Time filter

Source Type

Oglala, United States

Fick D.R.,South Dakota School of Mines and Technology | Gribb M.M.,South Dakota School of Mines and Technology | Tinant C.J.,Oglala Lakota College
Proceedings - Frontiers in Education Conference, FIE | Year: 2013

Three educational institutions in South Dakota are collaborating to develop pre-engineering courses to increase the enrollment and success of students transferring from Oglala Lakota College (OLC) to 4-year bachelor degree programs in science and engineering at South Dakota School of Mines and Technology (SDSMT) and South Dakota State University through a grant from the National Science Foundation Tribal Colleges and Universities Program (TCUP). Activities of this grant have led to a partnership with the native-led Thunder Valley Community Development Corporation (TVCDC) and have provided significant opportunities for students at OLC and SDSMT in the areas of civil engineering and sustainability. The most recent opportunity includes incorporating TVCDC's plans for an 800-person net-zero regenerative community on the Pine Ridge Indian Reservation into the Capstone Design course at SDSMT. The project includes sustainable design objectives in wastewater treatment, rainwater harvesting, and the use of straw bale and compressed earth walls as renewable building materials for phase I of the planned community. Four teams of students working on the regenerative community and four teams of students working on a more traditional capstone design project completed proposals and their first progress reports during the Fall 2012 semester. The Comprehensive Assessment of Team-Member Effectiveness (CATME) instrument was administered twice during the semester to evaluate team functioning. A comparison of the data for the two capstone projects is presented. Results from these surveys indicate students working on the regenerative community project were more positive and consistent with the behavioral and satisfaction categories within the peer evaluation survey. © 2013 IEEE. Source

Hearst M.O.,University of Minnesota | N. Laska M.,University of Minnesota | Himes J.H.,University of Minnesota | Butterbrodt M.,Indian Health Service | And 4 more authors.
American Journal of Human Biology | Year: 2011

Objective: To estimate the prevalence and explore the social and cultural etiologic roots of weight status, blood pressure, and acanthosis nigricans among American Indian children on a reservation in South Dakota. Methods: This observational study was conducted in 26 schools from 1998 to 2002 and included 5,422 observations representing 3,841 children, ages 3 to 19. Trained staff measured height, weight, blood pressure, and assessed the presence of acanthosis nigricans (AN). Percent Indian heritage (PIH) was abstracted from tribal records. Sociodemographic environment (SDE) was calculated using the 2000 Census at the city/town level. Descriptive analyses were conducted using one measurement time point, including tests for trend and co-occurrence of risk factors using the [kappa] statistic. Hierarchical, multivariate logistic regression estimated associations with overweight/obesity status, accounting for multiple measures on individuals and SDE. Results:: The overall prevalence of overweight/obesity was 46%, of hypertension 9%, and of AN 14%. The co-occurrence of risk factors was moderate to high. PIH and AN were positively associated in unadjusted analysis. Controlling for sex, age, and SDE, higher PIH was a significant correlate of overweight/obesity, although when hypertension (OR = 5.92, CI = 3.27-10.72), prehypertension (OR = 3.80, CI = 1.99-7.26), and AN (OR = 16.20, CI = 8.08-32.48) were included in the model PIH was no longer significant. SDE was not significantly associated with overweight/obesity. Conclusion: PIH appeared to be an important correlate of overweight and obesity, except when adjusted for the co-occurrence of high blood pressure and AN. Overall, the prevalence and co-occurrence of various risk factors in this population was high. Obesity prevention initiatives targeting families and communities are needed, as well as access to screening and treatment services. © 2011 Wiley-Liss, Inc. Source

Brave Heart M.Y.H.,University of New Mexico | Chase J.,Oglala Lakota College | Elkins J.,University of Georgia | Altschul D.B.,University of New Mexico
Journal of Psychoactive Drugs | Year: 2011

Indigenous Peoples of the Americas have experienced devastating collective, intergenerational massive group trauma and compounding discrimination, racism, and oppression. There is increasing evidence of emotional responses to collective trauma and losses among Indigenous Peoples, which may help to inform ways of alleviating psychological suffering and unresolved grief. Tribal cultural and regional differences exist which may impact how the wounding across generations and within an individual's lifespan are experienced and addressed. This article will review the conceptual framework of historical trauma, current efforts to measure the impact of historical trauma upon emotional distress, and research as well as clinical innovations aimed at addressing historical trauma among American Indians/Alaska Natives and other Indigenous Peoples of the Americas. We will discuss assessment of historical trauma and implications for research and clinical as well as community interventions, and conclude with recommendations. © Taylor & Francis Group, LLC. Source

Agency: NSF | Branch: Continuing grant | Program: | Phase: | Award Amount: 1.27M | Year: 2015

A goal of the Tribal Colleges and Universities Program (TCUP) is to increase the science, technology, engineering and mathematics (STEM) instructional and research capacities of specific institutions of higher education that serve the Nations 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. This project aligns directly with that goal, and moreover will inform the body of knowledge about the importance and conduct of pre-college and undergraduate research experiences in recruiting and retaining underrepresented individuals into STEM studies, and preparing the next generation of STEM professionals. The connection of students to research is an important step in retaining students who are more likely to pursue advanced degrees. For those students entering the workforce directly from a tribal college it is equally important that they have a well-defined skill set in mathematics, science, and technology for entry into the STEM workforce. The project also advances objectives of the STEM+Computing Partnerships program through its multidisciplinary STEM research on teaching and learning.

The specific activities are to: engage K-12 students through science fairs, bridge high school graduates through a shared research activity with a K-12 science teacher-mentor, develop decentralized mathematics and scientific-writing learning communities, continue high-quality undergraduate research, develop discovery-based physics and ethnomathematics enrichment activities for mathematics courses, and provide for student and faculty scientific dissemination of discipline specific and educational findings through publishing in peer-reviewed journals. The improvements in STEM recruiting, retention, persistence, and completion that will be realized through these strategies will be sustained through programmatic improvements and departmental alignment with Oglala Lakotas strategic plan and enrollment management plan. Woksapi Kici Woitinze strengthens STEM education and undergraduate research through: 1) design, adaptation and assessment of innovative educational strategies to increase the capacity and effectiveness of the college to attract, retain, and educate students in STEM, graduate students prepared to pursue further study at the baccalaureate or graduate level, or to join the STEM workforce; 2) dissemination of successful educational models and methods for STEM education in a primarily Native American, poverty level, female community within a decentralized Tribal College campus setting; and 3) advancing scientific understanding in areas relevant to the Oglala Tribal Nation including: the effects of climate variability on the ecology of midwestern rangeland steams, advances in sustainable housing, biofuels and medicinal plant extract processing, air and water quality analysis, the conservation status and genetics of box turtles and the health and behavior of bison, and descriptions of the stratigraphy Eocene and Miocene aged terrestrial deposits and fossils by researching and publishing on these items in peer-reviewed journals with academic and tribal program collaborators.

Agency: NSF | Branch: Standard Grant | Program: | Phase: TRIBAL COLLEGE & UNIVERS PROGR | Award Amount: 191.57K | Year: 2012

Intellectual Merit
Little is known about ornate box turtles in South Dakota and further research linked directly to defining effective conservation programs are critically needed. This research implements an integrative conservation approach to achieve the following objectives: 1) Assist South Dakota Game, Fish and Parks (SDGFP) in implementing the South Dakota Wildlife Action Plan, 2) Estimate the home range and the geographic range of ornate box turtles in South Dakota through the use of ecological niche modeling, 3) Document macro- and microhabitat use, 4) Describe movements and document daily and seasonal activity periods, and 5) Estimate gene flow among local populations using a landscape genetics approach.

Broadening Participation
This research will improve the research experience for Native American undergraduate students at Oglala Lakota College(OLC) by providing training in ecological field research delivering hands-on, place-based STEM instruction and will facilitate the advancement of Native American student education by bridging OLC undergraduate students interested in Conservation Biology to the Master of Science in Integrative Genomics (MSIG) at the Black Hill State University(BHSU).

Discover hidden collaborations