Collaborative Program Design with Students, Community Leaders and Elders, School System and Postsecondary Institutional Leaders, and High School and Postsecondary Teachers
Primary researchers
Dr. Florence Glanfield, Department of Curriculum Studies; Dr. Lee Wilson, Department of Chemistry; Dr. Chary Rangacharyulu, Department of Physics & Engineering Physics; Dr. Dave Cowan, College of Arts & Sciences; and Dr. Janet McVittie, Department of Curriculum Studies, University of Saskatchewan
Description of proposed research
Our research will attempt to answer the question “What might a successful program look like given that it is designed collaboratively by students, community leaders and elders, school system and postsecondary institution leaders, and high school and postsecondary teachers, to introduce Aboriginal and northern students to post-secondary mathematics and science programs?”
There are four focus groups integral to this research:
1) Aboriginal and northern community leaders, to develop a sense of what they see as important for students in their community with regards to postsecondary mathematics and science programs;
2) students (those who perceive themselves as successful and those who do not in mathematics and science) to determine what they believe would work best for them;
3) high school and postsecondary teachers, to examine their expectations for Aboriginal and northern students in terms of mathematics and science programs; and
4) school and postsecondary leaders, to examine their mathematics and science expectations for Aboriginal and northern students. Each of the four focus groups is critical to considering what a successful program might look like because it takes into account the lived histories and experiences of individuals.
Timeline
Years 1 & 2: Interview Aboriginal and northern community leaders, leaders in school systems and postsecondary institutions, high school and postsecondary teachers, and students enrolled in secondary and postsecondary programs.
Years 2 & 3: A one day workshop for all participants would be held so that each participant could hear about the collected stories and the themes that emerged within each group. Analyze the data and begin development of a program.
Years 3 & 4: Develop and pilot the program prototype. Each group would provide feedback and guidance.
Years 4 & 5: Feedback and revision of prototype.
Years 5 & 6: Continuous evaluation of the program.
