This award provides funding for a three year continuing award to support a Research Experiences for Teachers (RET) in Engineering Site program at the University of Arizona (UA) entitled, "RET Site: Research in Optics for K-14 Educators and Teachers (ROKET)", under the direction of Dr. Supapan Seraphin.
The University of Arizona, Engineering Research Center (ERC) for Integrated Access Networks (CIAN) are partnering with UA's American Indian Language Development Institute (AILDI) to create a program customized for science educators working in Native American communities. CIAN's research addresses photonic materials and devices for optical communication, which will replace current electronic technology. Eight pre-college teachers and community college faculty in STEM disciplines (24 over three years), working in a Native Community will actively particpate in the ROKET program for six weeks in the summer where they will join research teams working on improved fiber optics, waveguide materials, short-pulsed lasers, micro-fabrication, and silicon photonics. Employing CIAN's systems-level approach impresses upon beginning researchers the connection between innovative experimental-based research and practical application to popular communication devices. Consequently, great attention will be paid to collaborating with the teachers on creating a lesson plan that relates to everyday experiences of technology and inspires their students' curiosity to build upon their existing knowledge.
The training of science educators, from primarily Native American communities, will promote ambitions to pursue science education among Native American students and thus create potential for local economic growth. The establishment of a choesive program, through partnerships with the UA's College of Optical Sciences and a program dedicated to Native American language preservation, exhibits to the academic community and local Indigenous communities nationwide that many stakeholders are working to address the need for Native American students in higher education.
CIAN ROKET RET Summary The Center for Integrated Access Networks (CIAN), an engineering research center (ERC) funded by the National Science Foundation (NSF), received a three-year Research Experience for Teachers (RET) site award from NSF (2010-2012), entitled Research in Optics for K-14 Educators and Teachers (ROKET). Because of the broad impact of this program and its demonstrated successes, NSF renewed its funding for an additional three years (2013-2016). A total of 40 participants from Native American Communities around the nation have participated in the 6-week ROKET program, ranging from kindergarten teachers to community college instructors. ROKET participants, also called ROKETeers, teach in schools located on Native American reservations or in non-tribal schools with high indigenous populations. The primary goal of this RET program is to get science teachers excited about STEM (Science, Technology, Engineering, Math) and provide them with skills to transfer that knowledge and excitement to their native students in a culturally sensitive manner, thereby attracting more Native American students to STEM disciplines. Each ROKETeer is assigned a specific research lab and a University of Arizona (UA) faculty and graduate student mentor. Approximately 60 to 80 hours are dedicated to the research projects over the six week program, and participants also enroll in a four-week graduate course at the UA’s American Indian Language Development Institute (AILDI). The courses being offered vary each summer; however, the purpose of each is to strengthen teaching skills and lesson plans by incorporating traditional tribal knowledge into science curriculum. By doing this, STEM concepts become more culturally relevant to Native students, thus increasing the likelihood of improved beliefs and attitudes toward STEM concepts. ROKETeers also attend lesson plan workshops conducted by former ROKET participants, which focus on the development of additional culturally-competent science lessons that are implemented alongside the AILDI lesson plans in ROKETeers’ classrooms post-program. The ROKETeers conclude their program with a research poster presentation for university faculty, students, staff, and families. This opportunity to network and present their work prepares them for conferences and future professional development activities. This program also funds ROKETeers and their students to attend the annual American Indian Science and Engineering Society (AISES) conference. Attending this conference and networking within a strong Native American STEM community is an invaluable experience that provides resources to drive Native American youth toward college attendance in STEM majors. ROKET program Ratings and Outcomes Survey responses from ROKET participants from 2010 – 2013 indicate a broad impact on Native American classrooms (2014 data has not yet been evaluated). In the most recent alumni survey, 100% of the respondents indicated that their research experience in the program enhanced their approach to teaching science. ROKETeers share that after presenting their ROKET curriculum in their classes, their students report higher interest in research, more motivation and enthusiasm for their science classes, and greater excitement for attending college. Also, these students show that they make more connections between science and their indigenous culture, making STEM subjects more relevant to contemporary tribal issues. However, proof of ROKET success is in the outcomes. Inspired by her ROKET experience, Martha went back to her school and established an after-school STEM club where 3rd graders learn about nanotechnology. This was the first program of its kind at her school, and has resulted in a burgeoning partnership between CIAN and her school to spearhead an afterschool program called American Indian Student & Parent-Involved Research Experience (AISPIRE). A ROKET community college instructor reported that his excitement after his ROKET experience transferred to his students and led several of them to apply and be accepted into CIAN and other REU opportunities at the University of Arizona. Another ROKET teacher shared that the program’s professional development gave him the skills to be promoted to a STEM teaching position at his school. One ROKET participant was excited to finally integrate optical sciences concepts, such as illusions and lasers, into his curriculum. He was able to guide his students through optical phenomena using traditional Lakota stories, resulting in them building their own telescopes and conducting a cow eye dissection lab. This rich, hands-on learning experience was not previously offered at his school. Another result of the ROKET program is the developing collaboration between CIAN and the UA College of Education’s Teachers In Industry program. CIAN RET funds enabled Hermelina, a former RET teacher, to enroll and succeed in this program. We are also excited that three 2014 ROKET participants have already applied for the Teachers In Industry program. ROKETeers consistently report improvements in attitudes and beliefs about their confidence in teaching STEM to Native Americans, and overall, 93% of all ROKETeers rated their experiences as "excellent" or "good." This program and the broad impact on Native American youth nationwide would not have been possible without the funding and support provided by NSF’s RET programs.
