As a Squash Plant Grows

Researching and designing Internet infrastructure solutions in rural and tribal contexts requires reciprocal relationships between researchers and community partners. Methodologies must be meaningful amid local social textures of life. Achieving transdisciplinarity while relating research impacts to partner communities takes care work, particularly where technical capacity is scarce. The Full Circle Framework is an action research full stack development methodology that foregrounds reciprocity among researchers, communities, and sovereign Native nations as the axis for research purpose and progress. Applying the framework to deploy television white space infrastructure in sovereign Native nations in northern New Mexico reveals challenges for rural computing, including the need to design projects according to the pace of rural and tribal government workflows, cultivate care as a resource for overworked researchers and community partners, and co-create a demand for accurate government data around Internet infrastructures in Indian Country and through rural counties.

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LISTENING AND LEARNING TO FORM THE HBI ROAD MAP FOR INDIAN COUNTRY

Innovation in Aging ◽

10.1093/geroni/igz038.1337 ◽

2019 ◽

Vol 3 (Supplement_1) ◽

pp. S366-S366

Author(s):

Molly French ◽

Michael Splaine ◽

John Shean ◽

Heidi Holt

Keyword(s):

Alaska Native ◽

International Association ◽

Lessons Learned ◽

Health Board ◽

Government Officials ◽

Tribal Government ◽

Road Map ◽

Indian Country ◽

Control And Prevention ◽

Public Health Strategies

Abstract American Indian and Alaska Native (AI/AN) communities are establishing new paths as more older adults develop Alzheimer’s and other dementias along with other co-morbidities. To offer a flexible framework of public health strategies that proactively address the growing issue of dementia among AI/ANs, Alzheimer’s Association and Centers for Disease Control and Prevention (CDC) developed the first-ever Healthy Brain Initiative Road Map for Indian Country. Partnering with International Association for Indigenous Aging supported Road Map development through virtual listening sessions and written comments from regional Native health experts, tribal aging service leaders, and tribal government officials. Many additional discussions, engagement of a cultural guide, and an additional partnership with National Indian Health Board further informed Road Map contents, graphic design, and marketing. Presenter will describe rationale for the process, themes from the consultations, and lessons learned by the Association and CDC that can apply to similar initiatives.

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Tools for Living Democracy: Putting the CLDE Theory of Change into Practice

eJournal of Public Affairs ◽

10.21768/ejopa.v9i1.2 ◽

2020 ◽

Vol 9 (1) ◽

Keyword(s):

Task Force ◽

Political Process ◽

Theory Of Change ◽

Community Partners ◽

Civic Learning ◽

Reciprocal Relationships ◽

Civic Knowledge ◽

Democratic Engagement ◽

Civic Mindedness ◽

Civic Duties

A Crucible Moment, the influential report from the National Task Force on Civic Learning and Democratic Engagement (2012), served as both a clarion call and a marker of progress for higher education’s civic engagement movement. After decades of productive experimentation with strategies for fostering civic knowledge, skills, and dispositions in students and setting up mutual and reciprocal relationships between higher education institutions and community partners (Saltmarsh & Hartley, 2011, 2017), the report’s authors could credibly call to move civic learning and democratic engagement from the margins to the core of higher education’s concerns. The phrase “democratic engagement,” meaning nonpartisan engagement in the political process, reflected the report’s emphasis on engaging students in civic inquiry, deliberation, and collective action, not just episodic service or the performance of civic duties such as voting. The authors identified numerous promising examples of institutions demonstrating and cultivating civic-mindedness.

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Partnering with a Native American Community in a Collaboration between a Tribal College and Two Mainstream Universities

International Journal for Service Learning in Engineering Humanitarian Engineering and Social Entrepreneurship ◽

10.24908/ijsle.v0i0.5563 ◽

2014 ◽

pp. 460-474

Author(s):

Joanita M Kant ◽

C Jason Tinant ◽

Suzette R Burckhard ◽

J Foster Sawyer

Keyword(s):

Native American ◽

The United States ◽

Tribal College ◽

Lessons Learned ◽

Community Partners ◽

Non Profit ◽

Tribal Government ◽

Governmental Agencies ◽

What Works ◽

Community Outcomes

We present community outcomes in our unique pre-engineering program, along with lessons learned when a tribal college and community partners collaborate with two mainstream universities in experiential learning on a Native American reservation in the United States. We share our expertise so that others may apply elsewhere what we have learned. We provide guidance through sharing our successes, best practices, challenges, case studies, and hopes for the future. We recognize that every reservation is unique, and what works for one may not work for others. Community outcomes include significant capacity building where partners assemble evidence-based research that strengthens the tribal college and tribal government, allowing them to better manage resources. The OSSPEEC program includes undergraduate, graduate and faculty researchers in water resources, Geographic Information Systems (GIS), geology, surveying, structures, and cross-disciplinary endeavors. Community partners include tribal governmental agencies, reservation-based interest groups, and non-profit organizations. The program is sustainable because the tribal college builds a variety of lasting partnerships offering mutual benefits.

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Understanding How Students Learn: Preparing Students to Become Professionals

Perspectives on Issues in Higher Education ◽

10.1044/ihe12.1.16 ◽

2009 ◽

Vol 12 (1) ◽

pp. 16-23

Author(s):

Lizbeth Curme Stevens

Keyword(s):

Service Learning ◽

Teaching And Learning ◽

Communication Disorders ◽

Learning Opportunities ◽

Graduate Courses ◽

Speech Language Pathologists ◽

Community Partners ◽

Scholarship Of Teaching ◽

Academic Service Learning

Abstract The intent of this article is to share my research endeavors in order to raise awareness of issues relative to what and how we teach as a means to spark interest in applying the scholarship of teaching and learning to what we do as faculty in communication sciences and disorders (CSD). My own interest in teaching and learning emerged rather abruptly after I introduced academic service-learning (AS-L) into one of my graduate courses (Stevens, 2002). To better prepare students to enter our profession, I have provided them with unique learning opportunities working with various community partners including both speech-language pathologists (SLPs) and teachers who supported persons with severe communication disorders.

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