SUSTAINABLE LAND AND WATER RESOURCES REU: COMMUNITY-INSPIRED RESEARCH MEETS OPEN INQUIRY

The Sustainable Land and Water Resources (SLAWR) Research Experience for Undergraduate Students (REU) is the result of a collaborative partnership between Geoscience Alliance members at Salish Kootenai College and the University of Minnesota, Twin Cities. The Geoscience Alliance is a national organization of members dedicated to broadening pathways for Native American students through Earth and environmental science degree programs. In summer 2015 SLAWR supported three teams of students at three different institutions. Science questions investigated ranged in varying degrees from scientist-led to questions co-created with local communities as described by Pandya in Future Earth (2014).

One team in particular, TEAM SPAW from Salish Kootenai College, spoke with tribal cultural experts and elders, as well as tribal resource managers and an expert on indigenous research methodologies, before developing science questions. Science questions were then designed by the students to provide beneficial information to the local community about the biotic and abiotic condition of both natural and man-made wetlands in the area, while keeping their own interests and abilities in mind. After developing their question, and under the direction of mentors, students then decided what methods to use in data collection from the instrumentation available to them. The educational pathway developed for these students closely followed the open inquiry method of scientific investigation.

Students (native and non-native) reported a sense of internal urgency to provide answers for the tribe. In addition, they reported feeling it was necessary to conduct their research projects in a way which was respectful to both the land and life present there. Some students reported being deeply affected by the REU experience. In contrast to this group, other student teams reported an experience more typically found in an REU, whereby a research project was developed by scientist mentors which the students then carried out. Students shared and compared results in a week-long meeting of all teams, and in the end most reported becoming aware of ways in which a geoscientist can engage in community problem-solving activities to the benefit of most parties involved.