DOTS AND TEK

Native Nations monitor and protect their natural resources, highlighting the need for Indigenous scientists, yet Native Americans are the least represented group in STEM fields. Proportionally, Native Americans earn fewer undergraduate and advanced degrees in science and engineering than any other American minority group, and they have the fewest doctoral scientists and engineers in the workforce (NSF, 2013). The Women, Minorities, and Persons with Disabilities in Science and Engineering reports that
less than 1% of Native Americans earn bachelor’s degrees in science and engineering fields (NSF, 2019) with less than 1% earn doctoral degrees or in STEM occupational fields (NSF, 2017). In the 2014 Wisconsin Condition of College and Career Readiness report, Indigenous students’ college readiness
benchmark scores in math and science were 27% and 26%, respectively, compared to 54% and 49% for all students between 2010 and 2014. Of the 2018 WI Graduating Class, 6% of American Indian high school graduates met the college readiness benchmarks (ACT, 2018). Other indicators of academic
achievement disparities among Native students include high dropout rates, a paucity of advanced placement students, and relatively few students in secondary schools, colleges, graduate schools, and professional programs (National Science Board, 2006). To address these and other educational
inequities, the National Research Council Report Learning Science in Informal Environments (2009) calls for increased efforts to include underrepresented groups in informal educational efforts. Learning that centers on real-world problem solving and school-community partnerships can engage all students
more meaningfully in science education (Bouillon & Gomez, 2001).

Our solution is a combined effort of DOTS (Digital Observation Technology Skills) kits and TEK (Traditional Ecological Knowledge) to encourage and support Indigenous land-based teaching and learning in tribal schools or schools with large Native populations. DOTS (Digital Observation Technology Skills) Kits are portable, durable kits, technology tools developed to pair with a tribal community's environmental and ecological goals. The kits contain any variety of small, portable technological devices that encourage students to understand how traditional ecological knowledge, Indigenous science and technology can be combined to monitor, observe over time and protect tribal homelands by training students in the Two-eyed seeing scientific approach. 

Two-Eyed Seeing “refers to learning to see from one eye with the strengths of Indigenous knowledges and ways of knowing, and from the other eye with the strengths of Western knowledges and ways of knowing, and to use both of these eyes together for the benefit of all.” (Jeffry et all 2021)

Currently, the kit used and designed for woodland uses is prepared with the "sugar bush" or maple sap harvest in mind. The kits have tools that are used to monitor the weather (kestral device), sugar content of the sap and syrup (refractomer), soil type and temperature (thermal devices), organisms in the space (microscope) and light measuring device. The tools are not limited to one use and many lesson plans in outdoor land-based learning environments can be developed with a single kit. The goal however, is not for the tool to lead the work but for TEK to take the lead and for the kit to play a supporting role in that work.  "Two-Eyed Seeing has been used in research projects with Indigenous people across a variety of disciplines, but applications vary between groups." Only two tribal groups have used the DOTS/TEK method of land-based teaching and we would like to expand that use into more tribal TEK programs. Currently, they are used only in a couple tribes or bands in Wisconsin and Wyoming.  We propose to connect with more tribal organizations and demonstrate how the kit can be designed for a particular tribal conservation and land/water/resource protection goal, where the kit is used as another level of instruction in a land-based teaching environment. 

Two-Eyed Seeing: Current approaches, and discussion of medical applications Issue: BCMJ, vol. 63, no. 8, October 2021, Pages 321-325 MDS to BeBy: Tristan Jeffery, BSc Donna L.M. Kurtz, RN, PHD Charlotte Ann Jones, PhD, MD, FRCPC

Currently, DOTS AND TEK extends and deepens culturally-engaged land-based education for Wisconsin tribal youth and the educators who serve them. Building on our experiences in collaborative land-based education, land protection and conservation, this proposal focuses on combining Traditional Ecological Knowledge and Digital Observational Technology Skills to increase Native students' interest, understanding and career involvement in STEM fields for Indigenous Youth and increasing our ability to reach more educators and students through improved communications and PR work. 

In a seasonal learning framework of traditional Ojibwe skills and harvest engages both youth and educators in culturally-integrated land-based learning and exploration that connect the local public school to the larger word of Indigenous Science Knowledge and modern technology, in a process know as two-eyed seeing. Hands-on learning and stewardship action highlight the intersections of land and watershed health, climate resilience, and cultural sustainability. This collaborative proposal is aligned with the Red Cliff Band of Ojibwe community priorities for environmental health, language acquisition and land-based education, and it also contributes experience in and knowledge of culturally congruent methods to the larger field of science and land-based education.

Innovative use of technology and learning experiences are offered via Indigenized science education, an equitable integration of Indigenous Knowledge and Western science that engages digital technology tools, environmental monitoring, and traditional ecological stewardship practices through project-based, inquiry-based learning. The project will employ the DOTS (Digital Observation Technology Skills) educational framework, developed by Dr. Hougham and Sarah Altiman (ABD doctoral status and Red Cliff Ojibwe tribal member) in culturally congruent ways. DOTS addresses four principal pedagogical considerations to create a successful mobile technology program that connects learners with their surroundings. These four considerations are: 1) scalable scientific inquiry, 2) student generated knowledge, 3) focused local observations, and 4) a team member approach (Eitel et al., 2013; Hougham, Eitel, & Miller, 2015; Miller, Hougham, & Eitel, 2013; Zimmerman & Land, 2014). 

 The inquiry-based lessons that utilize DOTS kits allow students to navigate the basics of the scientific method while focusing on the importance of science communication. They collect environmental data using research-grade tools from DOTS kits to test their hypotheses. The DOTS framework was developed by Dr. Justin Hougham. Hougham was awarded funding for the project “Digital Observation Technology Skills (DOTS): Students Collecting Data in their Environment (EPA-00E02045) from September 2016 to August 2018. This project enhanced and refined the implementation of DOTS, a framework that enhances outdoor, inquiry-based lesson plans with digital, handheld technology for data collection.  Increasing this representation and access to environmental education is a way to address environmental justice issues and counter the academic achievement gap in Wisconsin (Zocher & Hougham, 2020). 

The goal of the MIT solution work is to take the DOTS AND TEK concept to other tribal communities as a way to connect their own traditional knowledge to digital tools that will show youth how to draw the connection between the ancient knowledge of their people and the modern technology used to monitor and care for their lands and encourage student interest in STEM fields that could serve their communities. 

Currently, there are kits used in combination with existing land-based curriculum and developing curriculum in four tribal communities in Wisconsin, Lac Courte Oreille, Bad River, Red Cliff and Lac Du Flambeau Ojibwe Communities and the Ho Chunk Nation. We work with these groups by training staff, providing examples of kit usage, determining tribal community desired areas of focus and assisting with creating unique kits for the community. We would to be better skilled at providing educational needs assessments in relation with the use of the kits.  Native communities have continually expressed a desire to incorporate Indigenous world-views into science education and their is also a higher level of interest in TEK from outside of Native communities, the goal of two-eyed seeing approaches to STEM and TEK is to prepare Indigenous youth to use both in their approach to science in their communities and elsewhere 

Our goal is to expand the usage into the other surrounding communities, Oneida Nation, Menominee Nation, Stockbridge Munsee Nation and other Ojibwe Bands in the state and to also contact some of the Ojibwe and Lakota groups in Minnesota for use in their TEK programs. Some communities, like those in Wyoming are very concerned with issues of water and impacts on the salmon run in that region, kits were designed with this in mind. Prior to the woodland focus kits, the great lakes tribes had kits that looked deeply into great lake shorelines and tributaries. We would also like to expand usage to the Duluth public schools, particularly in schools with large Native student populations. 

Dr. Justin Hougham and Sarah Gordon Altiman are a team that embody Traditional Ecological Knowledge and two-eyed seeing in action. Dr. Hougham is the developer of the DOTS kit concept and has built dozens of kits in a multitude of formats in both rural  and urban environments. Sarah Gordon Altiman is an ABD doctoral student at the University of Wisconsin Milwaukee in the field of cultural foundations of education. Sarah's work focuses on Indigenous Education, land and place based learning, with TEK as the focal source of knowledge in her lessons.  She has incorporated the DOTS kits into her TEK work where appropriate. Sarah has been writing curriculum with Earth Partnership IAS program (UW-Madison Extension) and Dr. Hougham brings his science background to the table, in a combined effort to increase STEM interest in tribal communities. Dr. Hougham has worked with the DOTS kits in urban communities with marginalized students and actively in several rural tribal schools across Wisconsin, previously he worked with tribal communities using the DOTS kits in Wyoming.  

Sarah also holds a master's degree in non-profit business management and is capable of the challenge of running a nonprofit but seeks guidance on some of the direction this particular organization can take, as well as with board development and would love to have mentorship in this area. 

There are a few things that we'd like to solve. One is that the financial aspect of the kits can be a barrier for some schools. We'd like to have a few kits on hand designed for water, woodland and other environmental exploration to lend and demonstrate the uses to an increased number of communities. The cost is a barrier in two ways, kits (depending on their contents) can range from $2000.00 to upwards of $5,000.00 for extremely complex materials (not common). We would also like to better understand how we can promote this program and expand our reach to tribal and non-tribal communities. We don't have a structured business model around this endeavor and would like assistance in reaching that goal.  There is increasing interest in TEK and land-based education and we have seen our solution work in action and seek to improve our non-profit reach and business model. There is a demand for this work as we see in the multitude of requests for our presence in schools. We would like to move toward a train-the-trainer approach. 

 We'd like to have a small collection of kits to take out to communities and schools to demonstrate their uses, benefits and materials. We also want to show Indigneous communities how these kits with TEK can encourage a relationship with science for their students. Some funding is needed for the contact with communities to demonstrate the uses in the way of Traditional Ecological Knowledge. We also want to have a couple of kits that can be lent out for schools that face financial barriers and aren't able to purchase one or more. 

We also want to expand and build a more composite board of directors. Our program has been very small and we'd like more specialized expertise on hand. 

Sarah Gordon Altiman is a Red Cliff Ojibwe tribal member and has family connections to two other Ojibwe communities in the region. Sarah has been working with Red Cliff/Bayfield Schools on their movement toward a land-based curriculum, that is place focused and culturally rooted in the Ojibwe worldview.  Sarah Gordon Altiman (Red Cliff Band-Ojibwe), ABD PhD, Urban Educational Policy and Social Foundations of Education, UW-Milwaukee. She has Co-Lead activities and programs with Red Cliff IAS (Indigenous Arts And Sciences) Coordinator. She assists in the project management of events related to efforts in Red Cliff and Bayfield. 

Sarah also has over 15 years of experience in culturally relevant K-12 education using Land-Based Teaching and Traditional Ecological Knowledge from the Anishinaabe worldview. She is a research and evaluation team member on the National Science Foundation ITEST grant through the University of Wisconsin-Madison and has research experience in the area of Native American Educational Policy. She has worked actively with tribal communities for years and brings experience in the Indigenization of lesson plans and development of traditional practices in education, as well as Indigenous research methodologies.

Sarah is also the founder of the 501c3 organization "Asema GikinooAmaagoowin" or Asema School- following the notion of reciprocity in the Ojibwe way of life. We strive to bring culturally accurate and appropriate lessons to educators and teaching to as many students and community members as possible. Examples of some of the lessons- Sap harvesting and sugar bush work, processing wild meat, making pemmican and its' history, history and treaties of Ojibwe people in Wisconsin, harvesting and foraging. 

We are primarily addressing the inequalities in education. Native children don't see themselves reflected in schools, in the materials presented or in their instructors. We are striving to change all of those one tribal school at a time. We seek to build a bridge where students can connect their traditional beliefs to future careers in science and STEM in general. We reach hundreds of students annually through school visits, summer youth camps, and community events. Past grants have also provided the funding to allow us to put permanent DOTS kits into the schools and do a few trainings  on the use and purpose of the kits as a tool for land-based teaching. 

Our goals in the educational sphere definitely tackle the work cited in the educational goal of the UN, "Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all."

The theory of change in this work is that by exposing Native American children to a way of viewing science through the TEK lens and the western lens will show them that being in a science field or doing science work does mean that they have to forgo their traditional beliefs. In fact the TEK informs the Western Science modality and vice versa. 

"Over the years, the relationship between western scientists and Indigenous Peoples has been tumultuous, demanding, and, typically, colonial. Even when engagement does occur, western science often “extracts” Indigenous knowledge as if it is a resource for the taking." (1)

Our work decolonizes science and encourages Native youth to take the lead in being steward for their own lands, they are the experts in the way of TEK and reaffirming that with the skills of modern technology is the goal. "One of the richest sources of information that Indigenous Peoples bring to knowledge-pairing partnerships are the direct, year-round observations made by people out on the land and on the sea, over many generations" (1)

"Since 2007, the United Nations Declaration on the Rights of Indigenous Peoples has recognized that respect for Indigenous knowledge, cultures, and traditional practices contributes to sustainable and equitable protection of the environment." Our work helps to show the students what need their is in their community and how their local land knowledge can help curb negative outcomes from improper land management.

1. Leonard K, Buttigieg PL, Hudson M, Paul K, Pearlman J, Juniper SK (2022) Two-eyed seeing: Embracing the power of Indigenous knowledge for a healthy and sustainable Ocean. PLoS Biol 20(10): e3001876. https://doi.org/10.1371/journa...

The technology takes the form of any number of small, portable scientific devices that can fit into the kits. Each kit is designed with a specific community's goals for sustainable environmental care, whether that is restoration or conservation, the appropriate technology can be incorporated. 

Because of the way and places our program operates, we strive to select diverse people to meet our goals. We also will use Native American preference for all work related to TEK or traditional knowledge in any capacity. 

We do not have a concrete business model and seek assistance in developing one as part of this application. I would like to enroll us in the Social Business Model online course as well. Thus far, we have provided services as part of grant funding but would like to expand the production of kits to produce revenue so that we can sustain the supportive end of the endeavor to underprivileged students. 

We have been writing grants and have received funding from a couple of grant organizations. We will continue fundraising and seeking grants. The kits can be sold to schools and other organizations to produce revenue for less able schools to pay for their access to lessons and technology. 

Integrated:

• The business activities overlap with the social programs
• The business is created as a funding mechanism and to expand/enhance the mission of the organization

We have been written into multiple grants through the Earth Partnership program at UW-Madison and that funding has provided training, travel and kit development for the 6 mentioned school districts. 

Funders

NSF Itest

Heal-anti-racism

BWET-NOA

Electa Quinney Institute for Native American Ed. 

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