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An Examination of Student Perceptions of Faculty-Led Native American Research Experiences

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Keywords:

Culture, Self-Directed Learning, Experiential Learning

Presented by:

Caitlin Johnson, Minnesota State University Moorhead

Key Statement:

Indigenous researchers are poorly represented in academia. Experiential learning models emphasizing the medicine wheel may help provide opportunity for indigenous students to grow and succeed.

Abstract:

The widest equity gap in the state of Minnesota was among Native American students in recent years. It was the largest among any other demographic group. This research project examined the research experiences of three Native American students that served over seven months as research assistants in administering the first campus Native American Student Needs Survey. The faculty advisor led students through a research experience using a medicine wheel for the learning model centered on culturally relevant topics. Students were then asked to share their experiences and the learning model was assessed for balance based on their testimony.

Learning Outcomes:

1.) Understand the medicine wheel and its implications for course design. 


2.) Examine findings of a classroom study demonstrating a balanced approach. 


3.) Analyze the instructional model and how it can be used in their own practice working with Native American students.

Hear it from the author:

An Examination of Student Perceptions of Faculty-Led Native American Research ExperiencesCaitlin Johnson, Minnesota State University Moorhead
00:00 / 01:24

TRANSCRIPT:

As part of the Minnesota State University System REFLECT program, an examination of three Indigenous student researchers’ perceived learning experiences of their participation in a faculty-led research project utilizing the medicine wheel as a culturally responsive instructional model was conducted. The instructional design utilized the medicine wheel to create learning opportunities for students centered on the four realms for indigenous wellness (mental, emotional, spiritual, and physical). Students were able to self-select their learning tasks based on their individual interests and needs.

Research students logged their hours with their listed tasks and completed pre/post reflection papers. These were examined at the end of the research experience to determine whether there was a balance between learning experiences with the medicine wheel (as this is viewed as maintaining healthy experiences and relationships with indigenous students). Students were not told about the learning design beforehand so as not influence their learning tasks or reflections. The overall findings of this study were that students did have an overall balanced experience within all four medicine wheel realms. The three goals of self-directed learning are for students to achieve personal growth, transform their learning, and for students to become more self-directed in their own learning outcomes. After examination of the pre/post reflections, the argument can be made that this learning opportunity achieved what it set out to do.

References

"Native American Students in Higher Education Factsheet." Postsecondary National Policy  Institute. Accessed November 1, 2021

“Race/ethnicity of college faculty”. National Center for Education Statistics. Accessed March 11, 2024.

Tujague, Nicole A, and Kelleigh Louise Ryan. “Ticking the Box of ‘Cultural Safety’ Is Not
Enough: Why Trauma-Informed Practice Is Critical to Indigenous Healing.” Rural and
remote health 21, no. 3 (2021): 1–5.

Young, K., T. Herring, and A. Morrison. "Conceptual Strategies for Culturally Sustaining and
Inclusive Education." Kappa Delta Pi Record 54, no. 4 (2017): 174-178. https://doi.org/10.1080/00228958.2017.1369279.

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