Survive or Thrive?

Autor/in	Hu, Helen
Titel	Survive or Thrive?
Quelle	In: Diverse: Issues in Higher Education, 28 (2011) 21, S.16-17 (2 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1557-5411
Schlagwörter	Tribally Controlled Education; Research and Development; Institutional Survival; Institutional Advancement; Conferences (Gatherings); Teacher Researchers; Research Opportunities; Research Needs; Change Strategies; Educational Change; American Indian Education; American Indian Studies; Montana + Suchen Sie Ihr Suchwort? Forschung und Entwicklung; nicht übertragen; Lehrerforschung; Forschungshaushalt; Forschungsbedarf; Lösungsstrategie; Bildungsreform
Abstract	With local lumber mills shutting down, Robert Kenning, an instructor at Salish Kootenai College in western Montana, and the tribe's forestry director, came up with an idea. Kenning landed a $200,000 Department of Agriculture grant in 2010 to explore the possibility of turning logging scraps and smaller trees into chips or pellets that could be sold as an alternative energy source. Kenning's research project and others conducted by tribal colleges drew lively interest when presented at the annual First Americans Land-grant Consortium, or FALCON. Some participants, however, wondered whether such research would thrive in coming years--or even survive, for that matter. Tribal colleges have explored climate change, uranium and toxic waste contamination in soil and water, shifts in flora and fauna, tribal health issues, and other subjects. At the conference, FALCON released results of a survey that showed faculty and administrators at the tribal colleges think that it is important for their schools to do research. Faculty members spoke about alternative energy, native foods, preventing youth suicide, obesity, soil quality in prairie dog habitats, and food-buying habits in tribal communities. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10