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Developmental math preparation is integral in a pre-engineering pathway. This paper analyzes the efforts to improve remedial math passing rates at two tribal colleges in North Dakota participating in a pre-engineering collaborative. Previous work in progress addressed portions of these approaches, but here a more complete set of quantitative data is presented along with further analysis using the theoretical framework of Tribal Critical Race Theory. 

Abstract Pre-engineering Collaboration as a Tool to Facilitate Decolonization of Native American Students The intent of this paper is to describe how a collaborative engineering education program operating on a number of tribally controlled colleges and universities, TCU’s, across a particular geographic region of the United States may, through thoughtful application of best educational practices including a community-based approach, be seen as a tool that moves decolonization within Native American communities and education systems forward. Put in terms of a research question: “How effective can the funded program be when considered as a method to move decolonization forward in Native American engineering education and could it increase enrollment?” This collaborative education effort which is been going on for the past 10 years and is soon to graduate its 10th student with a Baccalaureate of Science in either Civil, Mechanical, Electrical or Agricultural Engineering, is using this milestone as an opportunity to do some introspection on the program, its achievements, the processes that were used and some long-term outcomes. In recent history great consideration has been given by indigenous peoples to the recognition of colonial influences on their current lives. Much discussion has taken place among Native Americans regarding efforts to mitigate or reverse these influences on their reservations and lives. This paper will offer a working definition of decolonization as it might be applied to educational activities and specifically engineering education involving Native Americans. The paper will present information about the effectiveness and costs of considering and supporting the “total student” and how it may be augmented to accomplish decolonization. The steps and procedures utilized to affect this transformation will be presented and discussed, along with basic numerics to indicate effectiveness. Relevancy of this activity to other situations in other underrepresented or under-resourced communities will be discussed. 

Abstract This paper is a “Work-in-Progress”. This paper describes the synergetic intersection of two programs designed to bring a particular group of minority students into aspects of a STEM career field. One program, sponsored by a national laboratory is designed to inform and train a these students about advanced manufacturing methods, in this case 3-D printing. The other program is also aimed at that same group of minority students but the purpose of the second program is to aid the students in becoming baccalaureate engineers. The programs exist simultaneously at a small group of tribal colleges or universities, TCU’s in the north-central US. The key question to be answered here is how can cooperation between the two programs resulted in a net positive impact to the surrounding community. A brief historical summary of similar programs trying to attract student talent into similar but different career fields will be given, i.e. in-home health services versus nursing or. MD programs, computer technician versus computer program. Some of the prior problems could be attributed to limited available human talent and a lack of program cooperation. A short description of each program will be given highlighting similarities and differences and the resources needed by each. The advantages of working the programs in tandem in particular areas will be discussed and examples given. Potential future opportunities and directions provided to each student by conducting the programs in cooperation will be illustrated. It is believed that combining such programs, experiences that allow students to have some immersive time within different career paths, will provide them with the opportunity to evaluate their own reaction and suitability to each career path, allowing them to envision themselves in those areas. This should provide for a more informed career choice and other benefits. Identifying how this cooperation might impact first year engineering students, leading to better persistence in the curriculum, is a major goal of this work. 

Abstract: This paper is a “Work-in-Progress”. The paper will describe efforts to impact first semester engineering student attitudes and basic study skills through the application of a new hybrid distance learning model, or NHDLM. The program tries to impact Native American students participating in a pre-engineering program while attending geographically widely separated Tribally Controlled Colleges, TCC’s. The critical factor is not only the advancement of students along Bloom’s taxonomy, from memorization to synthesis, in the particular engineering and basic sciences but it also includes the development of an intrinsic reward system leading to perseverance and adaptability within the environment not always controlled by the engineering-student. Compounding this challenge is the under resourced status of the students involved, that is to say many of the students started in a school system with resource problems. The application of NHDLM is a way to get across the fundamentals of engineering sciences to these students at locations that could not support the required resources. Although having some characteristics comparable to a YouTube podcast, this application adds interaction with direct communication, a dimension of personalization and relatively quick feedback. The utilization of NHDLM in this context, celebrates personal efforts while maintaining system wide standards and professional attainments. Opportunities and challenges for assessing efficacy of the model will be discussed 

The current state of math education at a tribal college / university, TCU, will be presented, particularly with respect to entry into STEM majors. The alternative developmental math curriculum offered at a TCU institution using a modified pedagogical delivery system offers sound mathematical principals based on life-skills with relevant problem-solving, while explicitly addressing other holistic needs of the student such as math anxiety, persistence, mindset, and the value of collaboration (group work). This cooperative work is intended to create a community of learning which is in tune with traditional Native American cultural practices. Students learn to be responsible for their learning, engage in team work, and develop a “can-do” attitude towards mathematics. Implementation of two separate approaches at two separate institutions will be presented. 

Typically college STEM instructors implicitly expect a level of meta-cognition, emotional resiliency, and general student readiness that largely exceeds any training or preparation students receive in K-12. Not meeting such expectations is perhaps a more significant barrier to student success than deficits in subject-based knowledge. This paper discusses initiatives at Sitting Bull College that seek, without substantial curricular change, to enhance student meta-cognition and emotional intelligence through the use of contextualized & project-based learning in a cohort model that incorporates specific skills training (such as Motivational Interviewing) for both students and instructors.