Monitoring Environmental Microbiomes: A Culturally Integrated Curriculum
Author Information
Author(s): Lee J. S., Lowell J. L., Whitewater K., Roane T. M., Miller C. S., Chan A. P., Sylvester A. W., Jackson D., Hunter L. E.
Primary Institution: Fort Lewis College
Hypothesis
Can a culturally integrated curriculum increase Indigenous participation in microbiology and data science?
Conclusion
The Monitoring Environmental Microbiomes (MEM) workshop successfully increased scientific confidence and interest in genomics careers among Indigenous students.
Supporting Evidence
- Participants reported increased confidence in scientific skills after the workshop.
- The curriculum was designed to integrate Indigenous knowledge with scientific training.
- Workshops were held at multiple institutions to reach a diverse group of students.
- Students expressed a sense of belonging in the scientific community during the workshop.
- Survey data indicated significant gains in knowledge and confidence in microbiome research.
- Participants represented over 17 federally recognized tribes.
- Workshops included hands-on training in bioinformatics and microbiome analysis.
- Feedback highlighted the importance of cultural integration in STEM education.
Takeaway
This study shows that teaching science in a way that respects Indigenous culture helps more Native students feel confident and interested in science.
Methodology
The study involved a summer workshop that integrated cultural perspectives into microbiome research training for Indigenous students.
Potential Biases
Potential bias due to self-selection of participants who may already have an interest in the subject.
Limitations
The study's findings are based on self-reported data, which may introduce bias.
Participant Demographics
82.9% identified as Indigenous, 71.4% as female, and 69.9% from underserved institutions.
Digital Object Identifier (DOI)
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