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Iḷisaġvik Tribal College’s summer climate program: teaching STEM concepts to North Slope Alaska high school and middle-school students

Author

Listed:
  • Linda Nicholas-Figueroa

    (Iḷisaġvik Tribal College)

  • Rebekah Hare

    (University of Alaska Fairbanks, BLaST)

  • Mary van Muelken

    (University of Alaska Fairbanks)

  • Lawrence Duffy

    (University of Alaska Fairbanks)

  • Catherine Middlecamp

    (University of Wisconsin-Madison)

Abstract

The incorporation of informal science modules with traditional ecological knowledge (TEK) engages students in Science, Technology, Engineering, and Mathematics (STEM) courses. During the summers 2012–2015, Iḷisaġvik Tribal College, located in Barrow, AK, hosted an average of 12 rural Alaska Native middle-school and high school students per year in the college’s summer STEM program called “Climate and Permafrost Changes on the North Slope: In Cultural Context.” Teaching the carbon cycle as a core concept, this 2-week STEM program examined climate change and its effects on the local landscape from a multitude of perspectives. Elders shared their observations and experiences associated with climate change. Local and visiting scientists gave presentations and taught through games, hands-on laboratory simulations, and practical field work—all relevant to the camp’s science content. Pre-assessments and post-assessments using the Student Assessment of Learning Gains measured student interests and conceptual understanding. Students developed and enhanced their understanding of science concepts and, at the end of the camp, could articulate the impact of climactic changes on their local environment.

Suggested Citation

  • Linda Nicholas-Figueroa & Rebekah Hare & Mary van Muelken & Lawrence Duffy & Catherine Middlecamp, 2017. "Iḷisaġvik Tribal College’s summer climate program: teaching STEM concepts to North Slope Alaska high school and middle-school students," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 7(3), pages 425-434, September.
    • Handle: RePEc:spr:jenvss:v:7:y:2017:i:3:d:10.1007_s13412-016-0413-6
    DOI: 10.1007/s13412-016-0413-6
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    References listed on IDEAS

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    1. John Perkins & Catherine Middlecamp & David Blockstein & Jennifer Cole & Robert Knapp & Kathleen Saul & Shirley Vincent, 2014. "Energy education and the dilemma of mitigating climate change," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 4(4), pages 354-359, December.
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