Nueta Hidatsa Sahnish College

There is a movement across settler–colonial institutions of education and research to engage with Indigenous Peoples and Knowledges. Many settler and Indigenous governments are pursuing pathways to move forward together to address global problems such as climate change. However, given the pervasive history of exploitation and displacement of Indigenous communities, this development has caused some concern among Indigenous leaders and scholars. At the 2022 Annual Meeting of the Ecological Society of America (ESA) in Montreal, Canada, the Traditional Ecological Knowledge Section of the ESA hosted a 2‐day workshop. This gathering of 21 Indigenous environmental scientists included scholars from across the career and professional spectrum. By consensus, workshop participants identified three emergent themes—Engage, Heal, and Reconcile—that provide a pathway toward reconciliation between Indigenous and settler–colonial ways of knowing. This path allows for an ever‐greater sharing of institutional resources and power toward a co‐equal interfacing of Indigenous Knowledges and settler science.

Abstract Native American faculty in science, technology, engineering, and mathematics (NAF‐STEM) disciplines are historically underrepresented. Creating inclusive academia for Indigenous people that typically live and thrive in rural communities requires insights into their personal, relational, and collective experiences. This study was guided by the Six Rs: relationship, respect, responsibility, relevance, representation, and reciprocity, and was informed by Indigenous Research Methodologies. Twelve NAF‐STEM from tribal colleges and non‐tribal institutions were asked to share their perspectives and experiences in seven Research Circles. NAF‐STEM joined sequential hybrid workshops over seven weeks on how to conduct qualitative data analysis. Authors conducted analysis on the transcripts of Research Circles for themes associated with the professional satisfaction and success of NAF‐STEM. Results of the study identified the importance of holistic support systems that remain mindful of both the opportunities and challenges facing NAF‐STEM and emphasize the significance of balancing the need for respectful relationships, adequate representation, shared responsibility, relevance of diversity, and reciprocity in STEM. Through implementation of the Six Rs throughout the research process, the study identified successes, support systems, and challenges of NAF‐STEM at both tribal and non‐tribal colleges and universities. These outcomes can inform institutions to create an equitable and inclusive environment for NAF‐STEM.

Abstract The demand for wood in construction has led to shortages of strong wood types, causing a shift to costlier alternatives like concrete and nonbiodegradable materials, prompting the investigation of modifying softwoods for better engineering properties. This study investigates the optimization of a multistep impregnation process utilizing functionalized cellulose nanocrystals (f-CNCs) to enhance softwood properties. The process involves alkali delignification, ultrasonication, and vacuum pressure treatment to improve wood porosity and in turn improve CNC impregnation with uniform dispersion. Microstructural analyses through field emission scanning electron microscopy and atomic force microscopy (AFM) offer detailed insights into cell wall morphology and surface topography, whereas Fourier transform infrared spectroscopy highlights compositional shifts resulting from f-CNC impregnation. Mechanical testing demonstrates significant improvements for treated woods, particularly a 67 percent increase in modulus of elasticity for the 2 percent CNC-treated group compared with the control group; a 71 percent increase in modulus of rupture was observed for 2 percent CNC-, 3 percent NaOH-, and 2 percent acetic acid-treated group compared with the control sample. The sample delignified with 3 percent NaOH and impregnated by 2 percent f-CNC emerged as particularly effective. This research sets the stage for potential advancements in strengthening softwood using CNC, including a novel AFM method and alternative impregnation techniques like the Lowry method, inviting further exploration.

Abstract Work-in-Progress: Alternative developmental math curriculum designed to accelerate the sequential course work by implementing quantitative reasoning. Parker, Michael, Cankdeska Cikana Community College (CCCC), Lori Alfson Nelson, Nueta Hidatsa Sahnish College (NHSC), Vallie, Ann, Nueta Hidatsa Sahnish College (NHSC), Teri A. Allery, Nueta Hidatsa Sahnish College (NHSC), Josh Mattes, PhD., Sitting Bull College (SBC), Karl Haefner, Cankdeska Cikana Community College (CCCC), Austin J. Allard, PhD., Turtle Mountain Community College (TMCC) Robert V. Pieri, PhD., North Dakota State University (NDSU) The current state of math education at a tribal college / university, TCU, will be presented, particularly with respect to entry into STEM majors. The alternative developmental math curriculum offered at a TCU institution using a modified pedagogical delivery system offers sound mathematical principals based on life-skills with relevant problem-solving, while explicitly addressing other holistic needs of the student such as math anxiety, persistence, mindset, and the value of collaboration (group work). This cooperative work is intended to create a community of learning which is in tune with traditional Native American cultural practices. Students learn to be responsible for their learning, engage in team work, and develop a “can-do” attitude towards mathematics. Implementation of two separate approaches at two separate institutions will be presented.

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