Published In
The Bulletin of the Ecological Society of America
Document Type
Article
Publication Date
2021
Subjects
STEM programs -- education -- pedagogy
Abstract
The i-NATURE (Indigenous iNtegration of Aquatic sciences and Traditional Ecological Knowledge for Undergraduate culturally Responsive Education) is a culturally relevant, project-, and place-based curriculum that included extensive applied research experience contextualized for specific Indigenous communities. The program developed a model for incorporating Traditional Ecological Knowledge into STEM undergraduate education which included direct participation of several Indigenous communities in the Pacific Northwest region of the United States. After implementation of the i-NATURE model, we tested whether the inclusive pedagogical strategies used in our intervention improved retention and learning outcomes for the students who participated in the i-NATURE program. We report a highly significant difference in annual retention and mean course grade point average in the Environmental Science and Studies Programs pre- and post-implementation of the i-NATURE curriculum. We also report an increase in student interest in pursuing STEM careers and the impacts of the i-NATURE curricula on two undergraduate participants. This study indicates that academic and research experiences in STEM higher education programming, that incorporates cultural relevant ways of knowing and is reflective of Indigenous community values, can improve student success outcomes and garner interest in pursuing STEM careers.
Rights
Copyright (c) 2025 The Authors
This work is licensed under a Creative Commons Attribution 4.0 International License.
Locate the Document
DOI
10.1002/bes2.1924
Persistent Identifier
https://archives.pdx.edu/ds/psu/43943
Citation Details
Alexiades, A. V., Haeffner, M. A., Reano, D., Janis, M., Black, J., Sonoda, K., ... & Buck, M. (2021). Traditional ecological knowledge and inclusive pedagogy increase retention and success outcomes of STEM students. The Bulletin of the Ecological Society of America, 102(4), e01924.