Transcript National Science Foundation Pre-engineering Education Collaboratives (PEEC) Workshop 12/16/2014 Embassy Suites, Minneapolis, MN NSF TCUP Grant Award #: 1038067

National Science Foundation
Pre-engineering Education Collaboratives (PEEC) Workshop
12/16/2014
Embassy Suites, Minneapolis, MN
NSF TCUP Grant Award #: 1038067
 The National Science Foundation (NSF) Tribal Colleges and University Programs (TCUP)
awarded a $4.8 million grant for a five-year program to improve the diversity and education of
engineering graduates within North Dakota.
 The North Dakota collaboration connects NDSU with Cankdeska Cikana Community College,
Turtle Mountain Community College, Sitting Bull College and Ft. Berthold Community College.
The title of North Dakota’s proposal was “PEEC: 2+2+2+Infinity: Pipeline for Tribal PreEngineering to Society (PTiPS).”
 The collaboration, one of only four in the nation, is part of an NSF initiative called “PreEngineering Education Collaboration” established to bring four-year engineering schools
together with tribal colleges to develop methods to attract, prepare and support
underrepresented American Indian students for a career in one of the engineering disciplines.
 Under the program, students from reservations begin their studies at a local tribal college and
then transfer to a collaborating four-year institution to complete their studies and gain useful
experience through professors, professional societies and co-op experiences.
PEEC: 2+2+2+Infinity: Pipeline for Tribal PreEngineering to Society (PTiPS)
11/6/2015
TCUs were created in response to the higher education needs of
American Indians and generally serve geographically isolated
populations that have no other means accessing education beyond
the high school level.
In 1968 the Navajo Nation created the first tribally controlled
college—now called Diné College—and other Tribal Colleges quickly
followed in California, North Dakota, and South Dakota (AIHEC,
1999).
Today, there are 37 tribal colleges in the US and Canada and an
approximate enrollment of 27,000 full-time and part-time students
(AIHEC, 2012).
TCUs are young institutions and do not have the benefit of
longstanding endowments, support from alumni associations, or
hearty investment portfolios.
Tribal colleges strive to stabilize their fiscal operating base through
foundation and industry support, endowments, private donations,
and fee for services (Department of Education, 2009).
Tribal colleges compete for tribal government resources and
although government funding is not their only source, it is a
significant source.
TCU is an implementation of federal government’s trust
responsibility to Indian tribes (Department of Education, 2009).
Rurality of isolated communities affected faculty recruitment & retention
TCU faculty salary schedules are not always competitive for faculty recruitment
& retention
Cultural gap between tribal colleges and mainstream universities exists
STEM curriculum lacking evidence for achievement at K-12, TCU, and
mainstream universities – what is the application for our students and
community?
Research and design regarding assessment, curriculum, technology, and
evaluation are essential to improvement
Developmental courses needed for incoming freshmen
Majority of students are first generation
 Faculty trained as engineers not instructors
PEEC: 2+2+2+Infinity: Pipeline for Tribal PreEngineering to Society (PTiPS)
11/6/2015
Housing shortages on all participating reservations
High poverty rates on all participating reservations
Educational disparities on all participating reservations
Weather – harsh winters
Geography – distance to site
Challenge or Opportunity?
Spirit Lake Reservation experiencing ongoing flooding for 20 years
Fort Berthold Reservation experiencing oil boom for past four years
Standing Rock Reservation also part of Presidential flood disaster
declaration in 2012
PEEC: 2+2+2+Infinity: Pipeline for Tribal PreEngineering to Society (PTiPS)
11/6/2015
Cankdeska Cikana Community College – Spirit Lake Dakota Nation
Fort Berthold Community College – Mandan (Nueta), Hidatsa, and
Arikara (Sahnish) Nations
Sitting Bull College – Dakota and Lakota Nations, serves both North
and South Dakota residents
Turtle Mountain Community College – Turtle Mountain Band of
Chippewa
North Dakota State University – Majority Society
PEEC: 2+2+2+Infinity: Pipeline for Tribal PreEngineering to Society (PTiPS)
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Each Tribal Nation is unique & rich in cultural perspectives toward life
Distinctive language, culture, and oral traditions
Dialects or languages may vary on individual Reservations
When you seen one reservation, you have only seen one reservation.
PEEC: 2+2+2+Infinity: Pipeline for Tribal PreEngineering to Society (PTiPS)
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Respect for Elders
Elders are considered the keepers of our language and culture
 Respect for Veterans
 AI have the highest enlistment and veterans rates than any other race in
the nation
Children are considered sacred
Many differences exist; however, the focus should be on
similarities
PEEC: 2+2+2+Infinity: Pipeline for Tribal PreEngineering to Society (PTiPS)
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Healing to overcome intergenerational trauma must come from inside the
community.
Certain families are making strides to become educated
Identification of upcoming Native leaders and mentorship is essential
Realize culture is the foundation for academic success and addressing social
ills
Must be able to walk in two worlds
Technology is critical to development of cultural and educational initiatives
Equitable partnerships are needed to enhance initiatives
PEEC: 2+2+2+Infinity: Pipeline for Tribal PreEngineering to Society (PTiPS)
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All North Dakota tribal colleges and
universities (TCU) and North Dakota
University System (NDUS) have
Interactive Video Network (IVN)
capacity
The primary purpose of IVN is to
enhance and expand teaching and
learning opportunities across the
NDUS and TCUs.
http://alt.ndus.edu/ALTWEBSITE/Vide
oconferencing/Services/About.aspx?&i
d=3&subid=0
PEEC: 2+2+2+Infinity: Pipeline for Tribal PreEngineering to Society (PTiPS)
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Just to calibrate distances
And Show Why We Need it.
Just about equal scales
2011/03/23
PEEC: 2+2+2+Infinity: Pipeline for Tribal PreEngineering to Society (PTiPS)
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Hardware, cia 1990 +/Talking head televised?
?Correct approach?
PEEC: 2+2+2+Infinity: Pipeline for Tribal PreEngineering to Society (PTiPS)
11/6/2015
Pedagogy
Different than classroom & local students
Technology, Hard and Soft, varies across sites
Perhaps better able to cope than some instructors
Subject & Students requires “Hands-on”
Our Instructors not experienced in approaches
PEEC: 2+2+2+Infinity: Pipeline for Tribal PreEngineering to Society (PTiPS)
11/6/2015
Students
Are they ready?
Why should they just be able to do it?
Are All White Boards Created Equal?
Difficult Material
Students & Subject requires “Hands-on”
Our Students not experienced in approaches
PEEC: 2+2+2+Infinity: Pipeline for Tribal PreEngineering to Society (PTiPS)
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New Opportunities
Software
Hardware
Tablets / Smart Phone based
PEEC: 2+2+2+Infinity: Pipeline for Tribal PreEngineering to Society (PTiPS)
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Try to connect personally
Make it relativistic
PEEC: 2+2+2+Infinity: Pipeline for Tribal PreEngineering to Society (PTiPS)
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Summer Sessions
Build Cohort
Expose to campus
Simulate Hard Week
Demonstrate
Support
PEEC: 2+2+2+Infinity: Pipeline for Tribal PreEngineering to Society (PTiPS)
11/6/2015
Summer Session
Apply non-classroom experiences
Example Equine Leadership
“Community of the Meal”
Support Culture
PEEC: 2+2+2+Infinity: Pipeline for Tribal PreEngineering to Society (PTiPS)
11/6/2015
Engineering is more than classes
That ++ practice and skills and abilities
How do you get the skills
Practice
Design is critical part
Required in all programs across the nation
Called “Capstone Design Experience”
Our ?: R U ready 4 That
Best way is to see
PEEC: 2+2+2+Infinity: Pipeline for Tribal PreEngineering to Society (PTiPS)
>> “Engineering Scenario”
11/6/2015
XYZ just won the opportunity to help the Fort Peck
reservation to do some planning
Your senior director, Dr. Bob, has asked you to
participate on a team to answer the tribe’s needs.
You call your contact on the reservation , Joe Two
Shields, and he says that the council is worried about
the dam.
PEEC: 2+2+2+Infinity: Pipeline for Tribal PreEngineering to Society (PTiPS)
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Evaluated in 5 Areas
Used a bit of Fresh learning from Alverno
PEEC: 2+2+2+Infinity: Pipeline for Tribal PreEngineering to Society (PTiPS)
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For Instructors
Demonstrate “The Big Picture
Unity of Approach
PEEC: 2+2+2+Infinity: Pipeline for Tribal PreEngineering to Society (PTiPS)
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*Local Impact
PEEC: 2+2+2+Infinity: Pipeline for Tribal PreEngineering to Society (PTiPS)
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A bit about Ft Peck:
• Worried about Flooding:
*Local Impact
2011/03/23
2012/07/19
9 active students at NDSU
2 ea SBC, CCCC, FBC & 3 TMCC
Adapting use of Advanced Tablets and non-IVN connectivity
Advanced Teacher-Training
Cohort Blending in time & space
Modify Approach to Distance Education
Publish Articles on Work – ASEE, FYE, FIE
PEEC: 2+2+2+Infinity: Pipeline for Tribal PreEngineering to Society (PTiPS)
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PEEC has introduced so many opportunities for our pre-engineering
students here are some examples
Advantages
One on one support
Classroom sizes are small
Support system between students
Engineer on site
Engineer teaches the classes and also advises students
PEEC: 2+2+2+Infinity: Pipeline for Tribal PreEngineering to Society (PTiPS)
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Opportunities
Stipend support
Helps the students with whatever they need to get them through school
Industry
Students are given the opportunity once a month to visit some type of industry
involving various engineering disciplines
AISES ( American Indian Science and Engineering Society)
Students travel to the regional and National conferences where the attend
workshops and career fair where they are given the opportunity to network with
people and companies from all over the United States
Collaboration
Students create a Network within the collaboration and when they transfer to
NDSU they are not alone .
PEEC: 2+2+2+Infinity: Pipeline for Tribal PreEngineering to Society (PTiPS)
11/6/2015
Enrolled from the beginning to present (2010-2014)
21 students
Transferred to NDSU
6 students
Transferring in Fall of 2015
3 students
Currently enrolled at TMCC
6 students
No longer in the program
9 students
No longer in program that have only taken Engr 115 entry level course
5 students
Transferred to NDSU and have left the program
2 students
PEEC: 2+2+2+Infinity: Pipeline for Tribal PreEngineering to Society (PTiPS)
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PEEC funding at Turtle Mountain Community College has helped many
students follow their dreams and create many opportunities for them
in the future. In the beginning we didn’t know how many students we
would impact or if we would impact any but after looking at the stats
you can see the program is working. We are looking forward to seeing
our first graduate from TMCC graduate in the Fall of 2015 with a
bachelors in civil engineering.
PEEC: 2+2+2+Infinity: Pipeline for Tribal PreEngineering to Society (PTiPS)
11/6/2015
Located in New Town, ND
Northwest ND – middle of the “Bakken” Oil
Field
Very low unemployment rates
Extreme shortage of housing
PEEC Program
Mentorship
Student Stipends
AISES
Sunday Academy
Nature Summer Camp
PEEC: 2+2+2+Infinity: Pipeline for Tribal PreEngineering to Society (PTiPS)
11/6/2015
5 Engineering transfer students to NDSU
5 current Pre-Engineering students at FBCC
4 FBCC Pre-Engineering students successfully completed Summer
Engineering Internships with local industry and with the tribe.
Lockheed Martin
Renaissance Engineering & Testing
MHA Tribal Natural Resource Department
PEEC: 2+2+2+Infinity: Pipeline for Tribal PreEngineering to Society (PTiPS)
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Engineering Internship for-credit class
Tribal colleges partner with local industry to setup student Engineering
Internships
Assessments are completed by supervisor and instructor
Advantages of Engineering Internships for Native Students
Students gain real-world Engineering
experience
Paid Internships
Receive College Credit
Build Connections
PEEC: 2+2+2+Infinity: Pipeline for Tribal PreEngineering to Society (PTiPS)
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As part of the Intro to Engineering class, we
provide monthly Industry site tours.
Partners with Industry
Enbridge Pipeline
Vendrye Electric
Sioux Mfg
NDSU
Gives students the “big picture” of
Engineering
How math / science is applied
Building connections
Where am I going?
PEEC: 2+2+2+Infinity: Pipeline for Tribal PreEngineering to Society (PTiPS)
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(CCCC)
Year 3
Matriculation to
Mainstream and
Summer Return for
Internship in
Community
STEM HS
Academies Summer
& Sunday
Mainstream Year 2
Summer Exposure
& Accelerated
Course
MATH
ASSESSMENT (ICE
TI MATH)
Year 2: Peer
Mentorship
through STEM HS
Academies &
Engineering
Curriculum
Year 1: Survey of
Engineering
Practices and Eng
Curriculum
Mainstream
Summer
Engineering
Experience Cultural
Change and
Accelerated
Courses
This program is designed to prepare students for transfer to a four-year institution of higher learning
in an engineering discipline. Students who complete this program will have a background in
mathematics, science, and engineering that enables them to succeed in the 3rd and 4th year of an
ABET accredited 4-year engineering program.
PROGRAM OUTCOMES FOR ASSOCIATE OF ARTS IN PRE-ENGINEERING
 The student will apply knowledge of Chemistry, Physics, mathematics through Calculus II, and
introductory engineering to the analysis of engineering problems.
The student will conduct experiments and analyze and interpret data.
The student will design a system, component, or process to meet desired needs within realistic
constraints at a level typical of a beginning 3rd year undergraduate in an ABET (Accreditation Board
for Engineering and Technology, Inc.) accredited engineering program.
The student will function on teams having a diversity of educational, occupational, and cultural
backgrounds.
The student will identify, formulate, and solve engineering problems at a level typical of a beginning
3rd year undergraduate in an ABET accredited engineering program.
PEEC: 2+2+2+Infinity: Pipeline for Tribal PreEngineering to Society (PTiPS)
11/6/2015
Two students graduated with an Associate degree in PreEngineering from SBC spring
Two students currently enrolled at SBC
Recruitment Activities:
Building Your Brighter Future Scholarships
High School visits
Parent nights
Summer camps
PEEC: 2+2+2+Infinity: Pipeline for Tribal PreEngineering to Society (PTiPS)
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Support Services
Tutoring
One-on-one faculty instruction
Student engagement activities
Adequate financial aid support
Campus housing
Campus daycare
PEEC: 2+2+2+Infinity: Pipeline for Tribal PreEngineering to Society (PTiPS)
11/6/2015
More to follow tomorrow
Collaborative study groups established
 Student collaboration across cohorts
2 ½ hours per night, two nights a week
Timesheet payments provided
Choices allowed >> Including the choice to fail
Standards not lowered, Coaching improved!
Current cohort meets with visiting tribal high school students
PEEC: 2+2+2+Infinity: Pipeline for Tribal PreEngineering to Society (PTiPS)
11/6/2015
QUESTIONS????
PEEC: 2+2+2+Infinity: Pipeline for Tribal PreEngineering to Society (PTiPS)
11/6/2015