Environmental Technology Education Transfer to Native American Tribal Colleges

美洲原住民部落的环境在历史上经常被忽视;部落没有足够的资源和专业知识来处理清理和防止进一步的污染。 由于部落需要知道如何衡量和分析自己的环境风险，因此需要一支受过技术教育和培训的美洲原住民环境工作队伍。 该项目正在利用现有资源为部落学院和其他社区学院开设和传授跨学科环境技术副学士课程，以教育美洲印第安人。 它还提供教师增强，教学材料和旋转设备计划。 该课程侧重于用于环境监测，现场评估，固体废物管理和污染预防的技术，因为这些都是部落土地面临的突出环境问题。 通过纳入辅助学科（数学、科学、通信），学生们正在发展分析能力，以应对他们没有受过专门训练的情况。 梅萨州立学院、纳瓦霍社区学院和北方新墨西哥州社区学院是资源学院，每一所都有不同的环境技术项目。 部落和与部落有关的学院的试点小组是纳瓦霍社区学院、北方新墨西哥州社区学院、皇冠技术学院和西南印度理工学院。 可能会增加两个部落学院。 该项目的方法是互动的，使用研讨会，现场访问，迭代写作/审查，和动手培训。 部落学院从一开始就是这一进程的一部分，并将拥有课程。 将收集部落学院的基线数据，并在三年内评价进展情况。

Native American Tribal environments have often historically been neglected; and tribes have inadequate resources and expertise to deal with cleanup and prevention of further pollution. Because tribes need to know how to measure and analyze their own environmental risks, a technologically educated and trained Native American environmental work force is needed. This project is using existing resources to create and transfer an interdisciplinary environmental technology associate degree curriculum for tribal colleges and other community colleges with roles in educating American Indians. It is also providing faculty enhancement, instructional materials, and a rotating equipment program. The curriculum focuses on those technologies used for environmental monitoring, site assessment, solid waste management, and pollution prevention, as these are the prominent environmental issues facing tribal lands. From incorporation of support disciplines (mathematics, science, communications), students are developing analytical skills for situations for which they are not specifically trained. Mesa State College, Navajo Community College, and Northern New Mexico Community College are the resource colleges, each with different established environmental technology programs. The pilot group of tribal and tribally related colleges are Navajo Community College, Northern New Mexico Community College, Crownpoint Institute of Technology and Southwest Indian Polytechnic Institute. Two additional tribal colleges may be added. The project methodology is interactive, using workshops, site visits, iterative writing/review, and hands-on training. The tribal colleges are part of the process from the beginning and will take ownership of the curriculum. Baseline data on the tribal colleges will be gathered and progress will be evaluated over a three-year period.