A Research Publication and Grant Preparation Program for Native American Faculty in STEM: Implementation of the Six R's Indigenous Framework.

Anne D Grant,Ke Wu,Katherine Swan,Amy Kinch,Ruth Plenty Sweetgrass-She Kills,Salena Hill

doi:10.3389/fpsyg.2021.734290

Anne D Grant, Ke Wu + Show 4 more

Open Access

https://doi.org/10.3389/fpsyg.2021.734290

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Abstract

Faculty members in science, technology, engineering, and mathematics (STEM) disciplines are typically expected to pursue grant funding and publish to support their research or teaching agendas. Providing effective professional development programs on grant preparation and management and on research publications is crucial. This study shares the design and implementation of such a program for Native STEM faculty (NAF-STEM) from two tribal colleges and one public, non-tribal, Ph.D. granting institution during a 3-year period. The overall development and implementation of the program is centered on the six R’s Indigenous framework – Respect, Relationship, Representation, Relevance, Responsibility, and Reciprocity. The role of NAF-STEM and their interactions with the program, as members of the community formed by their participation, impacted the program. Their practices and the program co-emerged over time, each providing structure and meaning for the other. Through such reciprocity, NAF-STEM and the program research team continually refined the program through their mutual engagement. They took on the shared responsibility of the program while they participated in and shaped its practices. The process and results of formative and summative assessment and the impact of COVID-19 on the program are reported. Results of the program offer lessons on the implementation of six R’s framework in professional development at institutions of higher education.

Highlights

The need for a culturally responsive and effective professional development (PD) program to support Native American Faculty in Science, Technology, Engineering, and Mathematics (NAFSTEM) was identified through research into the experiences of Native American students in the Program Supporting Indigenous Faculty Success field of natural resources and the critical contributions of Native American faculty to the success of Native American students (e.g., Aragon, 2002; Tippeconnic Fox, 2008; Gervais et al, 2016; Page-Reeves et al, 2018)
Results from Component 2 Research Publication: Two NAFSTEM chose to participate in this component working at their own pace
Results from Component 3 collaborative writing program (CWP): Five participants collaborated with three research team members on this component

Summary

Introduction

The need for a culturally responsive and effective professional development (PD) program to support Native American Faculty in Science, Technology, Engineering, and Mathematics (NAFSTEM) was identified through research into the experiences of Native American students in the Program Supporting Indigenous Faculty Success field of natural resources and the critical contributions of Native American faculty to the success of Native American students (e.g., Aragon, 2002; Tippeconnic Fox, 2008; Gervais et al, 2016; Page-Reeves et al, 2018). Two Tribal Colleges and Universities (TCUs) and one predominantly white institution (PWI) with Native American and non-Native team members, formed the Willow Alliance, funded by the National Science Foundation. Ten of the team members are enrolled members of seven Tribal Nations; two are Asian and eight are non-Native. Four members of the team led the development and implementation of the Research Publication and Grant Preparation (RPGP) Program and are the first authors of this article. The personal and professional lived experiences of the Native American team members contributed an additional layer of richness and perspective to the Willow project. The RPGP had eight NAF-STEM participants (four female, four male). Their home institutions are in the Northern Great Plains. From inclusion to integration of Indigenous perspectives and approaches, NAF-STEM are represented at the center of our continued journey.

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Discussion

Conclusion