By Dr. Timberley M. Roane, Lumbee; Grace RedShirt Tyon, Oglala Lakota; David C. Mays; Rafael Moreno-Sanchez; and Brenda J. Allen
Indigenous people can bring deep insights, skills, and knowledge to the study and management of complex biosocial systems. The importance of integrating holistic Indigenous approaches to problem solving, ways of knowing, and decision making into environmental science and stewardship has been frequently highlighted in numerous forums, from social activism to peer-reviewed scientific journals. One issue repeatedly referenced is the difficulty finding this integration of Indigenous perspectives in university curricula, particularly in STEM fields.
In 2018 these issues motivated the creation of the certificate in Environmental Stewardship of Indigenous Lands (ESIL) at the University of Colorado Denver (CU Denver). The mission of ESIL is to broaden participation of Indigenous students in STEM through education and community partnerships that promote healing and stewardship of Native lands and territories. More specifically, the coursework component aims to provide graduate and undergraduate students with knowledge and skills that will prepare them to be effective liaisons between tribal and non-tribal organizations working on environmental and natural resources issues.
We need to prepare a new generation of STEM professionals who know how to integrate Indigenous perspectives, knowledge, and skills into the conservation of and collaboration with the environment.
The ESIL certificate was created following the guidelines of “collective impact” as described in Kania and Kramer’s 2011 article in Stanford Social Innovation Review. Collective impact entails developing a common agenda and taking advantage of the synergies between the organizations and individuals involved in a project through open and continuous communication. An essential — and unique — characteristic of the ESIL certificate is collaboration and consultation with external partners in tribal and non-tribal organizations. ESIL prepares students for roles these partners are engaged in, like tribal liaisons or scientists in environmental stewardship.
The external partners provide essential experiences and perspectives that inform the development of the ESIL curriculum. Their contributions ensure that ESIL graduates have the know-how to improve the environmental stewardship of Indigenous lands. Currently the ESIL curriculum includes courses in STEM, cross-cultural communication, and cultural studies; extracurricular activities include workshops and an internship requirement designed to facilitate the transition from college to a career in environmental stewardship. The internship must be conducted in a tribal organization or include an aspect of environmental Indigenous knowledge. The workshops provide Indigenous knowledge and skills not covered in the ESIL core courses and reinforce Indigenous identity in STEM.
Since the certificate’s inception, 18 students (11 of whom self-identify as Indigenous) have enrolled in the program and three have graduated. For the period 2018–2023 the National Science Foundation has provided scholarship funding for at least half-time undergraduate students majoring in any STEM program at CU Denver. These scholarships provide up to $10,000 per year for up to four years.
We need to prepare a new generation of STEM professionals who know how to integrate Indigenous perspectives, knowledge, and skills into the conservation of and collaboration with the environment. The ESIL program is a small contribution that we hope informs the development of similar programs in universities across the country and the world.
L-R: Dr. Timberley M. Roane, Grace RedShirt Tyon, David C. Mays, Rafael Moreno-Sanchez, and Brenda J. Allen
PHOTOS COURTESY OF CU DENVER
About the Authors:
The authors are advisors in the Environmental Stewardship of Indigenous Lands (ESIL) certificate program at the University of Colorado Denver.