Metekukukiah Pemaenakuaq--Keepers of the Forest Summer Science Camp--proposes an experiential field-based approach to studying mathematics and science. The six-week camp builds-in camper mentorships during the school year that provides a supportive network for 7th, 8th, and 9th grade students. In order to measure desired outcomes, career pipeline indicators will be used (positive experiences producing interest, encouragement, and enrollment in appropriate mathematics and science coursework) so that students enter post-secondary institutions and begin their careers in mathematics and science-related fields. Within the summer camp program, students will experience mathematics and science in the context of forestry--they will learn about the Annual Allowable Cut that is used in determining the amount of timber harvested, and the measurements that are used to calculate it. Students will learn to make these measurements themselves including DBH (diameter-at-breast-height), volume, and height. During their research projects, students will be using measurements of tree diameter, height, and basal area either in the comparison of forestry tools, or in the change of the measured plots over time. Mentoring systems are created during the camp session where students and adults (forestry professionals and elder in the community who have valuable experience and knowledge regarding the forest, traditions, and necessity of sharing that knowledge) meet, and discuss sustained yield forestry principles and its application to global sustained development. Follow-up activities after the camp include: Menominee Tribal Enterprise mill tours where cooperating teachers have students conduct career interviews; trips to the Menominee Logging Museum where the museum curator conducts "hands-on" experiences using technology from the past; scheduled visits to the College of Menominee to hear speakers within the field of forestry; visits to larger campuses that offer bachelor's degree s in forestry (student work on computers in the library where information is obtained electronically); participation in career day with focus enthusiasm and vigor; conduct presentations using their own written pieces about research projects, using graphs and charts to provide basis for decision-making about forestry practices; and cooperate in project evaluation and students assessment activities. Evaluations are on-going and two-fold. First of all, the project activities planned will be evaluated by an external evaluator to monitor program activities--effectiveness of planning meetings, recruitment and retention strategies, camp activities, and follow- up activities in student's own school in the community, on college campuses, or in the forest. Second, student assessment will entail how students feel about the project in terms of its usefulness and how it builds their self-confidence to enter the educational pipeline via activity (experience), coursework, and career planning. Students will be monitored regarding school attendance, enrollment in mathematics and science coursework, advanced mathematics and science coursework, keeping tabs on oneself to seek as much career information as they can (contacts and trips), and providing information via public presentations. In the long run, students can monitor their own improved sense of usefulness and self-confidence in mathematics and science because of planned entrance and exit interviews. Furthermore, they can build positive experience during the camp and later with the mentorship systems that provide a supportive network. For monitoring the success of the program beyond and outside evaluator's report, project staff-- guided by pertinent timelines--will have opportunities to adjust plans through continuous meetings, but will know what outcomes have been achieved through actual presentations made by the students. The staff will also be involved in various dissemination activities to share knowledge gained fr om participation in this program. ***
