Workshop A: Screening and discussion of Can We Talk? Difficult
Conversations with Underrepresented People of Color: Sense of Belonging
and Obstacles to STEM Fields (Room 229 Santa Cruz)
Presenter: Dr. Wendy F. Smythe, (Haida) AAAS ST&P Fellow hosted by NSF Directorates of Education & Human Resources and Geoscience.
In this session we will view a film by Kendall Moore, Ph.D., University of Rhode Island about advancing inclusive engagement in STEM fields. Afterwards we will have a group discussion about Inclusivity of Geoscience for Native American/Alaska Natives in academia in conjunction with a planning activity for participants to work collaboratively to overcome obstacles they face.
Workshop B: Using Indigenous Research Frameworks in Multiple Contexts (Room 227 Pinal)
Presenter: Darryl Reano, PhD candidate, Purdue University
During this workshop we will discuss the differences between Indigenous Research Frameworks/Methodologies and common approaches to doing research within the broader academic community. A major focus will be put on how Indigenous and non-Indigenous researchers can begin to form trusting and transparent relationships between stakeholders, a necessary but often omitted undertaking when research is conducted within Indigenous communities. Another focus will be how to use Indigenous research frameworks outside of research (e.g., teaching, mentoring, professional development, leading organizations). Attendees will be asked to reflexively evaluate how their current projects might change if they were to use Indigenous research frameworks to design, implement, and/or assess their projects or programs.
Workshop C: Writing, dancing, and storytelling your science (room 225 Yuma)
Presenter: Dr. Ángel A. García Jr., Visiting Assistant Professor, Department of Geology and Environmental Science, James Madison University
The purpose of this workshop is to introduce the topic of science communication. Communicating science-related topics to non-experts it is a challenge and it takes many forms. We will be revising some of the common forms of science (STEM) communication public engagement, public understanding, and outreach. We are going to be working hands-on with some elements of science communication in general. Be ready to share your science in a creative way!
Workshop D: Getting to know you, a strength-based approach to community-based research and education (room 224 Gila)
Presenter: Dr. Pauline W. U. Chinn, University of Hawaiʻi at Mānoa
In this workshop you will apply two strategies useful for place-based teaching. Community mapping is a strategy to develop knowledge of places that can be resources for research, education, and community action. In Hawaiʻi this strategy engages K-12 STEM teachers in learning about the cultural, ecological, and economic changes in the ahupuaʻa (traditional resource unit) in which they teach. It includes archival research and speaking to elders about the place and its changes over time.
Curricular mapping is a strategy using Google Earth or paper maps to incorporate the resources in the community map into place-based curriculum. As many K-12 complexes fall within these boundaries, STEM teachers can work across grade levels to incorporate place-based resources into their curricula. This exercise sets the stage for participatory curricular activities as it brings to light the different places, knowledge and relationships that people have for the same geographical area.
Workshop E: Climate Change and My Community (room 226 Graham)
Presenter: Dr. Elena Bautista Sparrow, Education Outreach Director/Research Professor of Soil
Microbiology, The International Arctic Research Center, University of Alaska Fairbanks
Participants will explore how climate change affects them personally, consider how it impacts their communities, connect at local and global levels, use a learning cycle model that blends Indigenous and western science, learn some GLOBE tools for place- and inquiry- based climate investigations and community stewardship projects.
Workshop F: Relational Game Prototyping Workshop (room 248 Rincon)
Dr. Christie M. Poitra, Assistant Director of the Native American Institute, Michigan State University
Dr. Elizabeth LaPensée, Rhetoric & American Cultures, Michigan State University (virtual presenter)
Get hands on experience with sovereign game design as an approach to Science, Technology, Engineering, Arts, and Math informal learning by paper prototyping games themed around geoscience. You will play with typical game prototyping materials such as paper, pens, cardstock, sticky notes, and wooden tokens, as well as uniquely Indigenous inspired materials including leather, beads, and copper. Games can be playable card games, board games, or story games, or mockups for digital games such as mobile games or video games. By actively engaging in the process of game design, you will both generate ideas for geoscience games which you are welcome to develop further as well as gain insights about how to run your own informal game design learning to engage community members—particularly youth—in STEAM, with an emphasis on Indigenous ways of knowing regarding science.
Workshop G: Bi-directional Formal Mentoring is Key to High
Performance Research (room 240 Navajo)
Presenter: Dr. Judi Brown Clarke, Diversity Director BEACON, Michigan State University
It is imperative formal mentor training is both “top down” focusing on the mentors: graduate students, post-docs, faculty; as well as, “bottom up” focusing on the undergraduate mentees. Interactive theatre/role playing is an engaging way to teach the concepts.
Workshop H: Lake cores and Native foods, resources, and lands (room 238 Apache)
Presenter: Dr. Amy Myrbo, CSDCO/LacCore/Dept of Earth Sciences, University of Minnesota
Core samples from lakes can provide a very long environmental perspective. Native resource managers, scientists, and students of all ages can use these records, which can cover hundreds or thousands of years, to understand the natural “baseline” environmental conditions of their lands, climate change, and even culturally important plants and animals. In this workshop we will learn about a few of the techniques used to track past environments and how tribes might be able to engage with specialists to conduct these studies as well as to build capacity in their own communities. We’ll do a couple hands-on activities, and also discuss methods and protocols for truly collaborative, tribal-led research.
Workshop Session 2 2/1/19 — 11:00 AM – 12:15 PM
Workshop I: Advance Your Science and Build Your Network through
Professional Societies (Room 226 Graham)
Tahlia Bear, Diversity and Careers Program Officer, Geological Society of America
Dr. Pranoti Asher, Manager, Higher Education, American Geophysical Union
Dr. Emily Fischer, Colorado State University, Earth Science Women’s Network
This session will examine the ways in which professional societies can help advance your science, support your career, and provide a sense of community. Members from representative societies will discuss some of the exciting programs, grants, scholarships, mentoring, networking, and other opportunities available to students and early career professionals. Session leaders will also engage students in interactive activities to build strategies for fully participating in networking and mentoring.
Everyone is welcome in this workshop but may be best suited for students both undergraduate and graduate, post-docs, and early career professionals.
Workshop J: Living Landscapes: Climate Science Courses and Resources for Tribal Schools and Tribal Colleges (Room 229 Santa Cruz)
Germaine White, Information and Education Program Manager, Natural Resources Department, Confederated Salish and Kootenai Tribes and Salish Kootenai College
David Rockwell, Adjunct Faculty, Salish Kootenai College
Native people have a unique perspective on the climate. In the traditional way of life, people had to be close and keen observers of the natural world. They came to understand not only how plant and animal foods and medicines fluctuated across the seasons, but also how they fluctuated across the years and decades, even centuries. They also came to know the long climatic cycles of temperature and precipitation. This NASA-funded, climate-science project recognizes this wealth of knowledge. It includes: a regionally focused online high school Learning Unit, two online climate-science college courses, an array of climate tools and resources, a climate-themed social networking site and a ten-episode video series. In this workshop, we will introduce you to each of these resources and invite you to use them in your classroom and beyond.
Workshop K: Translational Ecology: where knowledge meets action (Room
Althea Walker, Southwest Climate Adaptation Science Center/American Indian Higher Education Consortium
Dr. Stephen Jackson, Southwest Climate Adaptation Science Center
Dr. Gregg Garfin, Southwest Climate Adaptation Science Center
A workshop that brings together our knowledges to develop ideas that address the sociological, ecological, and political contexts around the environmental issues we face today.
Workshop L: Interdisciplinary Collaboration on National EnvironmentalPolicy Act (NEPA) Projects (Room 238 Apache)
Dr. Eileen Baden, AICP, Senior MUEP Program Coordinator, School of Geographical Sciences and Urban Planning (SGSUP) at Arizona State University (ASU), Arizona Association of Environmental Professionals (AZAEP) President
Participants will be assigned a role from a typical NEPA project team and will work together on a mock NEPA project. The team will determine which environmental mitigation measures should be used to reduce adverse environmental impacts associated with a project being developed. Participants will review a project area map and project description. They will communicate project needs to the rest of the team, based on the role they are assigned.
Workshop M: Mentoring for Research and Life (240 Navajo)
Dr. Christopher Atchison, Geoscience Education, University of Cincinnati
Dr. Caitlin Callahan, Geology Department, Grand Valley State University
In this workshop, participants will learn about different types of mentoring. We will consider mentoring relationships both from the perspective of mentees as well as mentors. There will also be time allotted to discuss how recent findings related to mentoring in the geosciences may work for indigenous communities.
Workshop N: Applying for Graduate School (Room 227 Pinal)
Presenter: Dr. Aradhna E. Tripati, Director, Center for Diverse Leadership in Science, Institute of the Environment and Sustainability, University of California Los Angeles
This workshop will discuss why you might want to apply to grad school, how you pick your field of study, school, and advisor, and how to prepare your application!
Workshop O: Water in the Native World: An intersection of hydrology
and traditional knowledge (Room 234 Gila)
Dr. Karletta Chief (Dine’), Associate Professor and Extension Specialist, University of Arizona
Dr. Otakuye Conroy-Ben (Oglala Sioux), Assistant Professor, Arizona State University
Dr. Ryan Emanuel (Lumbee), Associate Professor, North Carolina State University
Dr. Shandin Pete (Salish Kootenai), Faculty, Salish Kootenai College
Dr. Raymond Torres (Chemhuevi), Professor, University of South Carolina
Water plays a pivotal and sacred role in the cultures and knowledge systems of indigenous peoples. Hydrologic science can greatly benefit from indigenous perspectives on water, as these perspectives bring deep, place-based understanding to the study of complex natural and human systems, while also promoting sustainable solutions to some of society’s most pressing issues. In this session, we will summarize the results of a Symposium held in August 2018 which brought together indigenous researchers, professionals, and water protectors to discuss environmental challenges facing indigenous communities. We will discuss an example of the Gold King Mine Spill and its impact on the Navajo Nation. We will have breakout groups to discuss the hydrological cycle from an indigenous
perspective and collaborative opportunities and approaches to addressing environmental challenges in indigenous communities that is rooted in indigenous knowledge systems.