Open Access. Powered by Scholars. Published by Universities.®
Higher Education and Teaching Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Native Americans (2)
- New England (2)
- Affirmative action (1)
- African-American students (1)
- Archaeological services (1)
-
- Archaeological techniques (1)
- Association for Childhood Education International (1)
- Black higher education (1)
- Collaboration (1)
- Community-engaged scholarship (1)
- Demographics (1)
- Eastern Pequot Tribal Nation (1)
- Eastern Pequot reservation (1)
- Hiring (1)
- Historical preservation (1)
- Minority students (1)
- Multicultural education (1)
- National Congress of Black Faculty (1)
- Native American tribes (1)
- Native and Indigenous studies (1)
- Oglala Lakota people (1)
- Pine Ridge Indian Reservation (1)
- Poverty (1)
- Promotion (1)
- Scholarship (1)
- Service learning (1)
- Service work (1)
- South Dakota (1)
- Southeastern Connecticut (1)
- Southern New England (1)
- Publication Type
Articles 1 - 7 of 7
Full-Text Articles in Higher Education and Teaching
Eastern Pequot Archaeological Field School, 2003 - 2013, Stephen W. Silliman
Eastern Pequot Archaeological Field School, 2003 - 2013, Stephen W. Silliman
Office of Community Partnerships Posters
The Eastern Pequot Archaeological Field School began in 2003 as a cooperative effort between Anthropology Professor Stephen Silliman and the Eastern Pequot Tribal Nation, a Native American community in southeastern Connecticut. It uses a six-credit summer archaeological field course to achieve four objectives set within a model of community-engaged scholarship.
Beacon Voyages For Service: 2013 Alternative Spring Break Trip To The Pine Ridge Reservation, South Dakota, Sherrod Williams
Beacon Voyages For Service: 2013 Alternative Spring Break Trip To The Pine Ridge Reservation, South Dakota, Sherrod Williams
Office of Community Partnerships Posters
This March, fourteen UMass Boston students traveled to the Pine Ridge Indian Reservation in South Dakota to address the pressing issues of poverty faced by the Oglala Lakota people by assisting in construction efforts such as repairing stairwells, building children’s bunk beds, and installing protective skirting around mobile homes to help increase the overall quality of life on the reservation. In conjunction with the service work, special attention was placed on fostering relationships and participating in a cultural exchange with the Oglala Lakota community that has created awareness about the tribulations faced by the United States of America’s most disadvantaged …
Highlights And Impacts: 2012 Naisa Conference & Other Events, J. Cedric Woods, Institute For New England Native American Studies, University Of Massachusetts Boston
Highlights And Impacts: 2012 Naisa Conference & Other Events, J. Cedric Woods, Institute For New England Native American Studies, University Of Massachusetts Boston
Office of Community Partnerships Posters
The Native American and Indigenous Studies Association (NAISA) is the premier organization for scholars in Native and Indigenous Studies, representing numerous indigenous peoples and their non-indigenous allies. The Institute for New England Native American Studies (INENAS) played a key role in planning 2012 conference, with Director Cedric Woods serving as co-chair of Executive Host Committee.
Culturally Relevant Resources To Meet The Changing Priorities Of Tribal Communities, J. Cedric Woods, Institute For New England Native American Studies, University Of Massachusetts Boston
Culturally Relevant Resources To Meet The Changing Priorities Of Tribal Communities, J. Cedric Woods, Institute For New England Native American Studies, University Of Massachusetts Boston
Office of Community Partnerships Posters
The mission of INENAS is to develop collaborative relationships, projects, and programs between Native American tribes of the New England region and all of the UMass campuses so that the tribes may participate in and benefit from university research, innovation, scholarship, and education. As the interests, needs, and demographics of Native New England shift, these changing priorities will be reflected in its programming, grant submissions, and outreach efforts.
Eastern Pequot Archaeological Field School, Steven Silliman
Eastern Pequot Archaeological Field School, Steven Silliman
Office of Community Partnerships Posters
This project assists with locating historical cultural sites on Eastern Pequot reservation established in A.D 1683, and providing historical preservation and archaeological services at low to no cost to this Native American community. This project also trains undergraduate and graduate students from UMass Boston and other institutions and tribal community interns in archaeological techniques, heritage preservation, Native American history, colonial studies and collaborative research methods. It aims to improve archaeological fieldwork and interpretations as part of a deeply collaborative relationship, and also study Eastern Pequot house sites, using artifacts, animal bones , plant remains, architecture, landscape historical documents and oral …
Preparing White Undergraduate Pre-Service Teachers To Teach African-American Students: What Does It Take?, Frances Y. Lowden
Preparing White Undergraduate Pre-Service Teachers To Teach African-American Students: What Does It Take?, Frances Y. Lowden
Trotter Review
A strong appreciation and knowledge of diverse cultures is vital in delivering what the Association for Childhood Education International position paper identifies as the curricular areas that should be addressed in a preparation program for teachers of young children. Thus, undergraduates must develop: 1) an acquaintance with great music, art and literature, 2) a knowledge of health, safety and nutrition, 3) an understanding of the physical and biological aspects of the world and the universe 4) a knowledge of mathematical concepts 5) an ability to read with comprehension, then to analyze, interpret, and judge a wide range of written material, …
The National Congress Of Black Faculty, Ronald W. Walters
The National Congress Of Black Faculty, Ronald W. Walters
Trotter Review
In recent years serious problems have arisen in the field of black higher education that have not been subject to systematic examination and corrective programming. These problems have magnified the necessity for a vehicle through which black faculty might be mobilized to contribute to the enhance ment of their own professional opportunities and thus make a significant impact upon black higher education in general. Some of these problems are discussed below.