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Tribal Earth Science & Technology Education

Tribal Earth Science & Technology Education. TRESTE Workshop Blackfeet Community College June 7 – 9, 2007. 6 of 9 Participating TCUs submitted Year 2 Annual Reports. Turtle Mountain Ft. Berthold United Tribes Technical College Oglala Lakota Sinte Gleska Fond du Lac.

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Tribal Earth Science & Technology Education

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  1. Tribal Earth Science & Technology Education TRESTE Workshop Blackfeet Community College June 7 – 9, 2007

  2. 6 of 9 Participating TCUs submittedYear 2 Annual Reports • Turtle Mountain • Ft. Berthold • United Tribes Technical College • Oglala Lakota • Sinte Gleska • Fond du Lac

  3. 1) Integrate ESS Concepts 5 reporting TCUs modified courses/labs to include ESS concepts (TM, FBCC, UTTC, OLC and FdL) 1 already had 2 courses developed around ESS concepts (SGU) • 12 courses/labs modified • 143 students enrolled 4 new courses/labs created (FBCC, OLC and FdL) • 35 students enrolled

  4. Case Studies 5 TCUs used TRESTE developed Missouri River case study (TM, FBCC, UTTC, OLC and FdL) 6 new ESS case studies were developed (FBCC, OLC and SGU) • 2 additional case studies were modified from external sources (UTTC)

  5. 1 new program of study was developed (UTTC) • Tribal Environmental Science • 18 students enrolled 5 TCUs used weather instruments (TM, FBCC, OLC, SGU and FdL) • UTTC will begin use during summer 2007

  6. 2) Incorporate geospatial data Each of the 6 reporting TCUs are using: • Image processing in existing/new courses/labs • Geospatial data • GIS technology 4 TCUs are using: • Landsat data (TM, FBCC, UTTC and OLCC) • MODIS land products (TM, FBCC, UTTC and FdL)

  7. 3) Faculty Development TCU Faculty participated in telecons and attended workshops UTTC hosted 1 workshop

  8. 6 TCUs found Problem Based Learning to be beneficial in teaching • “It is always a plus to tie in physical science principles with real world problems” • “It offers me an additional methodology to incorporate and improve student learning” • “Another useful tool to capture the interest and enthusiasm of the students”

  9. Beneficial GIS Skills Acquired through TRESTE • Accessibility of data • Use of attribute tables • Layering • Introduction to ARCVIEW 9.0 • Introduction to MODIS data • Remote Sensing • Reminder of the power of maps and graphs for representing data

  10. Beneficial new data acquisition skills and/or tools • EOS Gateway • MRT • Better preparation for teaching • Ability to incorporate smaller scale versions of exercises

  11. 4) Outreach 5 reporting TCUs conducted outreach programs (TM, FBCC, UTTC, OLCC and SG) • 10 outreach programs were conducted • 138 attendees were members of: • TCU faculty and staff • Undergraduate/graduate students • 4th – 8th grade students • K-12 teachers • Tribal government • Reservation community members • Federal Authorities

  12. Planned Courses/Labs and Events 4 courses/labs are being modified for academic year 2007/08 (UTTC) 2 new courses are being developed (UTTC and FdL) 1 case study is being developed (TM) 2 additional outreach programs are planned • 19 attendees are expected

  13. 5) Program Type of contact and related networking: • Telecons • Workshops • Email • Websites • Occasional telephone conversations

  14. Roadblocks • Trouble loading MODIS • Difficulty downloading data • Resolved via telephone conversations with Dr. Don Perkey and Maury Estes • Slow downloading of data sets • Insufficient time

  15. Recommendations • More college administrator involvement • Shorter teaching modules/shorter PBL presentations • More assistance with access of local relevant data • Enhance resources • Davis or comparable integrated electronic weather station with software instead of GLOBE level weather station • More face-to-face time at meetings • More training of website tools • Incorporate the desirable features of such initiatives as iGETT

  16. Greatest benefit from participatingin TRESTE • Learned about GIS, satellite imagery and how these relate • More awareness of remote sensing incorporation into instruction • Exposure to NASA resources • Networking with NASA personnel and other TCUs • Access and training on MODIS, MRT and others • Personal development • Improvement of curricula • Seeing how hard people are working to try and provide quality education for Native students

  17. Overall TRESTE ratings Average rating of the program according to reporting TCUs: 4 • Excellent being 5 • Poor being 1

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