Building Trust, Experiential Learning, and the Importance of Sovereignty: Capacity Building in Pre-Engineering Education - a Tribal College Perspective
At tribal colleges and mainstream universities, program success is often identified solely with matriculation and graduation rates. However, particularly for new STEM programs, capacity building is another key measure of success. In this paper, three of the co-authors, who are faculty members at a tribally-controlled college and participants in a multi-year collaborative pre-engineering education initiative between a tribal college and two mainstream universities, provide their perspectives on capacity building in summer camp activities within the alliance. The three each wrote essays reflecting on capacity building, guided by pre-determined questions written by the fourth author. Through qualitative analysis, we present common themes, divergent opinions, and quotations extracted from the essays from their unique perspective as faculty at a tribally-controlled college. We emphasize impacts among the partnering schools, faculty, students, and communities where the summer camp activities took place. Three common themes dominated the essays including the importance of (1) building trust within the reservation community, (2) recognizing the effectiveness of experiential and project-based service-learning approaches, and (3) encouraging tribally-controlled colleges to take a lead role in determining research and educational foci.
How to Cite:
Tinant, C. J. & Kant, J. M. & LaGarry, H. E. & Sanovia, J. J. & Burckhard, S. R., (2014) “Building Trust, Experiential Learning, and the Importance of Sovereignty: Capacity Building in Pre-Engineering Education - a Tribal College Perspective”, 2014 ASEE North Midwest Section Conference 2014(1), 1-17. doi: https://doi.org/10.17077/aseenmw2014.1016
Rights: Copyright © 2014, Charles Jason Tinant, Joanita M. Kant, Hannan E. LaGarry, James J. Sanovia and Suzette R. Burckhard