SCTC grant administrator attended the FALCON conference held in October 2012. The full-time science faculty member attended the Southeastern Women's' Herbal Conference (SEWHC) in October 2012 to participate in two intensive workshops that would support development of culturally relevant lesson plans. Additionally, the funds supported a science adjunct's travel to attend the AISES conference in 2012 in which the TCEP scholar presented. How have the results been disseminated to communities of interest?
Nothing Reported
What do you plan to do during the next reporting period to accomplish the goals? We are currently in new facility and strategic planning stages to insure we expand our methods to match the construction of a main campus on the reservation. With that said, it is important to maintain quality science courses at SCTC, and to take this opportunity to strengthen are curricula. We did develop detailed syllabi of record (SOR) for all courses in 2012 including 21 STEM courses, and are currently creating Master Assessment Plans (MAPs) for each course. We will continue to increase experiential learning activities during this process. The objectives for the final year of the Equity cycle are focused on continuing to build past objectives stronger. The maintenance of the SCTC Science Center will be achieved through replacing consumable educational supplies, maintaining safety systems, and offering science courses with labs each semester. With recruitment and retention a primary concern, professional development opportunities for the STEM recruiter has been included. The recruiter will attend a Noel-Levitz recruitment and retention workshop during this cycle. For recruitment purposes a laptop computer and camera will be purchased to aid in presentations and documentation of off-campus events. Also, science faculty are currently applying to graduated degree programs to strengthen their credentials. In September 2013, the 50% salary and fringe covered through this program for the full-time science instructor will be reduced to 25%. The salary and fringe of the part-time lab technician and STEM recruiter are planned to be covered through the end of the grant, and these positions are planned to be maintained after the grant ends. An increase in student support funds has been requested. We plan to continue the ESRS and LOCCS scholarships with a transition to internships. As collaborations have grown with Tribal departments’ interest in working with our students has increased. The Chippewa River success story discussed above gives testimony to maintaining this support. Finally coverage of travel expenses insures that relevant staff and students can participate and strengthen networks by participating in conferences such as, FALCON, AIHEC and AISES in 2013 and 2014.
Impacts
What was accomplished under these goals?
The only full-time science instructor at Saginaw Chippewa Tribal College (SCTC) maintains this continuity by overseeing curriculum and facility needs. The science faculty position was covered 100% in the first year of this granting cycle, and 75% in the second year. In September of 2012 the college assumed 50% support of the science instructor's salary and fringe as planned in the original proposal. Continuity of STEM services is good for our constituents and allows for us to revise and enhance our curricula. In 2012, revisions of the following courses including increased lab contact hours also occurred in 2012: 1] Geology lab; 2] Astronomy lab; 3] Biology 216; 4] Biology 105; and 5] Environmental Science. Educational supplies and minor equipment was purchased to insure that quality, and safe education occurred in the laboratory and small gardens. Furthermore, the science facility is located on the reservation (currently, main campus is not) and this exposure to the community and tribal departments has led to beneficial collaborations. For example, the partial support along with USDA-NIFA Extension of the "Living Classroom Garden" will allow for the Sasiwaan Immersion Day School, community and college to share educational activities both class and non-class related The part-time STEM recruiter was hired in fall 2011 and since the start date numerous activities have occurred. In summary, outreach has taken place at 32 community and educational events; this includes thirteen presentations at K-12 schools throughout the year with the largest event reporting over 1100 participants. The recruiter has also, organized and held ten different Student Success events on campus often with guest speakers that share their experiences with higher education and careers. During these events the STEM recruiter disseminated SCTC catalogs, admission forms, schedules and conducted surveys. The STEM recruiter's work has led to collaborations with several tribal departments plus other groups; such as, the Nimkee Health Clinic, SCIT Human Resource Department, SCIT-Behavioral Health, At-Large community members, SCIT Higher Education Department, Central Michigan University, US Border Patrol, US Coast Guard, NIFA-Extension Coordinators, CIA, NASA and 14 different K-12 institutions. The success of the previous years- TCEP supported STEM tutors has led to an increase of STEM tutors hired, and the number of hours the Student Resource Center (SRC) is open. SCTC moved from one STEM tutor per semester to five STEM tutors offering students access to tutors Monday through Friday and evening hours. Though tutoring is no longer funded by TCEP, the increase in STEM objectives supported by TCEP indirectly affected this outcome. Further indirect evidence to support favorable outcomes, include the hiring of another full-time math instructor, a position that is designed to focus on developmental math courses and management of our SRC. The "SCTC Instructional Technology Study and Report" supported by TCEP in 2011 has led to the hiring of SCTC's first full-time Instructional Technology Specialist in the fall of 2012. The IT Specialist serves staff and students increasing the quality of student services including teaching effectiveness. This is particularly important during the development an Environmental Science program in conjunction with facilities planning for the new campus. Also, faculty has access to the expertise required for implementing new software and equipment that we previously lacked. A major benefit has been seen with promoting STEM related events, both educational and for recruiting purposes via social media. TCEP student scholarship support has led to student success and community safety. The Environmental Science Research Scholarship (ESRS) supported student research has opened collaborations with the Saginaw Chippewa Indian Tribe's (SCIT) Environmental Planning Department (SCEPD). The research led to collaborations with Isabella County Public Health and this resulted in river beach closures in 2012 when E. coli levels were too high for human safety. The study led to SCTC's first student poster presentations at the American Indian Higher Education Consortium (AIHEC-March 2012), and updated research was presented at the American Indian Science and Engineering Society (AISES) conference held in Alaska last November. Also, there were two ESRS student articles published in "The Tribal Observer" in 2012. This collaboration with the tribes SCEPD department has benefited both the student and community. Furthermore, this student-aided research continues to assess trends over time of E. coli amounts in the Chippewa River to assess for trends of S. coli spikes. The study will also aid in the development of SCIT's first, 319 Nonpoint Source Management Program Plan, to develop best management practices for the Chippewa River and tributaries with surrounding reservation stakeholders and townships. Four other students have received scholarship funds during the spring 2013 semester.
Publications
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Progress 09/01/11 to 08/31/12
Outputs
OUTPUTS: Activities supported by TCEP: Eight science courses including Saginaw Chippewa Tribal College's (SCTC) first Physics lecture and laboratory courses were supported by the TCEP grant. This includes support in the faculty salary and equipment and material needs. The part-time STEM recruiter was hired in 2011 and since her position started has set up booths at 16 community and educational events, and presented at six K-12 schools throughout the year. The recruiter has also, organized and held eight different events on campus opened to the public often with STEM related guest speakers. During these events the STEM recruiter disseminated SCTC catalogs, admission forms, and schedules. She often partners with student services, Nimkee Clinic, USDA Extension, Tribal Higher Education and governmental agencies to bring activities and information to prospective and current students. Administration, faculty and students benefited from travel through TCEP travel funds. Two students and one faculty member attended AIHEC in 2011. The SCTC grant administrator attended the FALCON conference in October 2012. The Environmental Research Science Scholar (ESRS) presented his research at the 2012 AISES in Alaska. He was accompanied by science faculty and his research mentor at the Saginaw Chippewa Tribal Planning department. The ESRS is in his second year of research monitoring E. coli levels in the Chippewa River, and has published two articles. A living classroom (gardens) benefited from TCEP in collaboration with the Sasiwaans Immersion School. The gardens will be shared. The Co-project director also the science full-time faculty partially supported under this grant attended the Southeastern Womens' Herbal Conference (SEWHC) in October to participate in two intensive workshops that support the culturally relevant and active learning lab exercises under development. Additionally, the TCEP grant supported the position of a laboratory technician crucial to maintaining the new teaching laboratory and courses taught within. PARTICIPANTS: The co-project director is the only current full-time science faculty at SCTC. She teaches the majority of the natural science courses and oversees the administration of this grant. Also she is the science facility and teaching laboratory overseer, STEM scholarship mentor, primary collaborator with SCTC and SCIT cultural instructors to increase cultural relevancy in science courses, and participates with the SCIT Environmental Planning Department related to student research projects. The part-time laboratory technician insures teaching lab needs are met through general lab maintenance and lab prep work. The STEM recruiter has developed presentations and relationships with area K-12 schools and tribal departments. She has attended over 16 events within the SCTC service area this past year. She collaborates with SCTC's NIFA-Extension program to reduce disruption of K-12 classes and increase activities with the young audiences. The STEM recruiter develops activities and workshops that support collaboration with school counselors, students and other identified personnel including Tribal Education departments that are held on campus. She is also the All Nations Louis Stokes Alliance for Minority Participation (ANSLAMP) Liaison for SCTC. This collaboration supports her work as a STEM recruiter both witin SCTC student body and externally in the community. TARGET AUDIENCES: The primary audience served under this grant is members of the Isabella Indian Reservation, other underrepresented minorities, SCIT employees, SCTC students, and faculty. SCTC has a strong commitment towards recruitment and retention in the STEM fields, and this grant has helped support more aggressive outreach to the SCTC service area, K-12 schools and community events that educate the community on the academic and career possibilities in STEM related disciplines. The immediate audience of this TCEP grant is the enrolled students. The support granted insures that SCTC can offer quality science courses that engage students' interest through active learning that is culturally relevant to their historical and contemporary lives. Also, the student scholarship that has enhanced the E. coli monitoring in the Chippewa River that has insured beach closures when levels posed health risks. The community also benefits in other ways. For example, the science facility was used to hold a week long STEM lab for young teenagers sponsored by AIHEC and the US Army's- Tank Automotive Research, Development and Engineering Center (TARDEC), and a two day ATV Training workshop sponsored by SCTC-NIFA-Extension Program. Finally, faculty, administration and students are able to participate in workshops, conferences and training that support our STEM objectives. PROJECT MODIFICATIONS: Due to changes at SCTC and other funding secured this grant no longer needs to support a STEM tutor position. The funds however have been used to support increased, part-time, lab technician hours which was needed. The time required to stock, inventory, train and prep for laboratory exercises is more than anticipated. We have two other challenges that are related to each other, and have led to certain delays. Both concerns stem around the two student scholarships funded under this grant. The first challenge is finding students that have the time to commit to the minimal hours required to receive the funding and/or maintain the required 3.0 GPA. Most of our students are non-traditional aged, caring for children and/or elderly parents, and working full-time jobs. As we recruit in younger students and work to develop more flexible service commitments we hope this will change. With that said, we had also hoped that the scholarships would have transitioned into actual internship programs by now. However, because our payroll is connected through a tribal department the process is taking longer than planned. We hope to have this in place by next fall. The student support funds are certainly being used but not by as many students as originally projected.
Impacts
The continuity of science courses being taught in our own teaching laboratory and lectures in the same facility has established a space accessible to students and faculty (especially adjunct science instructors),which has reduced anxiety over taking and instructing STEM courses. The only full-time science instructor supports this continuity for all involved by overseeing needs and simply being on-sight for consultation. Supplies and equipment purchased insure that top quality and safe education occurs in the laboratory. Furthermore, the science facility is located on the reservation (main campus is not) and this exposure to the community and tribal departments has led to beneficial collaborations. For example, the partial support of the "Living Classroom Garden" will allow for the immersion school, community and college to share educational activities both class and non-class related. The ESRS student research has opened collaborations with the Saginaw Chippewa Indian Tribe's (SCIT) Environmental Planning Department. The student's research led to collaborations with county public health and this resulted in beach closures this year when E. coli levels were too high for human safety. This research led to SCTC's first student research poster presentation at AISES. Also, the co-project director is now part of the Tribe's 319 Nonpoint Source Management Program Plan to develop appropriate Best Management Practices for the Chippewa River and tributaries. The STEM recruiter's work has led to collaborations with several tribal departments plus other groups: Nimkee health Clinic, SCIT HR department, Behavioral Health, At-Large community members, SCIT Higer Education department, US Border Patrol, US Coast Guard, NIFA-Extension Coordinator, CIA, and nine different K-12 institutions. She sets up booths at community events the largest event had 1100 participants. She also conducts activities to support her presentations at local schools. The success of the previous year's STEM tutors has led to both an increase in the number of STEM tutors available to students and the hours of availability. Though these positions are funded by another source it was the success through TCEP that affected this change. The Technology Report completed the year before led to the hiring of SCTC's first full-time Instructional Technology Specialist.
Publications
- Gregg, F. (July 2012). "Environmental Team Chips in with Autumn Olive Removal". Tribal Observer. Isabella Indian Reservation.
- Gregg, F. (December 2012). " Forrest Gregg Represents SCTC at AISES In Anchorage Alaska." Tribal Observer. Tribal Observer. Isabella Indian Reservation
- Gregg, F. 2012. Monitoring E. Coli Levels in the Chippewa River. AISES Conference Abstract Program. Anchorage, Alaska. United States of America.
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Progress 09/01/10 to 08/31/11
Outputs
OUTPUTS: Activities: The following courses were taught under the Equity grant; Native American Plants and Medicine with a co-requisite lab course; Biology with a lab; and Environmental Science with a lab. Events: Two students and one faculty member attended the March 2011 American Indian Higher Education consortuium (AIHEC). Services: A STEM tutor was hired for both semesters of 2010-2011 academic year. The Information Technology consultants reviewed the needs of SCTC through evaluation of existing hardware and software and investigating Distance Learning and course curriculum initiatives. The STEM recruiter position has also been filled by a Saginaw Chippewa Tribal College allumni and tribal member through a formal hiring process. Products: The Information Technology consultants submitted a STEM focused Information Technology Consulting Report. Miscellaneous educational supplies have been purchased to maintain classroom and laboratory exercises. PARTICIPANTS: The co-project director is the full science faculty at SCTC. She teaches the majority of the science courses at SCTC and oversees the administration of the grant. Also, she is the main force in organizing the new science teaching facility. The STEM tutor taught 10 hours a week in the Student STEM Resource Center on campus helping students in all related disciplines for the academic 2010-2011 year. The Information Technology position evolved to a team of specialized professionals from the Saginaw Chippewa Trbie IT department that collaborated to assess SCTC needs. Monthly meetings were held with the college during this year long process. A finalized report was submitted by the team with on-going collaborations. The STEM recruiter was recently hired at 20 hours a week during the academic school year. The recruiters duties include outreach to highschools within the SCTC service area, activities and workshops that supports collaboration with school counslers, students and otheridentified personnel including Tribal Educational Departments. TARGET AUDIENCES: The first year of this project has helped serve the students of SCTC which are primarily Saginaw Chippewa Tribal members or descendents, other underrepresented minorities, and SCIT employees. The efforts supported include classroom and laboratory instruction and materials in eight different science courses; student support via tutoring primarily of math students, development and implementation of technology needs, and evaluation of physics' course needs that allowed for Physics to be offered in 2011 fall semester. All the above contributes to increased recruitment and retention as STEM services at SCTC become stronger and more diverse. PROJECT MODIFICATIONS: A major delay was seen in the hiring of a STEM recruiter. We now have this position filled by a SCTC alumni that benefited from an earlier Equity project when she was a student. She has come full circle and can share her enthusiasm, experiences and support as she outreaches to the youth in her community.
Impacts
The greatest impact of the project is the continuity of the science disciplines at SCTC. The grant has maintained the science instructor full time position, and ensures students have the opportunity to experience culturally-relevant hands-on learning activities. Also, SCTC was able to implement two new courses for the fall 2011 semester; Physic and a co-requisite lab. This is one year earlier than projected in the original project. The IT Consulting Report led to the replacement of 28 computers within SCTC in both classrooms and faculty offices. This increases the quality of education for all involved. Also, a standard repalcement policy for SCTC technology equipment is now established with the SCIT IT department. Based on the findings of the IT consultants SCTC understands the infrastructure and costs required to support "long-distance" learning and "Smart Classroom" technology. From this report we can direct efforts towards bringing SCTC in-line with other area institutions of higher learning. The impact of a STEM tutor is felt directly by the students and indirectly by the faculty. The Student Resource Center attest to the impact by heightened activity when the tutor(s) are in. Also, the exchange between the tutor and faculty members aid the instruction in the classroom via problem learning areas. The STEM recruiter started late in this project cycle but has already made connections with the USDA liason through an intensive visit at SCTC and collaborated visit to an area highschool. The feedback from students at this highschool were encouraging. We look forward to the coming year of the recruiters efforts. Administration at SCTC has previously attempted to fit recruiting into their busy schedules now we have one person dedicated to this fundamental need of all institutions of higher education.
Publications
- Saginaw Chippewa Tribe Information Technology team. (2011). Saginaw Chippewa Tribal College Technology Consulting Report.
- Calhoun, C. (October 2010). "Students of SCTC Benefit from USDA Funding". Tribal Observer. page 22. Isabella Indian Reservation.
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