Recipient Organization
UNIV OF CONNECTICUT
438 WHITNEY RD EXTENSION UNIT 1133
STORRS,CT 06269
Performing Department
Agriculture & Resource Econ.
Non Technical Summary
Over the last 35 years, the number of Native students enrolled in post-secondary education has grown but remains the lowest percentage of any racial or ethnic group across U.S. universities and colleges. Native students consistently represent 1% of university undergrads and less than 1% of graduate students, and the overall percentage of Native persons over 25 holding degrees equaled 25% as of 2019, which is low in comparison to the national average of 42%. While the Equity in Educational Land-Grant Status Act of 1994 designated 35 tribal colleges and universities as land-grant institutions, only two of them are east of the Mississippi River, in northern Michigan and Wisconsin. This reality exemplifies that even America's past attempts to support tribal students have left Eastern tribes behind, and as a result these Eastern tribes lack visibility and deserve attention. In order to improve the recruitment and retention of northeastern Native students in 1860 universities, this project proposes to develop a pipeline for Tribal high school students to attend the University of Connecticut (UConn)'s Ratcliffe Hicks School of Agriculture (RHSA), leading to the Associate of Applied Science (AAS) degree. This degree is supported by local industry, provides needed regional workforce development, and aligns with sustainable environmental, agricultural, and food production methods of cultural importance. Students successfully completing the program could become employed directly in these areas, or transfer to baccalaureate programs at UConn in a variety of agricultural, natural resources and health-related fields.In partnership with local tribes, a cohort of high school students will be recruited and have their tuition and fees covered. Participants will join the Native and Indigenous Scholars (NISC) non-residential learning community and its concomitant First-Year Experience course. Tribe members and faculty from both the AAS and BS programs will develop a mentorship program and professional development activities. During their first summer students will participate in experiential learning activities, including an undergraduate research project or internship in a field of their choice. We will also develop a general education course that addresses issues in food, agriculture and the environment from an Indigenous lens. Students will receive career counseling, and after their second year will either be ready to enter the workforce or complete two additional years to earn a BS/BA through UConn, including the option to complete a minor in Native American and Indigenous Studies. This project will increase Native student exposure to the opportunities of a Land Grant university, develop workforce readiness skills and provide participants with education and training that they can use in their local communities. Increasing the presence of Native students at UConn will also enhance creativity and innovation in both teaching and research through the diversity of cultural perspectives and inclusion of Native knowledge and will lead to increased collaboration between the university and Tribal nations.
Animal Health Component
40%
Research Effort Categories
Basic
20%
Applied
40%
Developmental
40%
Goals / Objectives
The primary goal of this project is to increase access to the opportunities of the Land Grant system to Native students from Southern New England. Our objectives are to:Provide increased accessibility and support for Connecticut Native students.Raise the awareness of tribal students throughout southern New England to the opportunities of the Land Grant system.Build connections, to establish trust and cooperation, with Tribes or associated groups in Connecticut for recruiting, mentoring and retaining tribal students.Create culturally relevant seminars that address the nuances of interests and challenges of Native Americans.Establish pipelines of student internships and post-graduation employment directed at the needs and priorities of career advancement for tribal students.Enhance, across the CAHNR curricula, the content of all programs in education that integrates the concerns, interests, and historic contributions of tribal nations to society and our natural and social sciences and humanities.Work with the Office of Diversity, Equity and Inclusion to establish an on-campus, cultural center and atmosphere that gives tribal students a pathway to being welcomed in the Land Grant setting while retaining traditional support and cultural connections of home.
Project Methods
We will recruit and support a cohort of Tribal students, through presentations at Tribal gatherings and Agriscience High Schools, to attend the 2-year Ratcliffe Hicks School of Agriculture in CAHNR for an Associate of Applied Science (AAS). Each cohort will participate in a Native and Indigenous Scholars Community (NISC) non-residential learning community and concomitant First-Year Experience course. We will create an academic-focused mentorship group and work with the Mashantucket Pequot and Mohegan Tribes to identify specific content to be integrated into the program, including Tribal history and cultural education. Students will meet with their cohort on a weekly basis, providing a sense of community and a safe space to discuss their experiences at UConn. Scheduled mentorship activities will vary, and include activities with the graduate peer mentors, leadership exercises and career-oriented workshops. Students will also participate in a monthly Seminar Series devoted to Tribal history and culture. We will additionally develop a RHSA/CAHNR general education course focusing on introducing traditional Tribal government and cultural norms, especially as they relate to human, animal, plant and environmental health, food and sustainability. Students will participate in a summer experiential learning activity, which can include undergraduate research projects around topics identified by Native communities as important and/or internships in areas of interest to the students. After their second year students may either continue on to earn a bachelor's degree from the University of Connecticut or apply for an industry position.While the primary evaluation metrics will be the number of students recruited, retained and graduated, the project will include both formative and summative evaluation. The proposed RHSA/CAHNR course will be examined by multiple faculty members as well as the Courses and Curriculum Committees and the University Senate before implementation and assessed based on student and departmental evaluations. Participant experiences will be assessed using both open-ended and closed-ended evaluations throughout the program period. Academic success will be measured by course grades and academic advisor assessment, also allowing for additional interventions to support struggling students. Experiential learning activities will be assessed using evaluations of both students and their supervisors. Tribal community members and leaders will be surveyed on the degree to which this project improved relationships between UConn and Native members, as well as the success of our youth outreach activities. CAHNR is currently conducting a search to fill its vacant Extension Evaluation position. Once hired, the Extension Evaluator will join the project team to conduct formative and summative evaluations of the project.