IndigiLogix: Math|Culture|Education (M|C|E)

Photo by Kimberly Farmer via Unsplash

IndigiLogix: Math|Culture|Education (M|C|E) framework centers Indigenous knowledge to engage Native youth in STEM activities. Through place-based learning, we honored Indigenous Elder knowledge by telling students STEM has always been Indigenous knowledge. The IndigiLogix engaged with Indigenous Elders and community educators to develop lessons, curriculum, and teaching from our natural world. The purpose is to design a reciprocal mentoring model centering and applying indigenous values from conceptualization to implementation. M|C|E focuses on three components: inquiry, relationality, and knowledge. The goal of inquiry, formerly known as assessment, is to develop a Native protocol that respects Native values and processes. Relationality, formerly known as engagement, comprises of the direct services offered from the program to Native students, their families, and their larger communities. The goal of relationality is to model a mentoring process that supports STEM exploration for Native students of all ages. The knowledge component, formerly known as curriculum, centers indigenous values and methods with the goal of disrupting normative/Western models and reclaim lessons that encourage Native identity placement and growth.

The IndigiLogix team consisted of six Indigenous women. The team was divided across the three components of inquiry, relationality, and knowledge.

Inquiry

● Lead: Dr. Chris A. Nelson (Assistant Professor, Morgridge College of Education)

● Dr. Michelle Garcia-Olp (formerly PhD student, Morgridge College of Education)

Relationality

● Lead: Dr. Sophia Cisneros (Teaching Assistant Professor, Physics Department)

● Viki R. Eagle (Director for Native American Community Partnerships and Programming)

● Alyssa Willie (Formerly graduate student, Graduate School of Social Work)

Knowledge

● Lead: Dr. Angel Hinzo (Post-Doctoral Fellow, IRISE)

● Dr. Michelle Garcia-Olp (formerly PhD student, Morgridge College of Education)

From Winter 2017 to July 2018, the IndigiLogix team held a five-day summer day camp in June 2017, five one-day community events from May 2017-July 2018, an overnight camping experience in July 2018. Through these events, a total of fifty-four school-aged Native children participated in IndigiLogix programming, including 24 parents. The curriculum and community engagement have demonstrated that within the greater Nelson/Cisneros/Hinzo - Public Good Project Report 1Denver area, there is a need to support Indigenous students and their families in accessing culturally-driven curriculum in STEM disciplines.

Goals & Outcomes

Goal 1: To modify the M|C|E–Boston model to create M|C|E–Denver that embodies Denver’s unique Native community.

Outcome: The Knowledge subgroup created four math pods with curriculum. These four pods connected an Indigenous concept to a math concept relevant for High School students.

Goal 2: To restore confidence in children in their natural math thought through a vertical integration of Native scientists, students, elders, and community members, and STEM in a Math|Culture|Environment context.

Outcome 1: The IndigiLogix team recruited 13 Native students for a four-day summer day camp. Anecdotally, our community partners stated this has been one of the highest attended summer programs for Native youth.

Outcome 2: The IndigiLogix team hosted five one-day workshops throughout the granting period. Forty-one Native students attended these events.

Outcome 3: Three Indigenous Elders interacted with Native students to share how Indigenous knowledge has always been STEM.

Goal 3: To support the development of a Native American curriculum for the Denver Public Schools; using public school standards, curriculum development and lesson planning leadership of Ms. Garcia-Olp (DU PhD Candidate in Curriculum & Instruction & Research Assistant, Xicana) and Ms. Willie (DU Graduate School of Social Work Master’s Student, Choctaw).

Outcome 1: The IndigiLogix team provided two DU graduate students with mentorship on program, research, and curriculum development. Through hourly wages, both graduate students were able to participate in academic conference presenting and one student in the publication process.

Outcome: The IndigiLogix team hired five DU undergraduate students to serve as mentors for the summer day camp and one-day workshops.