Montana Tribal College Faculty Professional Development Workshop

部落学院和大学方案(TCUP)的一个目标是提高为国家土著学生服务的特定高等教育机构的STEM教学和研究能力。在这些机构扩大STEM课程的范围，可以扩大学生在STEM领域追求富有挑战性和回报的职业的机会，提供在可能具有文化意义的领域进行研究的机会，并鼓励社区和世代对科学和数学教育的欣赏。蒙大拿大学(UM)的这项提案的重点是发展部落学院的师资，因此他们也将能够支持他们的学生的需求。此外，蒙大拿大学希望通过一个试点研讨会与蒙大拿部落学院建立合作关系，这将为部落学生在蒙大拿大学进行研究提供更多机会。蒙大拿大学将为蒙大拿部落学院教职员工举办一个试点专业发展研讨会，并在蒙大拿七所部落学院和UM之间建立合作伙伴关系。为了满足蒙大拿部落学院(TC)教员对专业发展的要求，蒙大拿部落学院教师专业发展研讨会将在蒙大拿大学校园接待部落学院教员，研究创新的教学和研究实践，同时在TC教员和UM教员导师之间建立合作网络。研讨会将把TC教员分成研究小组，每个小组与一名UM教员一起工作。这些小组将调查适合TC校园实验室基础设施的实验室研究实践，他们的学生的需求，以及TC教员的知识、技能和能力。研究小组模式将产生一个教员网络，因为TC教员相互学习，密歇根大学的教员伙伴将为未来的研究讨论和合作。研讨会的理由和设计是基于最近对蒙大拿州每一所部落学院的访问。TC教师一贯地描述研究实践的局限性，这在很大程度上是他们的教学需求所固有的。通常，TC教师在每学期教授大量课程方面存在局限性，导致很少有时间将新的和新的课程开发和研究融入课堂。时间限制也限制了他们与其他TC校区的合作者和TC教员同事的联系。

A goal of the Tribal Colleges and Universities Program (TCUP) is to increase the STEM instructional and research capacities of specific institutions of higher education that serve the Nation's indigenous students. Expanding the STEM curricular offerings at these institutions expands the opportunities of their students to pursue challenging, rewarding careers in STEM fields, provides for research studies in areas that may be culturally significant, and encourages a community and generational appreciation for science and mathematics education. The focus of the proposal from the University of Montana (UM) is on developing faculty at Tribal instituions,so they too will be able to support the needs of their students. In addition, through a pilot workshop UM hopes to build collaborative efforts with the Montana tribal colleges,which could provide more opportunities for tribal students to do research at UM.The University of Montana will conduct a pilot professional development workshop for Montana tribal college faculty, and establish partnerships among the seven Montana tribal colleges and UM. Addressing a request of Montana tribal college (TC) faculty for professional development, the Montana Tribal College Faculty Professional Development Workshop will host tribal college faculty members on the UM campus to investigate innovative instructional and research practices while also building a collaboration network among the TC faculty and UM faculty mentors. The workshop will divide TC faculty into research groups each working with a UM faculty member. The groups will investigate laboratory research practices that are appropriate for the TC's campus laboratory infrastructures, the needs of their students, and the knowledge, skills, and abilities of the TC faculty members. The research group model will yield a faculty network, as TC faculty learn from each other and the UM faculty partners for future research discussions and collaborations. The justification and design of the workshop is based upon recent visits to each of Montana's tribal colleges. TC faculty consistently described limitations to research practices largely inherent to their teaching demands. Commonly, TC faculty expressed the limitation in instructing large numbers of classes each semester that lead to little time for incorporating new and novel curriculum development and research into their classrooms. The time restrictions also limit their networking with collaborators and fellow TC faculty on other TC campuses.