Weaving Native Culture into online courses Dr. Lori A. Lambert Salish Kootenai Tribal College Flathead Indian Reservation, Pablo, Montana, USA.

Weaving Native Culture into online courses

Dr. Lori A. Lambert

Salish Kootenai Tribal CollegeFlathead Indian Reservation, Pablo,

Montana, USA

Salish Kootenai College Campus

Indian Reservations in the US

Salish Kootenai College Founded in 1977 Land Grant Status in 1990 Member of AIHEC

33 Tribal Colleges Fully Accredited by Northwest

Association Bachelor Degree granting

institution Member Sloan-C Member AN-MSI 35+ faculty 26 teaching online

1200 on-campus students 700 have taken online courses 200 graduates every year 3 Online Bachelor Degrees 2 More online Bachelor

Degrees under construction Dist. Ed. Funded by W.K

Kellogg Foundation, Alfred Sloan P. Foundation

Our Elders….Stress our tribal philosophy of helping

and supporting one anotherWant us to blend economics and

technology with our cultural heritage…(Lydia Whirlwind Soldier)

Cultural Values of American Indians Importance of Family The Natural World Spirituality Cooperation Patience Careful Listening Careful Observation Veneration for Age

Holistic Approach to Health

Moderation in Speech Importance of

Bilingualism View of Time Cultural Pluralism Self Discipline

Coming to Knowing

Knowledge as a processNot a dead collection of factsKnowledge is alive, has spirit, and dwells within

specific places Comes about through watching, signing songs,

ceremonies, and through direct experience with the songs, ceremonies, the natural world, hunting, and daily life.

Stories of Learning from Chief Plenty Coups of the Crows

Our teachers were grandfathers, uncles, grandmothers, aunties. All were quick to praise excellence without speaking a word that might break the spirit of the child who may be less capable than others. The one who failed got more lessons and more lessons. The child is anxious to please his elders.

Our teachers had to learn once too, and they knew how we felt.

They spoke to us as if we were warriors (peers/ adults).

We worked very hard; we never knew when we might be called on by our “teachers.”

Distance Education and Learning Styles of American Indians

Group Learning (brought into College Community

Mentors: Teachers, student services Visuals: Hands-on Demonstrations Practice in Private: Course Room

discussions/locked discussions New Information based in stories, traditions,

tribal culture, case studies (Constructivism) New information relevant to my life as an

Indian person in modern times

Theories of Distance Education for Indian People: The Ways our Ancestors Did Things

No Word for “Theory” in Native Languages

Western Theory of Constructivism

Not a New PursuitCave PaintingsNewspaper RocksRunners

Cultural RelevanceGroup LearningCommunity of

LearnersSongs, stories,

Traditional knowledge

Questions for Course Design Does the program immediately capture attention? Does the program answer students relevance: What is in it

for me? Are learning outcomes presented at the beginning of each

lesson? Are learning outcomes specific and measurable? Is there an interesting variety of media? Are there interactive activities beyond the assessment? Is feedback from instructor immediate and specific? Is learning based on previous knowledge and experiences? Can the learning be applied to real situations?

Guidelines for Incorporating Native Learning Styles in Instructional Design

Stories as part of content Practicality (Makes meaning to me as an Indian

person) Caution (Practice first in Private; Apply learning to

practice) Friendliness of instructor Experiential Learning Incorporating Culture Incorporating Art as assessment for knowing content

Ideas to Implement Native Culture into Courses

Tribal stories Star Stories (astronomy/physics) Creation Stories (religion/humanities)

Case studies involving tribal lands or treaties Using the Tribe’s language (i.e. anatomy courses) Current Events

Teaching American Indian Students Recognize the uniqueness of

each tribe and each individual Learn the name of the tribe in

the language of the People Family is key to learning

People don’t leave their family at the door of the classroom

Whatever impacts the family impacts the student

Funerals, marriages, divorce, birth, visitors

Raise the Bar of ExpectationsMany Native ScholarsBelieve the student can

do scholarly work and let them know you think she can

Challenges to Instructors and Professors

Know what communities/ reservations your students are from Learn about their culture and the culture of other tribes

Incorporate cultural content into each class Find out from tribal elders and people who know

Don’t write them off because they are from a poor reservation

All the research states it is the relationship with the instructor that is key to retention

HBCUs