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.