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Fitting College to Students (Not Vice Versa): A Certificate Program on Environmental Stewardship of Indigenous Lands

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Title: Fitting College to Students (Not Vice Versa): A Certificate Program on Environmental Stewardship of Indigenous Lands
Language: English
Authors: David C. Mays, Timberley M. Roane, Brenda J. Allen, Rafael Moreno-Sanchez, Grace Redshirt Tyon, Cynthia Rice, Jessica L. Romero, Christine Velez
Source: Advances in Engineering Education. 2025 13(1):49-75.
Availability: American Society for Engineering Education. 1818 N Street NW, Washington, DC 20036. Tel: 412-624-6815; Fax: 412-624-1108; Web site: http://advances.asee.org
Peer Reviewed: Y
Page Count: 27
Publication Date: 2025
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 1744524
1742603
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Environmental Education, Program Descriptions, American Indian Students, Outcomes of Education, Educational Experience, Student Characteristics, Communities of Practice, Certification, Mentors, Alumni, College Students, College Faculty, Internship Programs, Culturally Relevant Education, Workshops, Comparative Analysis, World Views, Indigenous Knowledge, Universities, American Indian Education, Land Use, STEM Education
Geographic Terms: Colorado (Denver)
ISSN: 1941-1766
Abstract: Colleges and universities are creating programs to expand Indigenous student participation. This study reports the backgrounds, experiences, and outcomes of students participating in one such program at the University of Colorado Denver, called Environmental Stewardship of Indigenous Lands (ESIL), that offers an academically transcripted certificate. Applying the principles of Collective Impact, the goal of ESIL is to develop a Community of Practice including Indigenous community representatives, faculty, students, and alumni. This community works to deliver a culturally responsive academic certificate program that combines coursework, workshops, internships, and mentoring. Using evaluation data comprising journey mapping, student surveys, and alumni interviews, we identify seven factors that bring students into the program, three key aspects of their experience within the program, and show that the ESIL program has changed knowledge and attitudes by providing a safe space for students to engage in Indigenous worldviews within the context of their own academic experiences. These elements advance a positive expansion of science, technology, engineering, and mathematics (STEM) education.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1476122
Database: ERIC
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  Data: Fitting College to Students (Not Vice Versa): A Certificate Program on Environmental Stewardship of Indigenous Lands
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  Data: <searchLink fieldCode="AR" term="%22David+C%2E+Mays%22">David C. Mays</searchLink><br /><searchLink fieldCode="AR" term="%22Timberley+M%2E+Roane%22">Timberley M. Roane</searchLink><br /><searchLink fieldCode="AR" term="%22Brenda+J%2E+Allen%22">Brenda J. Allen</searchLink><br /><searchLink fieldCode="AR" term="%22Rafael+Moreno-Sanchez%22">Rafael Moreno-Sanchez</searchLink><br /><searchLink fieldCode="AR" term="%22Grace+Redshirt+Tyon%22">Grace Redshirt Tyon</searchLink><br /><searchLink fieldCode="AR" term="%22Cynthia+Rice%22">Cynthia Rice</searchLink><br /><searchLink fieldCode="AR" term="%22Jessica+L%2E+Romero%22">Jessica L. Romero</searchLink><br /><searchLink fieldCode="AR" term="%22Christine+Velez%22">Christine Velez</searchLink>
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  Data: Colleges and universities are creating programs to expand Indigenous student participation. This study reports the backgrounds, experiences, and outcomes of students participating in one such program at the University of Colorado Denver, called Environmental Stewardship of Indigenous Lands (ESIL), that offers an academically transcripted certificate. Applying the principles of Collective Impact, the goal of ESIL is to develop a Community of Practice including Indigenous community representatives, faculty, students, and alumni. This community works to deliver a culturally responsive academic certificate program that combines coursework, workshops, internships, and mentoring. Using evaluation data comprising journey mapping, student surveys, and alumni interviews, we identify seven factors that bring students into the program, three key aspects of their experience within the program, and show that the ESIL program has changed knowledge and attitudes by providing a safe space for students to engage in Indigenous worldviews within the context of their own academic experiences. These elements advance a positive expansion of science, technology, engineering, and mathematics (STEM) education.
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      – Text: English
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      Pagination:
        PageCount: 27
        StartPage: 49
    Subjects:
      – SubjectFull: Environmental Education
        Type: general
      – SubjectFull: Program Descriptions
        Type: general
      – SubjectFull: American Indian Students
        Type: general
      – SubjectFull: Outcomes of Education
        Type: general
      – SubjectFull: Educational Experience
        Type: general
      – SubjectFull: Student Characteristics
        Type: general
      – SubjectFull: Communities of Practice
        Type: general
      – SubjectFull: Certification
        Type: general
      – SubjectFull: Mentors
        Type: general
      – SubjectFull: Alumni
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Internship Programs
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      – SubjectFull: Culturally Relevant Education
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      – SubjectFull: Comparative Analysis
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      – SubjectFull: World Views
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      – SubjectFull: Indigenous Knowledge
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      – SubjectFull: Universities
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      – SubjectFull: American Indian Education
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      – SubjectFull: Land Use
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      – SubjectFull: STEM Education
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      – SubjectFull: Colorado (Denver)
        Type: general
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