Performing Department
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Non Technical Summary
Over the last six years, the Wabanaki Youth in Science (WaYS) program has developed a model educational program for Native American middle and high school students in Maine. This program brings together Traditional Ecological Knowledge (TEK) and western science through a multi-faceted, year-long approach. For results, WaYS has seen participation of over 20% participation of all Native Youth in Maine in the program and is responsible for a 15% increase in the number of Native American students that are currently attending University of Maine in the sciences.Since Fall of 2017, with the help of funding from the National Science Foundation (NSF INCLUDES Project #1737320), WaYS began piloting the pedagogy and mentoring program at the University of Maine for Undergraduates in Natural Resource Fields to five Native American students. In our application to the USDA NIFA Multicultural Scholars Program, we seek to focus and extend this program over the next four years through the following activities: 1. Provide a scholarship to five Native American students a year in USDA related academic fields at the University of Maine. 2. Integrate curriculum that embraces TEK and western science as equal partners to highlight the role both have in science education retention for Native American and other under-represented students. 3. Expand WaYS mentorship opportunities for Native American students across the University of Maine. 4. Assess the recruitment, mentorship, and retention program for WaYS-MSP students.
Animal Health Component
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Research Effort Categories
Basic
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Applied
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Developmental
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Goals / Objectives
Many underrepresented students, particularly Native American students, do not view a career within the FANH sciences as a part of their future. More alarming is that some have not been exposed to these and other natural resources fields to realize these as a possibility. Many Native Youth feel that this is not within their reach for other reasons (lack of preparation, financial etc.). Compounding that, particularly within the Wabanaki Tribal Nations (Penobscot, Passamaquoddy, Maliseet, and Micmac) in Maine, there is a need for more young people to be the new natural resource leaders for their tribes. Currently, there are only a handful of students that share a desire to pursue FANH and natural resource fields at a post-secondary level and ultimately a career. Adding further pressure to the workforce demand are many FANH and natural resource professionals within the Wabanaki Tribal Nations (and on a larger national scale) that will be retiring within the next 5-10 years.National trends indicate that Wabanaki participation and success in college programs may be difficult to attain. The 2007 Native American Consortium for Student Retention Data surveyed more than 400 post- secondary schools which indicated more than 4.9 million first-time, full time freshmen during the timeframe of 1999-2005. Although the information indicated an increase of more than 50% with regard to all minority students over the six-year period that were attending four-year schools, there was only a 1% increase in Native American students over that same time period. Further challenging success, 40% of the Native American students began their post-secondary college without a high school diploma. (Hunt, 2008). Much of this is traced back to lack of preparation in K-12 grades and lack of historic access to education. More recent data, based off information from the National Indian Education Association, shows similar challenges:In 2012, 39% of American Indian/Alaskan Native (AI/AN) students who started in 2005 as first- time, full-time students at 4-year institutions graduated, compared to 60% of White students (Knapp, Kelly-Reid, & Ginder, 2012.In 2011, among students who took the National Assessment of Educational Progress (NEAP) test, 63% of AI/AN 8th graders had never talked to a school counselor during 8th grade about classes they should take in high school or about what they want to do after high school (National Center for Education, 2012).At the University of Maine, in 2012, 0% of the male Native youth graduated in 4 years. 25% (1 student) graduated in five years and 25% (1 student) graduated in six years. For female Native youth the graduation rate was 8%, (3) 35% (6) and 35% (6) respectively.Less than 1% (71) of the enrolled, degree-seeking undergraduate students at the University of Maine are Native Americans (FY 2018).Until six years ago, there were few mechanisms in place in the Wabanaki communities to keep Native students "connected" or "bridged" if an interest was sparked in the natural resources or FANH fields from middle school through college. The past six years, the Wabanaki Youth in Science program (WaYS) has provided that "bridge" for high school students to learn more about, and do work in, natural resource, FANH and other STEM fields. Our innovative program brings Traditional Wabanaki Ecological Knowledge (WEK) and western science together through Cultural Knowledge Keepers (CKKs) and natural resource professionals to engage middle and high school students in natural resources programs vis-a-vis a multi-dimensional program, including internships, earth camps/seasonal mini camps and after school programs.WaYS was established in a grassroots collaboration with the four Wabanaki Tribal Nations (four Tribes-Penobscot, 2 Passamaquoddy communities, Micmac, and Maliseet) in Maine. The premise was based on the foundation that Native Youth will be persistent in science through post-secondary education by incorporating traditional Wabanaki Ecological Knowledge (WEK) and values into the teaching of science. This is a proven component for persistence and success in natural resources education for Native American students (Huntington, 2000; Kimmerer, 2002). Over these last six years, there has been a 15% increase in Native youth attending the University of Maine in the science fields as first year students. Other highlights from the WaYS Program include 65 Maine Native American students who have participated on a regular basis, with about equal participation by males and females and broad participation across the four Tribal Nations (40% Penobscot, 25% Passamaquoddy, 22% Micmac, and 12% Maliseet).ii. Meeting Objective to Reverse the Current TrendsThat next step-academic persistence and success in post-secondary education through "WaYS to Higher Education"-is the most challenging, but it is also the step that could have the broadest impact not only for Native American students but other underrepresented populations (and even mainstream students) in natural resource and FANH fields as well. Our vision is that by utilizing an innovative Native American middle and high school educational program as the foundation, we will provide the platform for success of Native American and other under-represented groups in post-secondary natural resources and FANH education. Funding for a cohort five scholars a year for four years will profoundly impact the achievement of Native student success in FANH and Natural Resource fields at the University of Maine and help shift the paradigm of science education and achievement for Native students. Luckily, we are not alone in our quest to serve under-represented populations in the natural resources and FANH fields at the University of Maine and beyond to aid Native Student success. Over the last two years, the Wabanaki Center at University of Maine has been the lead institution on an NSF INCLUDES grant (award #1744506) to research and include cultural science in post-secondary natural resources science curriculum to ensure Native student persistence and success. The addition of the USDA Multicultural scholarship project, "WaYS to Higher Education," will expand and extend the NSF INCLUDES grant by giving opportunity for five scholars to participate in an already-tested cultural science curriculum with mentors and greater institutional support mechanisms. This will help reverse low enrollment, increase retention rates, and increase completion of baccalaureate degrees by multicultural students and in particular the five scholars.WaYS provides a collective vision to address the participation and persistence in natural resources by under-represented groups by utilizing an innovative, grassroots, inclusive community driven pedagogy vis-a-vis a "social innovative framework," that identifies, connects, and ultimately accomplishes a successful strategy and vision (see figure, above). "WaYS to Higher Education" is an opportunity for the Wabanaki Tribal Nations to continue exploring the missing pieces what the communities see as lacking in the "bridge" between secondary and post-secondary education. To ensure Native students persist in science, we collaborate with academia to find a common ground in community-based research problems with which to start building the bridge, connect with academic and other partners (which might mean challenging the status quo) and, most importantly, and build the bridge between University and Native students and communities through the development of protocols to link Native high school students to a college curriculum and internships/mentorship programs that embrace Traditional Wabanaki Ecological Knowledge (WEK).
Project Methods
There is a need to integrate and expand Native student success in post-secondary education. The desire is there, if given an opportunity and presented in a manner that enhances learning. This is corroborated in a recent report by University of Maine Visiting Libra Diversity Professor, Caroline Brackette. Dr. Brackette shared that "incorporating diversity into pedagogical practices creates an inclusive learning environment. Students who feel excluded from the full classroom learning experience struggle to learn as well as those who feel included. The inclusion of people with diverse backgrounds, ideas, and methods of teaching and learning is crucial to educational outcomes." Further, this inclusion has broader impact because it increases students critical thinking skills, an ability to work across differences and decrease prejudices, all qualities that many future employers seek (National Leadership Council 2007). The use of mentorships/internships has proven to be successful with WaYS participants. We will continue to utilize this model with the five scholars and the WaYS to Higher Education project. Working with faculty, upper-level students, and natural resource professionals is an integral part of the relationships that are developed over the long-term continuum.Our project design fosters Native student success in FANH fields and begins institutional changes that will enhance Native student success in the future. The time commitment by personnel and participants will vary with each student's needs. No two students are alike and faculty understand the individual needs students have. As success is critical for all parties, the time committed will be made by the scholars and faculty to ensure success. One of the strong benefits to utilizing the WaYS model in this expanded program is that mentors (both faculty and CKK) have been a part of this program previously. This eliminates the need for mentor training. Our foundational framework is already in place. By utilizing a strong foundational program such as WaYS to be the framework for the Native MSP Scholars, an academic standard is being achieved and heightened with the inclusion of a CKK/western science internship/research opportunity. Our program reflects a three-way learning model that empowers students to be successful as suggested by Martin (2005). He provides concrete suggestions to enhance learning for Native students at predominantly white institutions such as UMaine. He points out that "participation and persistence rates for American Indians in higher education will become a reality if institutions provide commitment and leadership, culturally relevant programs, and student support systems, as well as include student perspectives in program planning" (Martin 2005: 85) which is provided by the WaYS Program.