"Mending the Net" Helping Alaska Natives to Achieve in Science, Technology, Engineering and Mathematics(STEM)

阿拉斯加州巴罗伊利萨维克学院是阿拉斯加土著高等教育联盟的牵头学院。（CANHE），一组六个发展中的部落控制的学院成立，因为阿拉斯加原住民没有取得相应的成功，尽管多年的努力，主流机构在高等教育。 阿拉斯加原住民在STEM项目和相关专业中的代表性特别低。2002年TCUP规划赠款的研究结果澄清了问题的严重程度，并从阿拉斯加农村系统倡议中吸取了教训，构成了阿拉斯加部落学院战略计划的基础。CANHE机构将实施该计划，其中包括在STEM领域的特别努力，包括这一点。项目 该项目的智力价值有两个方面。 首先，有新的证书和学位课程，将STEM领域的学习纳入培训，以满足自然资源开发行业的需求。对于四个CANHE机构中的三个来说，这种学习明确地将土著知识与西方科学相结合，以获得对自然环境的两个视角的理解，这使得该项目变得有趣。培训使阿拉斯加土著人有资格在经济上可行的技术行业获得所需的就业机会，这使得该项目既实用又重要。 其次，该项目利用区域差异作为优势。一个尺寸适合所有人。大多数学院和大学的方法未能采用适合每个地区的STEM领域的不同教学技术。 .修补网络。引入基于位置的STEM计划。 例如，Ilisagvik学院将当地人对北极的了解应用于一个应用科学项目，从而在土地管理和野生动物生物学方面找到了工作。 另一方面，内部阿萨巴斯卡部落学院计划包括北方森林的土著知识。 该项目最广泛的影响包括，由于赠款接受者和其他CANHE成员是部落控制的机构，几乎所有参与的学生都是美洲原住民/阿拉斯加原住民。严重缺乏代表性的离子STEM领域。 CANHE是一个全州性的组织，与阿拉斯加的10万多土著人民建立了联系网络。其中两个项目与学区密切合作，并将为其他地区的CANHE-学区合作开发项目模板。 第三个计划与阿拉斯加大学合作，包括教师发展培训，可以通过CANHE的三个UA附属成员在整个UA系统中复制。 在工业方面，布里斯托湾土著协会计划扩大了基于网络的课程提供到村庄的基础设施，为VECO公司的实习和可能的就业做准备，阿拉斯加输油管道的主要承包商 一些项目成果，如新的学术课程及其课程，将在光盘和网络上提供。 其他的，比如最佳实践。在STEM教学和学习的土著学生，将通过会议介绍土著和其他教育工作者分享。 然而，其他成果，如野生动物生物学，林业和渔业的STEM培训的土著实习生的可用性，将被广泛宣传，并在行业相关会议和合作组织的大厅中进行讨论，如巴罗北极科学联盟。

AbstractIlisagvik College of Barrow, Alaska is the lead college in the Consortium for Alaska Native Higher Education, Inc. (CANHE), a group of six developing tribally-controlled colleges which were established because Alaska Natives have not achieved proportionate success in higher education despite years of effort by mainstream institutions. Alaska Natives are particularly poorly represented in STEM programs and in related professions. Research resulting from a TCUP planning grant in 2002 that clarified the extent of the problem, and lessons learned from the Alaska Rural Systemic Initiative, form the basis for CANHE.s .Strategic Plan for Tribal Colleges in Alaska.. CANHE institutions will implement the plan, which includes special efforts in STEM fields, including this .Mending the Net. project. The project.s intellectual merit has two fronts. First, there are new certificate and degree programs which incorporate STEM field learning into training that meets the needs of natural resource development industries. That this learning, for three of the four CANHE institutions, explicitly blends indigenous knowledge with western science to gain a two-perspectives understanding of the natural environment, makes the project interesting. That the training qualifies Alaska Natives for needed employment in economically viable technical industries, makes the project both practical and critical. Second, the project uses regional differences as a strength. The .one size fits all. approach of most colleges and universities fails to employ different instructional techniques pertaining to STEM fields appropriate to each region. .Mending the Net. introduces placed-based STEM programs. Ilisagvik College, for instance, applies local people.s knowledge of the Arctic in an applied science program leading to employment in land management and wildlife biology. The Interior Athabascan Tribal College program, on the other hand, includes Native knowledge of the boreal forestry. The project.s broadest impacts include that because the grant recipient and other CANHE members are tribally-controlled institutions, almost all students involved are Native American/Alaska Natives . vastly underrepresented ion STEM fields. CANHE is a statewide organization with connecting networks to Alaska.s 100,000+ Native peoples. Two of the programs coordinate closely with school districts and will develop program templates for CANHE-district collaborations in other regions. A third program partners with the University of Alaska and includes faculty development trainings that can be replicated throughout the UA System by the three UA Affiliate Members of CANHE. On the industry side, the Bristol Bay Native Association program expands the infrastructure for web-based course delivery to villages in preparation for internships and possible employment with VECO, Inc., a primary contractor on the Trans-Alaska Pipeline. Some project results, like new academic programs and their curricula, will be available on CDs and the web. Others, like .best practices. in STEM teaching and learning for Native students, will be shared through conference presentations of Native and other educators. Yet other results, like the availability of STEM-trained Native interns in wildlife biology, forestry and fisheries, will be widely publicized, and discussed at industry-related conferences and in the halls of collaborating organizations like the Barrow Arctic Science Consortium.