Using the power of stories to engage students from under-

represented populations

Barbara Leigh SmithThe Evergreen State College

Education Crisis

• Stagnant college attendance rates

• Increasing diversity in population

• Shortage of students from under represented groups in STEM fields

• Mismatch between learning theory on what works & much practice

)

The Perfect Storm

(ETS)

•Substantial disparities in skill levels -reading and math

•Seismic economic changes -widening wage gap

•Sweeping demographic shifts - less education, lower skills

Context for Native American Students

• More than 500 recognized tribes

• Many signed treaties with US

• Dramatic changes in US policies towards American Indians

• Ambivalence towards education

• Most under-represented and behind

• Now in an era of self determination & cultural revitalization

Key Features of Our Work

• Washington has 29 federally recognized tribes• Evergreen long history of serving NA• We produce & field test interdisciplinary Native

Cases with teaching notes. 50+ cases available • Partner Institutions-TESC, NWIC, SKC, GHC• Annual 4 day summer institute for faculty• One day workshops & presentations to colleges

and high schools• Very connected to related reform efforts

Why Native Cases?

• Fill a void in the curriculum• Correct inaccuracies that lead to

misunderstanding • Expand literature written from a tribal

perspective• Meet tribal needs in era of community

revitalization and self-determination• Vehicle to share information between tribes on

common dilemmas & solutions

Powerful approaches to learning

• Active, collaborative learning well validated by research

• Develops various skills

• Recognizes student knowledge

• Dissolves myth of silent “minority” students

What topics?

• Native Advisory Board helped identify topics

• Side benefit of creating connections

• Current emphasis on science & social science cases

Our Case Topics

• Sovereignty/treaty rights• Intergovernmental

relations• Education• Leadership• Economic development• Cultural

preservation/renewal• Indian enrollment &

Indian identity

• Climate change• Sustainability• Salmon• Energy• Water/forestry• Housing• Land • Health-diabetes,

alcoholism, substance abuse, suicide

Faculty views of impact of cases (N=42. Smith 2010)

• Positive peer-to-peer relations-74%• Better grasp of practical applications-74%• Stronger critical thinking skills-84%• Strengthen communication skills-79%• Gain confidence working in groups-68%• Cases positively impact my teaching

effectiveness-54%• Compatibility with my teaching style-98%• Students find the format challenging-63%

Faculty Views of Native Cases Impact

(Smith 2010)

• Native cases enhance scientific curriculum for Native students – 74% Agree

• Students feel curriculum is more culturally relevant – 80% Agree

• Students gain understanding of important issues in Indian Country – 90% Agree

• Native cases raise awareness of Non-Native students –82% Agree

What Our Students Say (N=55)

• The cases addressed important issues in my community - 95%

• I learned new things from students in my group – 91%

• Cases improve critical thinking skills - 100%• Cases increased my understanding of

important concepts such as citizenship, sovereignty, and identity - 100%

Ways to Become Involved

• Send faculty to our Summer Institute

• Host a one day workshop

• Use our cases (http://www.evergreen.edu/tribal/cases)

• Write cases

• Contact us: smithb@evergreen.edu

References• Educational Testing Service. (2007) America’s Perfect Storm: Three

Forces Changing our Nation’s Future• Enduring Legacies Native Cases Initiative at

www.evergreen.edu/tribal/cases• Lumina Foundation (2010). A Stronger Nation through Education• National Science Board (2010). Preparing the Next Generation of

STEM Innovators• President’s Council of Advisors on Science and Technology (2010).

Report to the President: Prepare and Inspire K-12 Education in STEM for America’s Future

• Seymour and Hewitt, (1997) Talking about Leaving: Why Undergraduates Leave the Sciences.