American Indian Science & Engineering Society Opportunity for STEM students

Apply for the 4th “Lighting the Pathway to Faculty Careers for Natives in STEM” cohort! 

In 2014, AISES was awarded a 5-year grant from the National Science Foundation (NSF) to create the “Lighting the Pathway to Faculty Careers for Natives in STEM” program. The program’s goal is to increase the representation of American Indians, Alaska Native, and Native Hawaiians in science, technology, engineering, and mathematics (STEM) faculty positions at universities and tribal colleges across the country. The program aims to create an intergenerational community of undergraduate and graduate students, postdoctoral scholars, and junior and senior faculty members.

This full circle of support will help guide students to successful degree completion and advancement to the next stage on the academic career path. In addition to full circle mentorship, the program strives to provide students with valuable academic and professional support, travel funding, and educational, research, fellowship, and internship opportunities.

ELIGIBILITY

  • Full time undergraduate student, graduate student, or postdoctoral scholar in a field within Biological Sciences, Mathematical and Physical Sciences, Geosciences, Computer and Information Science and Engineering, STEM Education, or Engineering at an accredited four-year college/university or two-year college. Must be enrolled in a program leading to an academic degree.
  • Interest in becoming a faculty member at a college, university, or tribal college.
  • Have a 3.0 (on a 4.0 scale) or higher cumulative grade point average (GPA), with consideration being given to applicants reflecting somewhat lower GPAs but with high potential to raise the GPA above 3.0.
  • Current member of AISES.

Selection of students will seek balance with respect to a diversity of tribes, geographic areas in the United States, STEM majors, and gender. While the focus is primarily on American Indians, Alaskan Natives, and Native Hawaiians, all AISES members are eligible. The selection process will attempt to ensure that a diversity of STEM disciplines is reflected.

Scholars in the program will receive an annual participation stipend of $2,250 for two years, and two years of travel funding to attend the AISES National Conference and AISES Leadership Summit or discipline-specific professional conference. Scholars will be matched with an AISES selected faculty mentor to interact with at least monthly.  Scholars are required to participate in skill-building, professional-development in-person programming and webinars. Finally, scholars will have the opportunity to engage in an active community of Native STEM researchers.

APPLICATION INSTRUCTIONS:

  • You must be either an undergraduate student, graduate student, or post-doctoral fellow to apply.
  • Complete the “Lighting the Pathway” application online:http://www.aises.org/content/lighting-pathway
  • Submit the following supporting documents to bhall@aises.org:
    • Unofficial transcript(s)
    • CV/Resume
    • One Letter of Recommendation
  • All applications and supporting documents must be received by July 24, 2017.

If you have any questions, please contact Kathy DeerInWater at kdeerinwater@aises.orgor 720-552-6123 ext. 107.

BEGIN APPLICATION

2018 Ford Foundation Fellowship Programs

Competition Deadlines:

2018 Predoctoral application deadline is: December 14, 2017 (5:00 PM EST)

2018 Dissertation and Postdoctoral application deadlines are: December 7, 2017 (5:00 PM EST)

Supplementary Materials receipt deadline for submitted applications is: January 9, 2018 (5:00 PM EST)

Through its Fellowship Programs, the Ford Foundation seeks to increase the diversity of the nation’s college and university faculties by increasing their ethnic and racial diversity, to maximize the educational benefits of diversity, and to increase the number of professors who can and will use diversity as a resource for enriching the education of all students.

Predoctoral, Dissertation, and Postdoctoral fellowships will be awarded in a national competition administered by the National Academies of Sciences, Engineering, and Medicine on behalf of the Ford Foundation.

Eligibility to apply for a Ford fellowship is limited to:

  • All U.S. citizens, U.S. nationals, and U.S. permanent residents (holders of a Permanent Resident Card), as well as individuals granted deferred action status under the Deferred Action for Childhood Arrivals Program, regardless of race, national origin, religion, gender, age, disability, or sexual orientation,
  • Individuals with evidence of superior academic achievement (such as grade point average, class rank, honors or other designations), and
  • Individuals committed to a career in teaching and research at the college or university level.

Renewable Energy Education Workshop

Renewable Energy Education in the Classroom

Monday, August 14

Midwest Renewable Energy Association, Custer

This workshop will offer renewable energy hands-on activities and classroom-based applications to help teachers analyze energy information and create strategies and techniques to enhance their students’ understanding of renewable energy. Activities include building a solar race car, siting a solar system, and building a shoebox solar cooker. Workshop participants will receive the KEEP Doable Renewables: Renewable Energy Education Supplement designed for teachers to use in their classrooms.

 

Registration Deadline: August 7

Facilitator: Sara Windjue

For more information, contact Jamie Mollica at jmollica@uwsp.edu

 

Register Today!

 

Overcoming Educational Racism in Community Colleges

Dr. Cynthia Lindquist, Ta’Sunka Wicahipi Win (Star Horse Woman), president of Cankdeska Cikana Community College on the Spirit Lake Reservation in North Dakota, is a contributing author to Overcoming Educational Racism in the Community College: Creating Pathways to Success for Minority and Impoverished Student Populations, edited by Angela Long. Written by several contributing educators, the book answers why students of color end their time at community colleges twice as often as middle to upper income white students, and whether non-white students are at a disadvantage because of educational racism.

*Learn more here: https://indiancountrymedianetwork.com/education/native-education/overcoming-educational-racism-community-colleges/

2017 Self-Determination Conference: Registration Open!

Registration is now open for the 2017 annual Self-Determination Conference. This conference works to empower people with disabilities in Wisconsin to have more control over their lives.

More than 600 people each year participate in the conference to learn about self-determination and self directed supports so they can live independently, be members of their communities, and use public funds efficiently.

Participants include people with disabilities and their family members, direct care providers, and professionals from Wisconsin’s disability community. 

Register Today! 

New Education for Sustainability Benchmarks Developed to Guide Adoption, Implementation

The Journal of Sustainability Education is seeking exemplars of education for sustainability (EfS) as defined by the Individual and Social Learning benchmarks released on Earth Day 2017. They are inviting curriculum plans, assessment instruments, performance indicators, quality criteria, and exemplary student work in order to create an open source database for the field.

Source: http://greenschoolsnationalnetwork.org/new-education-sustainability-benchmarks-developed-guide-adoption-implementation/

For the benchmarks: http://www.susted.com/wordpress/wp-content/uploads/2017/03/EfS-Benchmarks-1.1a.pdf

Funding Opportunity!

Regional Partnership Grants to Increase the Well-Being of, and to Improve the Permanency Outcomes for, Children Affected by Substance Abuse in American Indian/Alaska Native Communities

Application Deadline: July 10, 2017

URLhttps://ami.grantsolutions.gov/HHS-2017-ACF-ACYF-CU-1230

Funding for collaborative regional partnerships that provide activities and services designed to increase the well-being, improve permanency outcomes, and enhance the safety of children and families experiencing substance use disorders in American Indian/Alaska native communities. Sponsors: Administration for Children and Families, U.S. Department of Health and Human Services

For programmatic or technical questions: Jean Blankenship, jean.blankenship@acf.hhs.gov

For grants management or budget questions: Bridget Shea Westfall, bridget.sheawestfall@acf.hhs.gov

Webinar: Youth Empowerment Part 1 – Indigenous Food and Healing

Youth Empowerment Part 1: Indigenous Food and Healing

Webinar Date:

Wednesday, June 21, 2017

Times:

11 a.m. Alaska
12 p.m. Pacific
12 p.m. Arizona
1 p.m. Mountain
2 p.m. Central
3 p.m. Eastern

About the Webinar

Join the SAMHSA Tribal Training and Technical Assistance (TTA) Center, the Center for Native American Youth, and members of their 2017 Champions for Change class for a three-part webinar series on youth empowerment in Indian Country.

In Part 1 we will welcome Mariah Gladstone, who will discuss her work as founder of Indigikitchen, an online cooking show dedicated to the diets of indigenous communities. She will also discuss the growing understanding of food sovereignty and its connection to wellness in tribal communities.

Applications for New Awards; Striving Readers Comprehensive Literacy Program

The Department of Education is issuing a notice inviting applications for new awards for fiscal year (FY) 2017 for Striving Readers Comprehensive Literacy Programs, Catalog of Federal Domestic Assistance (CFDA) number 84.371C.

DATES: Applications Available: May 16,2017.
Deadline for Transmittal of Applications: July 17, 2017.
Deadline for Intergovernmental Review: September 13, 2017.

FOR FURTHER INFORMATION CONTACT:
Cindy Savage, U.S. Department of Education, 400 Maryland Avenue SW., room 3E237, Washington, DC 20202–6450. Telephone: (202) 453–5998 or by email: OESE.SRCL@ed.gov.

Download the PDF here

News Release: ESSA Plan Listening Sessions

Parents; teachers; other educators, school administrators, and board members; business and civic officials; and all citizens will have an opportunity to learn about and comment on Wisconsin’s draft plan to implement federal education law during a series of listening sessions in June.

Additional information is available on the Department of Public Instruction News Room website http://dpi.wi.gov/sites/default/files/news-release/dpinr2017_55.pdf. (Text at https://dpi.wi.gov/news/releases/2017/public-listening-sessions-scheduled-essa-plan.)

Please direct comments or questions about this news item to Tom McCarthy, (608) 266-3559, Thomas.McCarthy@dpi.wi.gov.