Recruitment & Retention
Gervais, B. K.; Voirin, C. R.; Beatty, C.; Bulltail, G.; Cowherd, S.; Defrance, S.; Dorame, B.; Gutteriez, R.; Lackey, J.; Lupe, C.; Negrette, A. B.; Robbins Sherman, N. C.; Swaney, R.; Tso, K.; Victor, M.; Wilson, R.; Yazzie, K.; Long, J. W.; Hoagland, S. J., Native American Student Perspectives of Challenges in Natural Resource Higher Education. Journal of Forestry 2017, 115 (5), 491-497.
Hoagland, S. J.; Miller, R.; Waring, K. M.; Carroll, O., Tribal Lands Provide Forest Management Laboratory for Mainstream University Students. Journal of Forestry 2017, 115 (5), 484-490.
Oyana, T. J.; García, S. J.; Haegele, J.; Hawthorne, T. L.; Morgan, J. H.; Young, N. J., Nurturing Diversity in STEM Fields through Geography: the Past, the Present, and the Future. Journal of STEM Education: Innovations and Research 2015, 16, 20-29.
Dutt, K., Race and racism in the geosciences. Nature Geoscience 2020, 13 (1), 2-3.
Brayboy, B. M. J., Toward a Tribal Critical Race Theory in Education. The Urban Review 2006, 37 (5), 425-446.
Schelhas, J., Race, Ethnicity, and Natural Resources in the United States: A Review. Natural Resources Journal 2002, 42, 41.
NoiseCat, J. B., 13 Issues Facing Native People Beyond Mascots And Casinos. Huffington Post 2015.
Sharik, T.; J. Lilieholm, R.; Wanda Lindquist; W. Richardson, W., Undergraduate Enrollment in Natural Resource Programs in the United States: Trends, Drivers, and Implications for the Future of Natural Resource Professions. Journal of Forestry 2015, 113 (6), 538-551.
Eccles, J. S., Where Are All the Women? Gender Differences in Participation in Physical Science and Engineering. In Why aren't more women in science?: Top researchers debate the evidence, 2007; pp 199-210.
Sciences, N. A. o.; Engineering, N. A. o.; Medicine, I. o., Expanding Underrepresented Minority Participation: America's Science and Technology Talent at the Crossroads. The National Academies Press: Washington, DC, 2011; p 286.
Ward, E. G.; Dalbotten, D.; Watts, N. B.; Berthelote, A., Using place-based, community-inspired research to broaden participation in the geosciences. GSA Today 2018, 26-27.
Reciprocal Learning Concept:
(Denzin et al. 2008, Gagnon et al. 2017, Hacker 2013, Wallerstein 2018, Wilson et
al. 2019). (Nicholls 2009)
(Absolon 2011).
Reciprocal Learning; Integration of Culture in Program Training and Curriculum:
Hoagland, S. J.; Miller, R.; Waring, K. M.; Carroll, O., Tribal Lands Provide Forest Management Laboratory for Mainstream University Students. Journal of Forestry 2017, 115 (5), 484-490.
Hanley, J. H., Beyond the Tip of the Iceberg: Five Stages Toward Cultural Competence. Reaching Today’s Youth. Reaching Today's Youth 1999, 3 (2), 4.
Deardorff, D. K.; Bok, D. C.; Sage, The Sage handbook of intercultural competence. SAGE Publications: Los Angeles, 2009.
Dockry, M. J.; Hoagland, S. J., A Special Issue of the Journal of ForestryTribal Forest Management: Innovations for Sustainable Forest Management. Journal of forestry 2017, 115 (5), 339-340.
Carr, t.; Kenefic, L. S.; Ranco, D. J., Wabanaki Youth in Science (WaYS): A Tribal Mentoring and Educational Program Integrating Traditional Ecological Knowledge and Western Science. Journal of Forestry 2017, 115 (5), 480-483.
Oyana, T. J.; García, S. J.; Haegele, J.; Hawthorne, T. L.; Morgan, J. H.; Young, N. J., Nurturing Diversity in STEM Fields through Geography: the Past, the Present, and the Future. Journal of STEM Education: Innovations and Research 2015, 16, 20-29.
Diverse Mentors, Student Experience; Evaluation:
(Carr et al. 2017, Oyana 2015). See above.
(Brayboy 2006, Dutt 2020, NoiseCat 2015, Schelhas 2002). See above.
(Hoagland et al. 2017). See above.
(Bela et al. 2016, Wehipeihana 2019). See above.
Bela, G.; Peltola, T.; Young, J. C.; Balázs, B.; Arpin, I.; Pataki, G.; Hauck, J.; Kelemen, E.; Kopperoinen, L.; Van Herzele, A.; Keune, H.; Hecker, S.; Suškevičs, M.; Roy, H. E.; Itkonen, P.; Külvik, M.; László, M.; Basnou, C.; Pino, J.; Bonn, A., Learning and the transformative potential of citizen science. Conservation Biology 2016, 30 (5), 990-999.
Wehipeihana, N., Increasing Cultural Competence in Support of Indigenous-Led Evaluation: A Necessary Step toward Indigenous-Led Evaluation. Canadian Journal of Program Evaluation 2019, 34 (2).
Professional Development and Training:
(Chebium 2015, Reo et al. 2017, Ward et al. 2018). See above.
Wu, S., Filling the Pot or Lighting the Fire? Cultural Variations in Conceptions of Pedagogy. Teaching in Higher Education 2002, 7 (4), 387-395.
Devita, G., Inclusive approaches to effective communication and active participation in the multicultural classroom: An international business management context. Active Learning in Higher Education 2000, 1 (2), 168-180.
Alegría, M., Training for research in mental health and HIV/AIDS among racial and ethnic minority populations: meeting the needs of new investigators. American journal of public health 2009, 99 Suppl 1 (Suppl 1), S26-S30.
Chebium, R., How to Create an Effective Cross-Cultural Training Program. HR Magazine 2015.
Reo, Nicholas J and Kyle P Whyte, Deborah McGregor, MA (Peggy) Smith and James F Jenkins (2017) Factors that support Indigenous involvement in multi-actor environmental stewardship. AlterNative 13(2):58-68. DOI: 10.1177/1177180117701028
Ward, E. G.; Dalbotten, D.; Watts, N. B.; Berthelote, A., Using place-based, community-inspired research to broaden participation in the geosciences. GSA Today 2018, 26-27.
Participatory Convergence Research:
NSF Question and response for Sustainable Regional Systems:
Can you provide some guidance on partnership and/or stakeholder participation plans?
The ACERE SUS report cited earlier recommends "developing the science of knowledge co-production among researchers, communities, industry groups, practitioner groups, and governments at multiple levels, leveraging real-world experimentation ongoing in urban areas." As an outcome of a study hosted by the NSF-funded National Socio-Environmental Synthesis Center (NSF award DBI-1052875), Lemos et al. published an article (Nature Sustainability, Vol. 1, December 2018, pages 722-724), stating "...scientists, stakeholders and funders increasingly believe that collaborating to co-produce knowledge will increase its use in policy, decision-making and practice... In the process of co-production, stakeholders and researchers often have complementary and overlapping knowledge that are essential for problem-solving... The evidence that co-production increases the likelihood that knowledge will be used in decision-making is compelling... We need a stronger understanding of how to foster the kind of knowledge production and use that yield sustainability outcomes, and we can only achieve that through deeper integration of research and practice." Co-production is one possible form of stakeholder participation. Some other forms include advisory councils or boards, citizen science, etc. Stakeholder participation is defined, for the purposes of this solicitation, as meaningful engagement of researchers along with practitioners, decision makers, and/or other community organizations or community members — where the latter are considered integral to the research.