Diversity in Geosciences: Development of a “Pipeline” for Native American Students at the University of

Oklahoma R. Douglas Elmore, Mark Palmer, Mary Jo Watson, Kevin Kloesel

University of Oklahoma

WEB Site: http://www.ou.edu/geodiversity/

Supported by NSF (OEDG-Track 2; 8/2005-7/2009)

What is the current status of Native American diversity in the geosciences at OU?

•Nationally Native Americans are underrepresented in geosciences at both undergraduate and graduate levels.

•In Oklahoma:17-18% of the population is Native American7.1% of OU students are Native AmericanIn 2005, only 3% of the students in both geoscience-related colleges at OU were Native American In the next 10 years the number of Native American High School students in Oklahoma will increase by approximately 20-25%

(Western Interstate Commission for Higher Education, 12/2003).

To develop opportunities for Native American students to participate in geoscience-related education and research

The “pipeline” has three components:

1) Education and outreach enrichment program for 7-12th grade Native American students, as well as a research experience for teachers

2) Introductory Earth Systems Science course•Integrates indigenous knowledge with geosciences concepts•Uses Native American Art as a vehicle of learning

3) Research internships for Native American students

Objective of Project

Education & Research Program for 7-12 Grade Students & Research Experience for Teachers

Undergraduate General Education course

UndergraduateSummer ResearchInternships at OU

Geoscience majors &Graduate School

Indigenous Knowledge & Native American Art & collaboration with Indian Cultural Center

GeoscienceKnowledge

General Project outline

Personnel

•R. Douglas Elmore - Geology and Geophysics•Kevin Kloesel – School of Meteorology•Mary Jo Watson – Art and Art History Department

•Mark Palmer - Ph.D. (2007), GeographyOutreach Coordinator and Co-instructor

Started Faculty position at University of Missouri in August 2008

•Recently hired Heather Ahtone (M.A. in Art History)

•Also hired Jennifer Hargrave (ABD, Geology) to help with geoscience content

Earth to Man-ka-ih: Integrating Indigenous Knowledge into Geoscience Education

and Research for 7-12 Grade Students

I. Earth Cycles 2007 and 2008 Exxon-Mobil Bernard Harris Summer Science Camp at OU

•Partnered with OU and received funding from the Exxon-Mobil Bernard Harris Foundation

•Forty-eight students in a two week program•80% of students had Native American backgrounds • Comprehensive blend of activities (labs, field trips) centered on the cycles of earth

2008 Earth Cycles Students

II. Outreach to Schools

•Focused on secondary schools in Oklahoma with high percentage of American Indian students•Reached approximately 5,600 students and 224 teachers•Most popular presentation:

How the Tornado Came to Be: Local Constructions by Kiowas and Meteorologists on the Southern Great Plains

Mark Palmer

Man-ka-ih

•Invited speaker: Dr. Jonathan Hook, Cherokee, Director, Environmental Justice and Tribal Affairs, Dallas EPA office

Environmental issues important to tribal communities (e.g., water rights) Cultural/scientific exchange between Native Americans and indigenous

people in Siberia, Russia

III. Art from Indian Territoryand the Geosciences Workshop

•Workshop for Native American students in collaboration with

OU School of Art and Art History The American Indian Cultural Center and Museum

•Participation: 60 students and 10 teachers

Other Events•Geoscience One-Day Workshop - 115 students and teachers

Brought students to OU campus For a short academic program Festivities surrounding the Homecoming football weekend

•American Indian Math and Science Society Summer Research Program One week, 12 studentsRock and water cycle dynamics

•The AIMSS Science Fair - 150 students Talk to American Indian students about the college experience and majoring

in one of the geosciences

•Research Experience for Teachers (RET)Three teachers in July 2007Rock and water cycles, and how Native American stories and knowledge can be used to explain such complex processes

UNIV 1103, Earth Systems of the Southern Plains

•Taught by Elmore (Geologist), Palmer (Geographer), Kloesel (Meteorologist), and Mary Jo Watson (Art Historian) •General Education Natural Science Course (3 hrs)•Native American art integrated into course• Native American stories and metaphors used to describe complex

geoscience concepts •Native American place-based content is a component of the course

Gallery, 128_2879A, picture owned by Lance Ozier, 2004, March 14, http://photos.ozier.com/main.php?g2_view=core.ShowItem&g2_itemId=10619 , accessed 2006, April 26

Mt. Scott, Oklahoma

Selected Topics

•ThunderstormsLightning and Thunder, Hail,Tornadoes

•Native American Jewelry and Geology

Mark Palmer, 2006

Pacal’s funerary mask(Jade) found at Palenque

Turquoise, coral, bone,shell

Summer Research Internships

•To recruit and retain students into one of the geoscience majors

•Project provides salary in summer

•Started with three students in summer 2007 Two geology and one meteorology

•Modified original planStudents may now have academic year research jobs (10 hours/week)Keeps students connected to the program which is important for retention

Research Internships Continued

•Five interns in summer 2008Some students (2) recruited from introductory geology courses Worked on a number of geologic projects

e.g., geology of the Woodford ShaleAll five are now geology majors

•A key factor in recruiting and retaining these students is personal contact between the faculty and the students

Project Assessment

• Increased Native American enrollment in geosciences units at OU 13 in 2005

19 in 200639 in 2007

• OutreachStudents gained geoscience knowledge and/or skills

Gain value standards above average

Some summer camp participants currently enrolled at OU One in meteorology Others undecided about majors

Assessment Continued

• Undergrad courseAttracting Native American students (23%)Enrollments still relatively low (<20)Pre- and post-surveys show students learning geoscience

concepts and processes when coupled with Native American stories, metaphors, and images

Students in class not switching to a geoscience majorOnly 25% freshman; others already have majors.

Need more freshman/sophomores

• Research Internships5 students recruited into and retained in geology

Challenges-What is working and what is not in the pipeline?

• OutreachReaching many Native American students and teachersAssessment shows geoscience concepts are being conveyedTest will come in the future--Will students enter geoscience

majors? How to assess?

• Undergraduate CourseMixed results

Course is well received but low enrollments-need a lab? Need a book

• Research InternshipsSuccessfully recruiting and retaining undergrads in geologyPersonal contact crucial-takes mentoringFaculty buy-inWork during the summer and the year