TRIBAL AND INDIGENOUS EARTH SYSTEM SCIENCE AND GEOSCIENCE: ENSURING THE EVOLUTION AND PRACTICE OF UNDERREPRESENTED SCIENTISTS AND RESEARCHERS IN THE 21ST CENTURY AND BEYOND

The time is critical for Tribal, Indigenous and Underrepresented K-12/university students and communities to accept the duty to provide representation in Earth System Sciences/Geosciences fields of study and professions. Tribal nations in the U.S have a unique legal status rooted in a complex relationship between the U.S. federal government, individual state/local governments and Tribal authorities. Although geosciences are often at the center of these relationships, especially as they pertain to the development of natural resources, tribal economics, and environmental stewardship, Tribal/Indigenous people remain severely underrepresented in advanced geoscience education.

Our students and communities have responded to the invitation. To represent and most important develop and lead research initiatives. Leadership is a central focus of the invitation to participate, as Tribal people have immense responsibility for significant landscapes across North American Continent, critical natural resources and millennia of unpretentious natural evolution with the localized native geologies, species and environmental systems.

INRSEP and Pacific Northwest Tribal Nations found sustaining relationships with the Geoscience Alliance, MS PHD's, Woods Hole PEP, Native American Pacific Islander Research Experience (NAPIRE) and LSAMP programs, in addition to state/federal agencies, has advanced culturally-relevant STEM research. Research foundationally grounded on traditional ecological knowledge, individual and Tribal self-determination. A key component is student research experiences within their ancestral homelands and traversing to REU’s in multiple national and international Tribal/Indigenous ancestral territories.

The relationships also serve an immense capacity in tracking student achievement, promoting best practices in research development and assessing outcomes. The model has significantly improved the success of students completing STEM graduate programs.

The presentation will highlight lessons learned on how to 1) Ensure a diverse cohort/community of student, professionals and researchers; 2) Evolve intergenerational mentoring processes/outcomes; 3) Innovate research and programs; and 4) Advance the broader impact of geosciences research and outcomes.