Source: FORT BERTHOLD COMMUNITY COLLEGE submitted to NRP
IMPLEMENTING INTERDISCIPLINARY EXPERIENTIAL LEARNING AT A TRIBAL COLLEGE
Sponsoring Institution
National Institute of Food and Agriculture
Project Status
COMPLETE
Funding Source
OTHER GRANTS
Reporting Frequency
Annual
Accession No.
1013593
Grant No.
2017-38424-27075
Cumulative Award Amt.
$95,000.00
Proposal No.
2017-03934
Multistate No.
(N/A)
Project Start Date
Sep 1, 2017
Project End Date
Aug 31, 2020
Grant Year
2018
Program Code
[ZY]- Tribal Colleges Research Grants Program
Recipient Organization
FORT BERTHOLD COMMUNITY COLLEGE
P.O. BOX 490
NEW TOWN,ND 58763
Performing Department
(N/A)
Non Technical Summary
This project assesses the feasibility of an Interdisciplinary experiential learning (IEL) model in a Tribal College. Despite this important need at the Tribal College Level, relatively little research has been conducted on teaching models for tribal college students. Most students enrolling in our Horse Nationprogram want to become equine experts and professionals. However, the wider application of equine programs and research in particular, needs to be institutionally emphasized. In short, IEL enhances research capacity by creating an academic environment with a cultural-, and service- based learning model, with active experiential learning, and community applications.Faculty across these departments will work together to integrate Equine Assisted Learning components within their core curricula and degree plans, specifically Equine modules will be integrated into courses in the Native American Studies and Human Services programs. Functionally speaking, Equine Studies faculty and students will be collaborating class facilitators, delivering EAL modules for 2-4 call periods in selected courses. For these selected courses, the students and instructors will meet at the college equine facilities (the Ranch) rather than the classroom. Experiential learning research shows that this type of learning, which includes participants engaging, reflecting upon, and drawing their own conclusions relative to an actual experience (Kolb, 2015), may be particularly effective for Native American students.Over the course of two years, the IEL project will develop and test the feasibility of the IEL model, including students in each level of research, and working in collaboration with NDSU public health department. Finally, the model willl be disseminated to other tribal entities and stakeholders.
Animal Health Component
50%
Research Effort Categories
Basic
(N/A)
Applied
50%
Developmental
50%
Classification

Knowledge Area (KA)Subject of Investigation (SOI)Field of Science (FOS)Percent
90372993020100%
Knowledge Area
903 - Communication, Education, and Information Delivery;

Subject Of Investigation
7299 - Research equipment and methods, general/other;

Field Of Science
3020 - Education;
Goals / Objectives
Develop Interdisciplinary Experiential Learning Model at a tribal college.Assess delivery feasibility at NHSC.Disseminate IEL model to other tribal colleges and entities.Include student involvement during each research phase.
Project Methods
Methodology Primary Personnel. Primary personnel will be Dr. Jessica White Plume and Lori Alfson, M.A. Both have extensive experience working with tribal college students, and particularly applying their scholarly expertise in the context of tribal colleges and tribal communities. Each have graduate education and certification in utilizing cultural and equine approaches to education of tribal students. The PI, Dr. White Plume had been the Principal Investigator for related research programs supported by the NIH/Great Plains Tribal Chairman's Health Board and the Otto Bremer Foundation. She has recently published an article in Tribal College Journal, reviewing the applications of Equine Programs in tribal communities (White Plume, 2016). Lori Alfson has successfully directed the National Science Foundation grant to advance STEM competency and research for amongst tribal college students since 2010, successfully partnering with NDSU for this ongoing program. In addition, she recently completed a master's level capstone project at Prescott University, focusing on equine assisted teaching strategies at tribal colleges (Alfson, 2016). For this project, Dr. White Plume will serve as the Principal Investigator (PI), providing oversight and direction for the overall goals, ensuring evaluation and dissemination, and administrative responsibilities such as report writing and purchasing. Lori Alfson, M.A. as mentioned above is a more than capable director herself, so as Project Director (PD), she will work collaboratively with Dr. White Plume on all program goals. She will be primarily responsible for academic development, interdepartmental collaborations, teaching module development, and continuous student monitoring. Strong and consistent faculty-student relationships are crucial, and Lori has already proven to excel in this area. Jessica and Lori have worked together extensively for the development of the Horse Nation program thus far, and maintain a very good working relationship.Our primary partner at NDSU is Dr. Donald Warne. He is a renowned physician, researcher, and lecturer in the field of Native education. He is currently the Chair of the only Native American Public Health Degree program in North America. He focuses on mentoring Native American students in research education and career preparation, and has developed a department specialized for this need. He and his faculty provide extensive expertise in research design and applications, large university level resources, and a pool of talented graduate students dedicated to collaborative education efforts. Dr. Warne has identified an additional Program Advisor, Vanessa Tibbits, M.A. Ms. Tibbits has a career focus on educational methods for Native Students. With a Master's degree in Education from a Tribal College, and having an accomplished career as a Native woman, she will be able to provide an experienced perspective to students regarding advancement from Associates Degree programs to Graduate Degrees.IEL Delivery. What sets the IEL approach apart, is the "crossover" teaching modules, and the inclusion of out-of-the-classroom "experiential" learning. During the implementation phase of this project, Equine instructors and lead students will be guest instructors for 2-4 sessions of identified NAS (e.g. NAS 201- History of the Three Affiliated Tribes), human services (e.g. PSY 210 Developmental Psychology). During these sessions, students and staff will travel to the Ranch for IEL class modules. At the ranch, equine staff and lead students will utilize the horse to reach relevant topics such as Native societal function, ceremonial ties to nature and animals, or applications of "horse therapy". Students will be presented with class relevant information and also engage with the horses for learning. Equine Assisted Learning (EAL) techniques allow students to experientially come to their own answers through interactions with the horse, while re-establishing personal and cultural connections (Alfson, 2016). Upon completion of the IEL crossover sessions, the regular instructor will continue the course per the syllabus, referencing back to the IEL sessions as appropriate to reinforce learning concepts.Instruments and Evaluation. The evaluation plan to determine the impacts of the proposed project will be formative, summative, internal and external. The internal formative evaluation will involve the Project Director keeping accurate records of all activities, data, purchases, travel, seminars, and curricular adjustments. She will compile all documents and report to the FBCC Administrative Council at their regular meetings as needed. Feedback from these formative evaluations to implement on-going improvements to the project. The timeline delineated above will serve as a guidepost to ensure progress and each respective item completion will serve as an outcome completed.As our unit of assessment is at the college departmental level, our primary instruments of evaluation for the IEL program are those that are primarily already embedded within our institutional evaluation process. At the outset, we will need approval from individual faculty and department heads, in the form of agreement upon course selections for IEL sessions. Once approved, the course syllabi will be adapted to reflect IEL approach. IEL sessions will be included in selected course curricula and Equine Studies faculty listed as co-facilitators or guest lecturers. Native American Studies and Human Services materials (program brochures) will include descriptions of the IEL approach.Additionally, NHSC has a full time Assessment Committee, dedicated to tracking and evaluating the progress of each academic department. Academic Reviews are conducted annually. With the initiation of the Equine Studies program, and the implementation of the IEL approach within participating departments, each of these pieces will undergo systematic review and evaluation using instruments previously developed by NHSC.This NHSC departmental assessment rubric administered during year one (Spring of 2019) will provide baseline data, while the post- program implementation evaluation will be administered during the Spring of 2019. Aggregate departmental level student enrollment will be collected for Equine Studies courses as well as NAS and Human Services courses. Number of students completing each program and each course will be recorded. As the Ag department had no prior students enrolled in any Ag related degree programs, the baseline data for this department will be zero. Course completion for students from non-Ag departments will be recorded to assess the reach of the program.For qualitative data to understand feasibility issues at a deeper level, the NHSC Curriculum Committee, which meets monthly to assess and address all academic needs, will review and approve the IEL process prior to, and throughout implementation. Faculty comments and approvals during curriculum committee meetings will provide qualitative data regarding program success. Finally, qualitative interviews will be conducted with key department staff, faculty, and students to hear how effective they feel this approach is in meeting student, college, and community needs.

Progress 09/01/19 to 08/31/20

Outputs
Target Audience:The current audience is the NHSC faculty and staff, and student body, of approximatly 250. Changes/Problems: Nothing Reported What opportunities for training and professional development has the project provided?Equine students received training in research methodology and Adverse Childhood Experiences (ACE) from NDSU Department of Public Health. Additionally, the NDSU Public Health Department provided training on public health concerns on Indian reservations. Equine students and faculty received training in Natural Horsemanship methods. Equine faculty received training in Trauma-Informed Equine Assisted Psychotherapy (TF-EAP) and two facutly received training and certification from "Natural Lifemanship", an organization specalizing in Trauma-Infored Equine Assisted Psychotherapy. NHSC Equine faculty and students attended a workshop on Equine Gestalt principles used in Equine Assisted Psychotherapy. NHSC Equine students attended a series of workshops on Equine Assisted Mindfullness activities to support trauma-informed care principles. How have the results been disseminated to communities of interest?We have provided a number of "Horse Fun Days" for both students and staff/faculty as part of "de-stress fests". Through these events we have been able to communicate how horses assist in health, balance, and healing as part of a holistic way of living, as well as the cultural significance of the horse. We have held the following additional equine assisted activity related events for community and NHSC students, staff, and faculty during this time period: Spirit of the Horse, Horse Mask Making Workshop, and Beyond the Horse (Gestalt therapy method). Additionally, we have had a number of articles puplished in our local newspapers and NHSC newsletter. We have a very active social media account on Facebook called NHSC Equine and Ag-tivities where stories and educational information concerning these topics are disseminated. The NHSC Department of Equine studies has beenfeatured as guest speakers on Historical Trauma and Trauma-Informed Equine Assisted Psychotherapy to the North Dakota Professional Association of Therapuetic Riding (ND PATH), North Dakota State University (NDSU) Extension,and the national organization,Carnegie Math Pathways. We also coordinated a Trauma-Informed Care/Trauma-Informed School overview forNHSC faculty. Due to the success of the IEL model at NHSC, theIEL model is seen as a "best practice"at NHSC. Currently our agriculture department is using the IEL model to colloboratewith the Native American Studies and Environmental Science departments onFood Sovereignty / Local Foods Gardeningcoursework. All three departments will be contributing to the curriculum within their area of expertise in the context ofFood Sovereignty, Local Foods, and Gardening. Additionally, the Food Sovereignty curriculum will be integreated into their currentcourses for use in their respective degree programs. What do you plan to do during the next reporting period to accomplish the goals?Although the grant has ended, our work has not. We stillwill continue to partner with Native American Studies and our Psychology Department to integrate coursework and training in Historical Trauma and ensure proper integration of the Trauma-Informed Psychotherapy. We will continue to partner with both departments to provide training opportunities in Trauma-Informed Equine Assisted Psychotherapy, Trauma-Informed Care/Schools, and Historical Trauma for NHSC staff and faculty, as well as other communities of interest. We are expanding our Equine Assisted Activities and Therapies coursework to become a specialty area within the Equine Studies degree. We will partner with Teacher Education for Equine Assited Learning & Therapeutic Riding as well as Native American Studies and Psychology for Equine Assited Mental Health and Trauma-Informed Equine Assisted Psychology/Historical Trauma. We are planning additional research in the area of Trauma-Informed Equine Assisted Psychology as a therapy modality for Historical Trauma.

Impacts
What was accomplished under these goals? In Spring 2019, students received training in research methodology and Adverse Childhood Experiences (ACE) from NDSU Department of Public Health via distance learning. As part of Spring 2019 coursework in ARSC311 - Explorations in Equine Assisted Learning, students created interdepartmental lesson plans integrating public health issues effecting Indian country, Native horse culture, historical trauma along with Equine Experiential Learning. Students thentaught their lessons to the NHSC student in the following courses: PSY111 - Introduction to Psychology & NAS 201 - History of the Three Affiliated Tribes. In Fall 2019, in our course ARSC311 - Equine Assisted Learning and Mental Health, we integrated Trauma-Informed Equine Assisted Psychotherapy as well and a unit on Trauma-Informed Care and Native Historical Trauma. We partnered with NHSC Psychology and Native American Studies departments to ensure proper topics were included and to review coursework. PH111 - Interdisciplinary Approaches to Public Health that was developed with NDSU Public Health department was added a wellness class option at NHSC as well as was added as an elective for equine studies program. The Equine Studies department re-vamped the first-year experience course for equine students, PSY100 - Psychology of Student Success, to be specific for only equine studies students. This course now integrates Equine Experiential Learning, native equine culture, trauma informed educational strategies (including Trauma-Informed Equine Assisted Psychotherapy), and soft skills/productive persistence to coursework. In Spring 2020, in addition to students enrolled inARSC210 - Equine Assisted Activities and Therapies, the course had guest students from the Teacher Education department. Guest eacher Education students attended lectures on therapeutic riding benefits for special needs K-12 students. The Teacher Education students also attended a hands-on therapeutic riding session at the barn with the horses learning proper safety protocols and witnessing a therapeutic riding session. Additionally, Teacher Education and Equine students partnered to create lesson plans for therapeutic riding. The Teacher Education students utalized their expertise in lesson planning to mentor equine students in proper lesson plan creation. Summer 2020, we expanded our Equine Assisted Activities and Therapies coursework to include an online version, which provided opportunity for students not normally able to take on-site classes. To meet outcomes from this project, we evaluated and determined a great need for Equine Assisted Activities and Therapies certified practitioners in Native communities across the country, including Fort Berthold. In order to meet this need, we created a specialization in current Equine Studies degree for Equine Assisted Activities and Therapies (EAAT). We worked with Psychology/Social Science department to determine courses to integrate Equine Assisted Activities and Therapies and as a therapeutic modality option within coursework. We reached out to area Therapeutic Horsemanship center for internships for students in EAAT courses, including "Therapeutic Riding for Heart & Soul" (TR4HS) in Bismarck, ND,who we will be partnering with in 2020 to provide Therapeutic Riding services through NHSC for Fort Berthold for K-12 special needs kids and to teach Therapuetic Riding courses. This will provide our Equine students essential internship hours and valuable experience. We also provideprofessional development for NHSC Faculty and Students in Natural Horsemanship Methods, Trauma-Informed Care Educational Strategies for Schools, Trauma-Informed Equine Assisted Psychotherapy, and Adverse Childhood Experiences (ACE) Testing. A major success was our understanding of the need to incorporate trauma-informed care strategies throughout our curriculum as well as our degree plan and our entire department. NHSC Equine faculty hasintegrated Trauma-Informed Equine Assisted Psychotherapy throughout the Equine Studies degree. It has been added to a number of courses, as well as integrating the principles in how we approach and work with students knowing that many of our students have endured some form of trauma. Other staff in agriculture deparement have received trauma-informed training, to incorporate many of the strategies in our extension programs as well.

Publications


    Progress 09/01/17 to 08/31/20

    Outputs
    Target Audience:The current audience is the NHSC faculty and staff, and student body, of approximatly 250. Changes/Problems: Nothing Reported What opportunities for training and professional development has the project provided?Equine students received training in research methodology and Adverse Childhood Experiences (ACE) from NDSU Department of Public Health. Additionally, the NDSU Public Health Department provided training on public health concerns on Indian reservations. Equine students and faculty received training in Natural Horsemanship methods. Equine faculty received training in Trauma-Informed Equine Assisted Psychotherapy (TF-EAP) and two faculty received training and certification from "Natural Lifemanship", an organization specializing in Trauma-Informed Equine Assisted Psychotherapy. NHSC Equine faculty and students attended a workshop on Equine Gestalt principles used in Equine Assisted Psychotherapy. NHSC Equine students attended a series of workshops on Equine Assisted Mindfulness activities to support trauma-informed care principles. How have the results been disseminated to communities of interest?We have provided a number of "Horse Fun Days" for both students and staff/faculty as part of "de-stress fests". Through these events we have been able to communicate how horses assist in health, balance, and healing as part of a holistic way of living, as well as the cultural significance of the horse. We have held the following additional equine assisted activity related events for community and NHSC students, staff, and faculty during this time period: Spirit of the Horse, Horse Mask Making Workshop, Beyond the Horse (Gestalt equine therapy method), and Resiliency through Mindfulness training. Additionally, we have had a number of articles published in our local newspapers and NHSC newsletter. We have a very active social media account on Facebook called NHSC Equine and Ag-tivities where stories and educational information concerning these topics are disseminated. In 2020. the NHSC Department of Equine Studies has been featured as guest instructors on Historical Trauma and Trauma-Informed Equine Assisted Psychotherapy to the North Dakota Professional Association of Therapeutic Riding (ND PATH), North Dakota State University (NDSU) Extension diversity council, and the national organization, Carnegie Math Pathways. We were guest speakers at the TR4HS (Therapeutic Riding for Heart and Soul in Bismarck, ND) Annual Donor's Banquet in November 2019. We also coordinated a Trauma-Informed Care/Trauma-Informed School overview for NHSC faculty. Due to the success of the IEL model at NHSC, the IEL model is seen as a "best practice" at NHSC. Currently our Agriculture Department is using the IEL model to collaborate with the Native American Studies and Environmental Science departments on Food Sovereignty / Local Foods Gardening coursework. All three departments will be contributing to the curriculum within their area of expertise in the context of Food Sovereignty, Local Foods, and Gardening. Additionally, the Food Sovereignty curriculum will be integrated into their current courses for use in their respective degree programs. What do you plan to do during the next reporting period to accomplish the goals? Nothing Reported

    Impacts
    What was accomplished under these goals? In Spring 2019, students received training in research methodology and Adverse Childhood Experiences (ACE) from NDSU Department of Public Health via distance learning. As part of Spring 2019 coursework in ARSC311 - Explorations in Equine Assisted Learning, students created interdepartmental lesson plans integrating public health issues effecting Indian country, Native horse culture, historical trauma along with Equine Experiential Learning. Students then taught their lessons to the NHSC student in the following courses: PSY111 - Introduction to Psychology & NAS 201 - History of the Three Affiliated Tribes. In Fall 2019, in our course ARSC311 - Equine Assisted Learning and Mental Health, we integrated Trauma-Informed Equine Assisted Psychotherapy as well and a unit on Trauma-Informed Care and Native Historical Trauma. We partnered with NHSC Psychology and Native American Studies departments to ensure proper topics were included and to review coursework. PH111 - Interdisciplinary Approaches to Public Health that was developed with NDSU Public Health department was added a wellness class option at NHSC as well as was added as an elective for equine studies program. The Equine Studies department re-vamped the first-year experience course for equine students, PSY100 - Psychology of Student Success, to be specific for only equine studies students. This course now integrates Equine Experiential Learning, native equine culture, trauma informed educational strategies (including Trauma-Informed Equine Assisted Psychotherapy), and soft skills/productive persistence to coursework. To meet outcomes from this project, we evaluated and determined a great need for Equine Assisted Activities and Therapies certified practitioners in Native communities across the country, including Fort Berthold. In order to meet this need, we created a specialization in current Equine Studies degree for Equine Assisted Activities and Therapies (EAAT). We worked with Psychology/Social Science department to determine additional courses to integrate Equine Assisted Activities and Therapies specialization. In Spring 2020, in addition to students enrolled in ARSC210 - Equine Assisted Activities and Therapies, the course had guest students from the Teacher Education department. Guest Teacher Education students attended lectures on therapeutic riding benefits for special needs K-12 students. The Teacher Education students also attended a hands-on therapeutic riding session at the barn with the horses learning proper safety protocols and witnessing a therapeutic riding session. Additionally, Teacher Education and Equine students partnered to create lesson plans for therapeutic riding. The Teacher Education students utilized their expertise in lesson planning to mentor equine students in proper lesson plan creation. In January 2020, we partnered with TR4HS (Therapeutic Riding for Heart and Soul) located in Bismarck, ND to provide Therapeutic Riding and Equine Assisted Learning services one day a week at the Healing Horse Ranch to local special needs K-12 students and community members with disabilities. In Spring 2020, we provided 12 Equine Assisted Learning sessions, and 8 Therapeutic Riding sessions. Summer 2020 we provided 36 Therapeutic Riding sessions. In Fall 2020, we provided 16 hours of Equine Assisted Learning and 8 Therapeutic Riding. Note that we did stop sessions due to COVID when appropriate and when sessions could resume, we implemented the proper CDC guidelines. Additionally, in January 2020 we hired the Director of TR4HS as an adjunct who is now teaching all of our Equine Assisted Activities and Therapies courses, which include: Intro to Equine Assisted Activities and Therapies, Equine Assisted Mental Health and Learning, Principles of Equine Assisted Activities and Therapies, and Therapeutic Horsemanship Internship. Students in these courses assist with providing Therapeutic Riding and Equine Assisted Learning to community members. They gain valuable hands-on experience while fulfilling their required internship hours. In summer 2020, due to restriction from COVID-19, we expanded our Equine Assisted Activities and Therapies coursework to include an online version, which provided opportunity for students not normally able to take on-site classes. We also provide professional development for NHSC Faculty and Students in Natural Horsemanship Methods, Trauma-Informed Care Educational Strategies for Schools, Trauma-Informed Equine Assisted Psychotherapy, and Adverse Childhood Experiences (ACE) Testing. A major success was our understanding of the need to incorporate trauma-informed care strategies throughout our curriculum and our entire Agriculture Department. NHSC Equine faculty has integrated Trauma-Informed Equine Assisted Psychotherapy throughout the Equine Studies degree. It has been added to a number of courses, as well as integrating the principles in how we approach and work with students knowing that many of our students have endured some form of trauma. All faculty and staff in Agriculture Department have received trauma-informed training, to incorporate many of the strategies in our extension programs as well.

    Publications


      Progress 09/01/18 to 08/31/19

      Outputs
      Target Audience:The current audience is the NHSC faculty and staff, and student body, of approximatly 250. Changes/Problems: Nothing Reported What opportunities for training and professional development has the project provided?Equine students received training in research methodology and Adverse Childhood Experiences (ACE) from NDSU Department of Public Health. Additionally, the NDSU Public Health Department provided training on public health concerns on Indian reservations. Equine students and faculty received training in Natural Horsemanship methods. Equine faculty received training in Trauma-Informed Equine Assisted Psychotherapy (TF-EAP). NHSC faculty received training in Trauma-Informed Care/Trauma-Informed Schools. How have the results been disseminated to communities of interest?We have provided a number of"Horse Fun Days" for both students and staff/faculty as part of "de-stress fests". Through these events we have been able to communicate how horses assist in health, balance, and healing as part of a holistic way of living, as well as the cultural significance of the horse. We have held the following additional equine assisted activity related events for community and NHSC students, staff, and faculty during this time period:Spirit of the Horse, Horse Mask Making Workshop, and Beyond the Horse (Gestalt therapy method). Additionally, we have had a number of articles puplished in our local newspapers and NHSC newsletter. We have a very active social media account on Facebook called NHSC Equine and Ag-tivities where stories and educational information concerning these topics are disseminated. NHSC Equine faculty was guest lecturers for the North Dakota Professional Association of Therapuetic Horsemanship (PATH) annual conference, providing continuing education credits. The topics they presented on were Trauma-Informed Equine Assisted Psycotherapy and Natural Horsemanship methods.Additionally, Trauma-Informed Care/Trauma-Informed School training was coordinated for NHSC facutly. What do you plan to do during the next reporting period to accomplish the goals?We will be partnering with "TherapeuticRiding for Heart & Soul" (TR4HS)in 2020 to provideTherapeuticRiding services through NHSC for Fort Berthold for K-12 special needs kids. This will provide our Equine students essential internship hours and valuable experience. TR4HS will also be teaching the courses ARSC210 - Intro to Equine Assisted Activities and Therapies as well as ARSC310 - Principles of Equine AssistedActivitiesand Therapies. After completing these two courses, students will be apply to apply and test for their EAAT certification through ProfessionalAssociationof Therapeutic Horsemanship (PATH). Equine faculty will continue to receive additional trainingTrauma-Informed Equine Assisted Psychotherapy and integrate it throughout the Equine Studies degree program. We have found that many of our students either grew up with or are effected by Historical Trauma. We will continue to partner with Native American Studies and ourPsychologyDepartment to integrate coursework and training in Historical Trauma and ensure proper integration of the Trauma-Informed Psychotherapy.We will continue to partner with both departmentsto provide training opportunities in Trauma-Informed Equine Assisted Psychotherapy, Trauma-Informed Care/Schools, and Historical Traumafor NHSC staff and faculty, as well as other communities of interest. We are expanding our Equine AssistedActivities and Therapies coursework to become aspecialty area within the Equine Studies degree. We will partner with Teacher Education for Equine Assited Learning & Therapeutic Riding as well as Native American Studies andPsychologyfor Equine Assited Mental Health and Trauma-Informed Equine Assisted Psychology/Historical Trauma. We are planning additional research in the area of Trauma-Informed Equine Assisted Psychologyas a therapy modality for Historical Trauma.

      Impacts
      What was accomplished under these goals? In Spring 2019, students received training in research methodology and Adverse Childhood Experiences (ACE)from NDSU Department of Public Health via distance learning. As part of Spring 2019coursework in ARSC311 - Explorations in Equine Assisted Learning, students created interdepartmental lesson plans integrating public health issues effecting Indian country, Native horse culture, historical trauma along with Equine Experiential Learning and taught their lessons to the following: PSY111 - Introduction to Psychology & NAS 201 - History of the ThreeAffiliated Tribes. Additionally, students from ARSC210 - Equine Assisted Activities and Therapies had guest students from the Teacher Education department. Teacher Education students attended lectures on therapeutic riding benefits for special needs K-12 students. The Teacher Education students also attended a hands-on therapeutic riding session with the horses learning proper safety protocols and witnessing atherapeutic riding session. Additionally, Teacher Education and Equine students partnered to create lesson plans fortherapeutic riding. In our course ARSC311 - Equine Assisted Learning and Mental Health, weintegrated Trauma-Informed Equine AssistedPsychotherapy as well and a unit on Trauma-Informed Care and Native Historical Trauma. We partnered with NHSCPsychology and Native American Studies departments to ensure proper topics were included and to review coursework. PH111 - IInterdisciplinaryApproaches to Public Health that was developed with NDSU Public Health department was added a wellness class option at NHSC as well as was added as anelective for equine studies program. The Equine Studies department re-vamped the first-year experience course for equine students, PSY100 - Psychology of Student Success, to be specific for only equine studies students. This course nowintegrates Equine Experiential Learning, native equine culture, trauma informed educational strategies (including Trauma-Informed Equine Assisted Psychotherapy), and soft skills/productivepersistence to coursework. Due to outcomes from this project, we determined the great need for Equine Assisted Activities and Therapies certifiedpractitioners in Native communities across the country, including Fort Berthold. In order to meet this need, wecreated a specializationin current Equine Studies degree for Equine Assisted Activities and Therapies (EAAT). Weworkedwith Psychology/Social Science department to determinecourses to integrate Equine Assisted Activities and Therapies and as a therapeuticmodality option within coursework. We reached out to area TherapeuticHorsemanship center for internships for students in EAAT courses, including "Therapeutic Riding for Heart & Soul" (TR4HS) who we will be partnering with in 2020 to provideTherapeutic Riding services through NHSC for Fort Berthold for K-12 special needs kids. This will provide our Equine students essential internship hours and valuable experience. We also provide additional professional development for NHSC Faculty and Students in Natural Horsemanship Methods, Trauma-Informed Care Educational Strategies for Schools, Trauma-Informed Equine Assisted Psychotherapy, and Adverse Childhood Experiences (ACE) Testing. Equine faculty is integrated Trauma-Informed Equine Assisted Psycholtherapy throughout the Equine Studies degree.

      Publications


        Progress 09/01/17 to 08/31/18

        Outputs
        Target Audience:The current audience is the NHSC faculty and staff, and student body, of approximatly 250. Changes/Problems: Nothing Reported What opportunities for training and professional development has the project provided?Students received training in research methodology from NDSU Department of Public Health. Additionally, the NDSU Public Health Department provided training on public health concerns on Indian reservations. Students and faculty received training in Natural Horsemanship methods. 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?Create and teach additional interdepartmental lesson plans integrating Equine Experiential Learning. Integrate PH111 - Interdisiplinary approaches to Public Health as a wellness class option and elective for equine studies program. Update current course PSY100 - Psychology of Student Success that integrates Equine Experiential Learning, native equine culture, trauma informed educational strategies (including Trauma-Informed Equine Assisted Psycotherapy), andsoft skills/productive persistance to coursework. Create specialization in current Equine Studies degree for Equine Assisted Activities and Therapies (EAAT), working with Social Science department for courses to integrate Equine Assisted Activities and Therapies and as a therapuetic modality option withincoursework. Work with area Therapuetic Horsemanship center for internships for students in EAAT courses. Provide additional professional development for NHSC Faculty and Students in Natural Horsemanship Methods, Trauma-Informed Care Educational Strategies for Schools, Trauma-Informed Equine Assisted Psychotherapy, and Adverse Childhood Experiences (ACE) Testing.

        Impacts
        What was accomplished under these goals? In Spring 2018, students received training in research methodology from NDSU Department of Public Health. Additionally, students travelled two times Spring 2018 to North Dakota State University in Fargo, ND. NDSU's Public Health Department provided training on public health concerns forIndian country and Adverse Childhood Experiences (ACE) Testing. Students also toured NDSU Equine Studies department, specifically learning about NDSU'sEquine Assisted Activities and Therapies program. As part of Spring2018 coursework in ARSC311 - Explorations in Equine Assisted Learning, students created 3interdepartmental lesson plans integrating public health issues effecting Indian country, native horse culture, historical trauma along withEquine Experiential Learning and taught their lessons to the following classes: PSY111 - Introduction to Psychology & NAS 201 - History of the Three Affliated Tribe.

        Publications