SNAAP: Strengthening Native American Access to the Professoriate

SNAAP：加强美国原住民获得教授职位的机会

• 批准号: 1111231
• 负责人: Debra Easterly
• 金额: $ 14.09万
• 依托单位: Idaho State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-05-15 至 2014-04-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1111231&HistoricalAwards=false
• 关键词: SNAAP; Strengthening; Native; American; Access

This project establishes a new strategic alliance, the Strengthening Native American Access to the Professoriate (SNAAP) program that will research activities to improve STEM doctoral degree completion and access to academic careers for Native American STEM students in the Great Basin and Great Plains regions of the United States. All located in EPSCoR states, the program?s partner institutions, Idaho State University, South Dakota School of Mines and Technology, Lewis-Clark State College (ID), Black Hills State University (SD), and Little Big Horn College (MT), are geographically situated and have relationships that position them to serve tribes in the Great Basin region of Idaho and neighboring states and the Great Plains region of South Dakota and neighboring states. The SNAAP program will greatly expand the geographic impact of the NSF AGEP program in the upper Midwest and Intermountain West, as it capitalizes on historic ties among Native American tribes in this East-West corridor. Funded initially through an AGEP planning grant, SNAAP will lay the foundation for a larger program that fulfills the broader goals of AGEP. Ultimately, the alliance aims to increase the diversity of the scientific workforce, by developing innovative models to recruit Native American doctoral students, mentor these students to doctoral degree completion, and place graduates who desire an academic career in STEM faculty positions. The planning grant is a necessary step to reaching these goals and will enable the alliance?s members to forge stronger links so that current relationships are formalized into a lasting alliance. In this way, the schools will develop methods for communicating and working together effectively to support each institution?s continuing pursuit of shared SNAAP goals. In addition, planning grant activities will focus on developing innovative models (within and across institutions) to recruit, mentor, and retain Native American doctoral students and assist graduates as they begin academic careers in STEM disciplines. Finally, to foster program sustainability, alliance members will prepare and submit, in July 2011, a second AGEP proposal that, if funded, will enable the SNAAP program to implement its models under the cycle of full AGEP grants beginning in October 2011. Intellectual Merit. The project assumes that the most effective recruitment and mentoring programs are those that situate scientific inquiry and instruction within the ways of knowing that all students, including Native American students, bring to higher education. Researchers from a variety of disciplines have examined the methods, effects, and importance of connecting STEM-based knowledge to cultural knowledge. Whether viewed from the perspective of education (Hainline, Gaines, Long Feather, Padilla, & Terry, 2010; Tsui, 2007), sociology (Latour, 2004), economics/forestry (Trosper, 2007), or anthropology and the Traditional Ecological Knowledge [TEK] movement (Nadasdy, 1999, 2003), researchers agree that dominant Western knowledge is itself ?encapsulated within social institutions and worldviews? (Trosper, 2007, p. 2). Researchers contend that to better understand how cultural knowledge enables or hinders discovery in the STEM disciplines, we must explore the ways that non-Western knowledge systems connect to or diverge from the dominant Western tradition and how, if at all, we can ?bridge or combine? these ?knowledge areas? (Trosper, 2007, p. 2). SNAAP will address these issues and add to the literature of the field and the body of successful practices for connecting STEM learning and research to culture. Broader Impacts. The proposed SNAAP alliance aims to increase the diversity of the scientific workforce, by developing innovative models to recruit Native American doctoral students, mentor these students to doctoral degree completion, and place graduates who desire an academic career in STEM faculty positions both within and beyond the Great Basin and Great Plains. Through its planning activities, SNAAP will lay the foundation for a lasting program that fulfills the broader goals of AGEP. Funded by AGEP, SNAAP will provide a geographically isolated and economically disadvantaged region the chance to develop the resources needed to bring more Native American students into doctoral education and the professoriate. Finally, when fully implemented, SNAAP will foster a generation of Native American faculty who will serve as role models for future Native American STEM students. Perhaps more than any other aspect of the program, this new STEM faculty will perpetuate the work of SNAAP for generations to come and ensure that Native American students, their communities, and society as a whole reap the benefits of a vital and diverse STEM workforce.

该项目建立了一个新的战略联盟，即加强美洲原住民接触教授计划(SNAAP)，该计划将开展研究活动，以改善美国大盆地和大平原地区美洲原住民STEM学生的STEM博士学位完成情况和获得学术生涯的机会。该计划包括位于EPSCoR各州的S伙伴机构、爱达荷州州立大学、南达科他州矿业与技术学院、刘易斯-克拉克州立学院(ID)、黑山州立大学(SD)和小大角学院(MT)，它们的地理位置和关系使它们能够服务于爱达荷州大盆地地区和邻近各州以及南达科他州大平原地区和邻近各州的部落。SNAAP计划将极大地扩大NSF AGEP计划在中西部上段和西部山区的地理影响，因为它利用了这条东西走廊上的美洲原住民部落之间的历史联系。SNAAP最初由AGEP规划赠款提供资金，将为实现AGEP更广泛目标的更大计划奠定基础。最终，该联盟的目标是通过开发创新的模式来招聘美洲原住民博士生，指导这些学生完成博士学位，并将希望从事学术生涯的毕业生安置在STEM教员职位上，从而增加科学劳动力的多样性。规划拨款是实现这些目标的必要步骤，将使联盟-S成员能够建立更牢固的联系，使目前的关系正式成为一个持久的联盟。通过这种方式，学校将制定有效的沟通和合作方法，以支持每个机构？S继续追求SNAAP的共同目标。此外，计划资助活动将侧重于开发创新模式(在机构内部和跨机构)，以招聘、指导和留住美洲原住民博士生，并在毕业生开始STEM学科的学术生涯时帮助他们。最后，为了促进计划的可持续性，联盟成员将于2011年7月准备并提交第二份AGEP提案，如果获得资金，将使SNAAP方案能够在2011年10月开始的AGEP全额赠款周期下实施其模式。智力上的功绩。该项目假设，最有效的招生和辅导计划是那些将科学探究和指导置于所有学生(包括美洲原住民学生)接受高等教育的途径之内的计划。来自不同学科的研究人员研究了将基于STEM的知识与文化知识联系起来的方法、效果和重要性。无论是从教育(Hainline，Gaines，Long Feather，Padilla，&Amp；Terry，2010；徐，2007)，社会学(Latour，2004)，经济学/林业(Trosper，2007)，还是人类学和传统生态知识[TEK]运动(Nadasdy，1999,2003)的角度来看，研究人员一致认为，占主导地位的西方知识本身？被封装在社会制度和世界观中？(Trosper，2007，第2页)。研究人员认为，为了更好地理解文化知识如何促进或阻碍STEM学科的发现，我们必须探索非西方知识体系与占主导地位的西方传统的联系或背离的方式，以及我们如何才能？弥合或结合？这些？知识领域？(Trosper，2007，第2页)。SNAAP将处理这些问题，并增加该领域的文献和将STEM学习和研究与文化联系起来的成功做法的主体。更广泛的影响。拟议的SNAAP联盟旨在通过开发创新的模式来招聘美洲原住民博士生，指导这些学生完成博士学位，并将希望在大盆地和大平原内外从事学术生涯的毕业生安置在STEM教员职位上，以增加科学劳动力的多样性。通过其规划活动，SNAAP将为实现AGEP更广泛目标的持久方案奠定基础。在AGEP的资助下，SNAAP将为一个地理上与世隔绝、经济处于不利地位的地区提供机会，开发所需的资源，将更多的美洲原住民学生带入博士教育和教授教育。最后，当全面实施时，SNAAP将培养一代美洲原住民教师，他们将成为未来美国原住民STEM学生的榜样。也许比该计划的任何其他方面都更重要的是，这一新的STEM教员将使SNAAP的工作世世代代永久化，并确保美国原住民学生、他们的社区和整个社会从至关重要和多样化的STEM劳动力队伍中受益。