R. Douglas Elmore, Mark Palmer , Mary Jo Watson , Kevin Kloesel University of Oklahoma

1. Diversity in Geosciences: Development of a “Pipeline” for Native American Students at the University of Oklahoma • R. Douglas Elmore, Mark Palmer, Mary Jo Watson, Kevin Kloesel • University of Oklahoma WEB Site: http://www.ou.edu/geodiversity/ Supported by NSF (OEDG-Track 2; 8/2005-7/2009)

2. What is the current status of Native American diversity in the geosciences at OU? • Nationally Native Americans are underrepresented in geosciences at both undergraduate and graduate levels. • In Oklahoma: • 17-18% of the population is Native American • 7.1% of OU students are Native American • In 2005, only 3% of the students in both geoscience-related colleges at OU were Native American • In the next 10 years the number of Native American High School students in Oklahoma will increase by approximately 20-25% (Western Interstate Commission for Higher Education, 12/2003).

3. Objective of Project • To develop opportunities for Native American students to participate in geoscience-related education and research • The “pipeline” has three components: • 1) Education and outreach enrichment program for 7-12th grade Native American students, as well as a research experience for teachers • 2) Introductory Earth Systems Science course • Integrates indigenous knowledge with geosciences concepts • Uses Native American Art as a vehicle of learning • 3) Research internships for Native American students

4. General Project outline Geoscience Knowledge Education & Research Program for 7-12 Grade Students & Research Experience for Teachers Geoscience majors & Graduate School Undergraduate General Education course Undergraduate Summer Research Internships at OU Indigenous Knowledge & Native American Art & collaboration with Indian Cultural Center

5. Personnel • R. Douglas Elmore - Geology and Geophysics • Kevin Kloesel – School of Meteorology • Mary Jo Watson – Art and Art History Department • Mark Palmer - Ph.D. (2007), Geography • Outreach Coordinator and Co-instructor • Started Faculty position at University of Missouri in August 2008 • Recently hired Heather Ahtone (M.A. in Art History) • Also hired Jennifer Hargrave (ABD, Geology) to help with geoscience content

6. Earth to Man-ka-ih: Integrating Indigenous Knowledge into Geoscience Education and Research for 7-12 Grade Students • Earth Cycles 2007 and 2008 • Exxon-Mobil Bernard Harris Summer Science Camp at OU • Partnered with OU and received funding from the Exxon-Mobil Bernard Harris Foundation • Forty-eight students in a two week program • 80% of students had Native American backgrounds • Comprehensive blend of activities (labs, field trips) centered on the cycles of earth

7. 2008 Earth Cycles Students

8. II. Outreach to Schools • Focused on secondary schools in Oklahoma with high percentage of American Indian students • Reached approximately 5,600 students and 224 teachers • Most popular presentation: How the Tornado Came to Be: Local Constructions by Kiowas and Meteorologists on the Southern Great Plains Mark Palmer Man-ka-ih

9. III. Art from Indian Territory • and the Geosciences Workshop • Workshop for Native American students in collaboration with • OU School of Art and Art History • The American Indian Cultural Center and Museum • Participation: 60 students and 10 teachers • Invited speaker: Dr. Jonathan Hook, Cherokee, Director, Environmental Justice and Tribal Affairs, Dallas EPA office • Environmental issues important to tribal communities (e.g., water rights) • Cultural/scientific exchange between Native Americans and indigenous people in Siberia, Russia

10. Other Events • Geoscience One-Day Workshop - 115 students and teachers • Brought students to OU campus • For a short academic program • Festivities surrounding the Homecoming football weekend • American Indian Math and Science Society Summer Research Program • One week, 12 students • Rock and water cycle dynamics

11. The AIMSS Science Fair - 150 students • Talk to American Indian students about the college experience and majoring in one of the geosciences • Research Experience for Teachers (RET) • Three teachers in July 2007 • Rock and water cycles, and how Native American stories and knowledge can be used to explain such complex processes

12. UNIV 1103, Earth Systems of the Southern Plains • Taught by Elmore (Geologist), Palmer (Geographer), Kloesel (Meteorologist), and Mary Jo Watson (Art Historian) • General Education Natural Science Course (3 hrs) • Native American art integrated into course • Native American stories and metaphors used to describe complex geoscience concepts • Native American place-based content is a component of the course Mt. Scott, Oklahoma Gallery, 128_2879A, picture owned by Lance Ozier, 2004, March 14, http://photos.ozier.com/main.php?g2_view=core.ShowItem&g2_itemId=10619, accessed 2006, April 26

13. Selected Topics • Thunderstorms • Lightning and Thunder, Hail, • Tornadoes • Native American Jewelry and Geology Mark Palmer, 2006 Pacal’s funerary mask (Jade) found at Palenque Turquoise, coral, bone, shell

14. Summer Research Internships • To recruit and retain students into one of the geoscience majors • Project provides salary in summer • Started with three students in summer 2007 • Two geology and one meteorology • Modified original plan • Students may now have academic year research jobs (10 hours/week) • Keeps students connected to the program which is important for retention

15. Research Internships Continued • Five interns in summer 2008 • Some students (2) recruited from introductory geology courses • Worked on a number of geologic projects • e.g., geology of the Woodford Shale • All five are now geology majors • A key factor in recruiting and retaining these students is personal contact between the faculty and the students

16. Project Assessment • Increased Native American enrollment in geosciences units at OU 13 in 2005 • 19 in 2006 • 39 in 2007 • Outreach • Students gained geoscience knowledge and/or skills • Gain value standards above average • Some summer camp participants currently enrolled at OU • One in meteorology • Others undecided about majors

17. Assessment Continued • Undergrad course • Attracting Native American students (23%) • Enrollments still relatively low (<20) • Pre- and post-surveys show students learning geoscience concepts and processes when coupled with Native American stories, metaphors, and images • Students in class not switching to a geoscience major • Only 25% freshman; others already have majors. • Need more freshman/sophomores • Research Internships • 5 students recruited into and retained in geology

18. Challenges-What is working and what is not in the pipeline? • Outreach • Reaching many Native American students and teachers • Assessment shows geoscience concepts are being conveyed • Test will come in the future--Will students enter geoscience majors? How to assess? • Undergraduate Course • Mixed results • Course is well received but low enrollments-need a lab? • Need a book • Research Internships • Successfully recruiting and retaining undergrads in geology • Personal contact crucial-takes mentoring • Faculty buy-in • Work during the summer and the year