SACNAS News Resource Materials
  The SACNAS News, serves the SACNAS community as a voice, a source of
  intellectual exploration and discourse, and a resource for professional
  development. SACNAS News online resources extend the feature articles
  and materials presented in recent editions of the publication. The following
  materials are organized by topic and are intended to assist readers in
  exploring the themes in more depth and connecting with opportunities
  and materials mentioned in the articles and related to the topics.

• Climate Change: Winter/Spring 2010
• Traditional Knowledge: Summer/Fall 2009
• Interdisciplinary Science: Winter/Spring 2009
• Science Learning: Summer/Fall 2008

SACNAS News Editions
To view the complete contents of issues of the SACNAS News in Adobe Acrobat PDF file format, see the SACNAS News Archives.

Theme (Winter/Spring 2010): Climate Change

Letter from the President: SACNAS Transformation: Broadening our Reach
Article: President’s Letter (PDF)
Author: J.D. Garica, PhD, SACNAS President

Resources:
Institutes and programs featured:
• Christensen Fund: is a foundation dedicated to assisting organizations in the arts, natural sciences and education, particularly focusing on cultural and bio-diversity. They have extensive programs in the Rift Valley of Ethiopia, Central Asia, the American Southwest, and northern Australia.
• Indigenous Peoples’ Global Summit on Climate Change: The Inuit Circumpolar Council hosted April 20-24, 2009 in Anchorage, Alaska a Global Summit on Climate Change that brought together indigenous delegates and observers. The purpose of the summit was to enable Indigenous peoples from all regions of the globe to exchange their knowledge and experience in adapting to the impacts of climate change, and to develop key messages and recommendations to be articulated to the world at the Conference of Parties (COP) to the UN Framework Convention on Climate Change in Copenhagen, Denmark in December 2009
• Native People’s, Native Homelands
  The Native Peoples Native Homelands Climate Change Workshop II brought together Tribal College and University students and staff with Native peoples from throughout the world to play an active role in the development of climate change policy, assessment and research.

Other resources:
Native American Communities and Environmental Activism
• Energy Justice Network: the grassroots energy agenda, supporting communities threatened by polluting energy and waste technologies.
• Indigenous Environmental Network: Native peoples of the Americas organization for education, coalition building, and action.
• Inuit Circumpolar Conference: the international organization representing approximately 160.000 Inuit living in the Arctic regions of Alaska, Canada, Greenland and Chukotka, Russia.
• The National Congress of American Indians: provides national leadership on issues facing tribal communities throughout the United States.
• The National Tribal and Environmental Council: Dedicated to working with and assisting tribes in the protection and preservation of the reservation environment.
• National Wildlife Federation – Tribes, Climate Change and Solutions: works with tribal partners to collaborate on climate change solutions. Partnerships with tribes on climate change include meetings and workshops, policy development, natural resource management planning and monitoring, and the formation of an Intertribal Climate Coalition.
• NativeEnergy: a climate solutions company in the US carbon market, offering services that reduce carbon emissions to fight, global warming.
• Northwest Indian Applied Research Institute: Housed at Evergreen State College, the Institute expands the services which the college can offer the tribes, enabling Evergreen to assist local tribes to meet their economic, governance and resource goals.

Institutes and labs featured:
• University of Oklahoma, School of Meteorology
• National Severe Storms Laboratory

Programs to advance minority participation in the atmospheric sciences:
• Significant Opportunities in Atmospheric Research and Science: SOARS is dedicated to broadening participation in the atmospheric and related sciences. It is an undergraduate to graduate program built around a summer research internship, mentoring by top scientists, and a supportive learning community.
• American Meteorological Society – Minority Scholarships The American Meteorological Society (AMS) Minority Scholarships help support the college educations of minority students traditionally underrepresented in the sciences, especially Hispanic, Native American, and Black/African American students, who intend to pursue careers in the atmospheric or related oceanic and hydrologic sciences.
• National Weather Association - The NWA David Sankey Minority Scholarship in Meteorology: To increase diversity and the number of students from underrepresented ethnic groups pursuing studies in meteorology, the National Weather Association Council in 2002 developed the David Sankey Minority Scholarship fund. The Scholarship was first awarded in 2003.

Resources:
• Visiting Scientists Program (VSP) at the University Corporation for Atmospheric Research (UCAR) manages three fellowship programs for federal agencies that focus on climate research and its application:
• Climate and Global Change Postdoctoral Fellowship Program
  
• Heliophysics Postdoctoral Fellowship Program
  
• Postdocs Applying Climate Expertise (PACE)
  

Programs and Laboratories featured:
• Los Alamos National Laboratory
• Cooperative Institute for Marine and Atmospheric Studies (CIMAS)
• NOAA’s Atlantic Oceanographic and Meteorological Laboratory (AOML)

Resources & Information:
• Board of Directors: to view SACNAS elections results and candidate statements from your newly elected representatives, please see the Election Candidate page.
• SACNAS Strategic Plan 2009–2011 (PDF)

Theme (Summer/Fall 2009): Traditional Knowledge

Reference:
• SACNAS Strategic Plan 2009–2011 (PDF)

Institutes & Programs Highlighted in the Feature Article:
• American Association for the Advancement of Science (AAAS)
• AAAS Project on Traditional Ecological Knowledge: AAAS Science & Human Rights Program launched a new project exploring the intersection between traditional knowledge, intellectual property, and human rights.
• Acequia Institute: The Acequia Institute, Instituto de la Acequia, is a private non-profit organization dedicated to collaborative research and education for resilience and social justice in acequia farming communities of the Upper Rio Grande bioregion.
• Ecological Society of America: Founded in 1915, the Ecological Society of America (ESA) is a scientific, non-profit, organization with over 10,000 members.
• Traditional Ecological Section of Ecological Society of America
• Indigenous Peoples’ Restoration Network: Supports native and tribal communities in need of technical assistance for environmental restoration and cultural rehabilitation, and assists leaders and practitioners in their efforts to apply traditional ecological knowledge (TEK) within their own vision of political, economic, and cultural sovereignty.
• Intergovernmental Panel on Climate Change: The IPCC was established to provide the decision-makers and others interested in climate change with an objective source of information about climate change.
• National Oceanographic and Atmospheric Administration (NOAA)
  NOAA Traditional Knowledge Programs:
• Local Fisheries Knowledge Project
• United States Geological Survey (USGS)
  USGS Traditional Knowledge Programs:
• USGS Navajo Nation Studies
• USGS Native American Tribal Liaison Team
• USGS Using Native American Knowledge to Document Effects of Climate Change
• University of British Columbia Fisheries Science Centre
• University of Hawaii at Manoa, School of Hawaiian, Asian & Pacific Studies
• University of Kentucky, Department of Special Education and Rehabilitation Counseling

University Programs:
The following colleges and universities offer opportunities to study traditional knowledge:
• College of the Menominee Nation in Wisconsin
• Flathead Valley Community College in Montana
• Haskell Indian Nations University in Kansas, American Indian Studies
• Institute of American Indian Arts, New Mexico
• Little Big Horn Community College, Montana
• Northern Arizona University (offers coursework and has anthropology and environmental programs where one could study TEK)
• Northwest Indian College, Washington
• Oregon State University
• Salish Kootenai College, Montana
• State University of New York, College of Environmental Science and Forestry, Center for Native Peoples and the Environment
• University of Alaska, Fairbanks (offers coursework)
• University of British Columbia (offers coursework)
• University of Kansas (offers coursework)
• University of Montana (offers coursework)
• University of New Mexico (offers coursework)
• University of Washington (graduate program in environmental anthropology)

World Health Organization Collaborating Centers for Traditional Medicine:
• University of Illinois at Chicago, College of Pharmacy
• National Institutes of Health, National Center for Complementary and Alternative Medicine

Suggested Reading:
• Cajete, Gregory. (1999). Igniting the Sparkle. Asheville: Kivaki Press.
• Cajete, Gregory. (1999). Native Science. Santa Fe: Clear Light Books.
• Kawagley, Oscar. (1995). A Yupiaq Worldview. Prospect Heights: Waveland Press.

Resources:
• Alaska Native Knowledge Network: Resources for compiling and exchanging information related to Alaska Native knowledge systems and ways of knowing.
• American Indian Center of Chicago: A center organized to promote the fellowship among Indian people of all Tribes living in metropolitan Chicago.
• Arctic Health: An information portal to issues effecting the health and well being of our planet‘s northern-most inhabitants.
• Digital Library of Indigenous Science Resources: The DLISR is a library collection of online text, video, audio, and image files of Indigenous science.
• Rekindling Traditions: Cross-Cultural Science and Technology Units Project: Teaching materials that make Western science and engineering accessible to Aboriginal students in ways that nurture their own cultural identities.

Resources:
The following programs provide assistance, opportunities and community for indigenous students pursuing science, technology, engineering, and mathematics (STEM). All of the programs incorporate traditional knowledge into the scientific curriculum.
• laska Native Science and Engineering Program (ANSEP)
• The Indian Natural Resource, Science and Engineering Program (INRSEP)
• Native Americans in Science, Engineering, and Natural Resources (NASENR)
• Native Hawaiians Science and Engineering Program (NHSEMP)

Resources:
• The Nasivvik Centre for Inuit Health and Changing Environments: A multidisciplinary research and training centre funded by the Canadian Institutes of Health Research-Institute of Aboriginal Peoples’ Health.
• The Rangifer Anatomy Project: (access via Facebook)
• The University of Calgary Faculty of Veterinary Medicine

Diversity Postdoctoral Fellowships:

General Research Areas
• American Association of University Women Postdoctoral Research Leave Fellowship
• Ford Foundation Postdoctoral Diversity Fellowships
• L’Oréal USA Postdoctoral Fellowships for Women in Science
• National Institute of Health Research Supplements to Promote Diversity (This is a supplement to an advisor’s existing grant. There is no application deadline; supplement proposals can be submitted at any time.)
• National Science Foundation Minority Postdoctoral Research Fellowships
• UNCF/Merck Postdoctoral Science Research Fellowships


Institution-specific Funding
• Colorado AGEP Postdoctoral Fellowship Program for Academic Diversity
• Consortium for Faculty Diversity in Liberal Arts Colleges Postdoctoral Fellowship (over 45 participating institutions)
• Cornell University Provost’s Academic Diversity Postdoctoral Program (PDF)
• Emory University FACES Postdoctoral Fellowship
• Harvard University Postdoctoral Fellowships:
• Chemistry: Mary Fieser Postdoctoral Program for Women and Minorities
• School of Public Health: Yerby Postdoctoral Fellowship Program
• IRACDA: Institutional Research and Academic Career Development Award (This is a training grant position, but the fellow has flexibility over their own career development especially to gain teaching experience. To conserve space, only the participating research institution is listed.)
• Baylor College of Medicine
• Emory University School of Medicine
• Medical University of South Carolina
• Tufts University
• University of Arizona, Tucson
• University of California, San Diego
• University of California, San Francisco
• University of Kansas
• University of Minnesota, Duluth
• University of North Carolina, Chapel Hill
• University of Pennsylvania
• Vanderbilt University Medical Center
• Lawrence Berkeley National Laboratory:
• E.O. Lawrence Postdoctoral Fellowship Program
• Luis W. Alvarez Postdoctoral Fellowship in Computational Science>
• Advanced Light Source Postdoctoral Fellowship Program>
• New York University Postdoctoral Program for Academic Diversity
• St. Jude Children’s Research Hospital Minority Postdoctoral Fellowship
• Teachers College, Columbia University Minority Postdoctoral Fellowship
• University of California Berkeley Chancellor’s Postdoctoral Fellowship
• University of California Riverside Chancellor’s Postdoctoral Fellowship
• University of Illinois at Chicago WISEST Postdoctoral Research Associate for Academic Diversity
• University of Michigan NCID Institutional Diversity Postdoctoral Fellowship Program
• University of North Carolina at Chapel Hill Postdoc Program For Faculty Diversity
• University of Wisconsin Anna Julia Cooper Postdoctoral Fellowship


Professional Societies:
• American Diabetes Association Mentor-Based Minority Postdoctoral Fellowship
• American Psychological Association Diversity Program in Neuroscience Postdoctoral Fellowship


Majority Fellowships:
There are many “majority” fellowships available; to locate opportunities that match your interestes, use the advanced search function on a site such as the following:
• GrantsNet
• PhDs.org: Postdoctoral Fellowships and Jobs

Theme (Winter/Spring 2009): Interdisciplinary Science

Resources:
• National Science Foundation – Science of Learning Centers (SLC): The SLC program offers awards for large-scale, long-term Centers that create the intellectual, organizational and physical infrastructure needed for the long-term advancement of science of learning research.
• Center of Excellence for Learning in Education, Science, and Technology (CELEST): CELEST is a multi-faceted collaboration that focuses scientific and educational efforts of teams led by 17 core scientists in cooperation with the National Science Foundation. Its mandate is to combine training and research on quantitative behavioral and brain modeling of normal and abnormal learning during perception, cognition, emotion, and action with interdisciplinary cognitive and neuroscience experiments.
• Center for Learning in Informal and Formal Environments (LIFE): The LIFE Center was one of the first four Science of Learning Centers to be funded in the Fall of 2004. LIFE is a an interdisciplinary collaboration between learning scientists at the University of Washington, Stanford University, SRI International, and other institutions across the country.
• Pittsburgh Science of Learning Center for Robust Learning (PSLC): PSLC leverages cognitive theory and cognitive modeling to identify the instructional conditions that cause robust student learning.
• Spatial Intelligence and Learning Center (SILC): SILC brings together scientists and educators from Temple University, Northwestern University, the University of Chicago, the University of Pennsylvania, and the Chicago Public Schools (CPS) to pursue the overarching goals of: understanding spatial learning and using this knowledge to develop programs and technologies that will transform educational practice, helping learners to develop the skills required to compete in a global economy.
• The Temporal Dynamics of Learning Center (TDLC): TDLC aims to achieve an integrated understanding of the role of time and timing in learning, across multiple scales, brain systems, and social systems. The scientific goal of the center is therefore to understand the temporal dynamics of learning, and to apply this understanding to improve educational practice.
• Visual Language and Visual Learning Center (VL2): The purpose of VL2 is to gain a greater understanding of the biological, cognitive, linguistic, sociocultural, and pedagogical conditions that influence the acquisition of language and knowledge through the visual modality.

Resources:
• PolarTREC: Teachers & Researchers Exploring & Collaborating: PolarTREC is an educational research experience, funded by the National Science Foundation and managed by the Arctic Research Consortium of the U.S., in which K-12 teachers participate in polar research, working closely with scientists as a pathway to improving science education.
• Live from IPY Events: Live from IPY! celebrates the International Polar Year by transporting the public to remote polar locations through live from the field calls and Internet presentations.
• PolarTREC Learning Resources Library: PolarTREC Learning Resources is a collection of articles, lessons, activities, interactive media, and more for educators, families, students, or anyone interested in teaching or learning more about the science of the Arctic and Antarctica.
• Connecting Arctic/Antarctic Researchers and Educators (CARE) Network: (CARE) is a professional development network managed by ARCUS, using online web meetings to support the integration of science research experiences into classroom curriculum. CARE brings together teachers and researchers to discuss field experiences, current science issues, content, technology resources, and pedagogy.

Resources:
• Professional Science Master’s: A comprehensive website providing information and an overview on the degree, a program locations map, a list of programs and much more.
• National Professional Science Master’s Association (NPSMA)
• Keck Graduate Institute
• Professional Science Master’s Program at California State University, Chico

Resources:
• NIH Roadmap for Medical Resources: A research initiative to encourage the creation of projects that involve interdisciplinary research.

Suggested Reading:
• Committee on Facilitating Interdisciplinary Research and Committee on Science, Engineering, and Public Policy. (2004). Facilitating Interdisciplinary Research. National Academies Press, Washington D.C.

Resources:
• University of Minnesota Career Services: The University of Minnesota’s Career Services center website offers a self-assessment quiz, a list of transferable skills, and a work values exercises.
• Individual Development Plan for Postdoctoral Fellows by the Federation of American Societies for Experimental Biology (FASEB)’s Science Policy Committee (PDF): A PDF document on IDPs created by FASEB with an extensive resources section.

Suggested Reading:
• Bolles, Richard Nelson. (2009). What Color is Your Parachute?. Tenspeed Press, Berkeley, CA.
• Haak, Laure. (2002). “A Career Development Plan for Postdocs.” Science Careers.

Theme (Summer/Fall 2008): How People Learn: Exploring the Science of Learning and the Learning of Science

Resources:
• American Indian Center of Chicago: A center organized to promote the fellowship among Indian people of all Tribes living in metropolitan Chicago
• Native American Science Academy: The Native American Science Academy is a consortium of Native American scholars, educators, traditional knowledge holders, and elders who have been successfully promoting indigenous knowledge in national and international forums
• Science of Learning Center program at National Science Foundation: The Science of Learning Centers program (SLC) offers awards for large-scale, long-term Centers that create the intellectual, organizational and physical infrastructure needed for the long-term advancement of Science of Learning research
• TERC: A not-for-profit education research and development organization dedicated to improving mathematics, science, and technology teaching and learning
• Understanding Interventions that Encourage Minorities to Pursue Research Careers: Website developed for the conference that facilitates exchange and dissemination of hypothesis-based research on interventions that broaden participation in science-related careers
• University of California, Davis Biology Undergraduate Scholars Program (BUSP): An intensive enrichment program for disadvantaged and underrepresented undergraduates who are interested in careers in the life sciences


Links to Selected Citations:
• Bang, M., Medin, D.L., and Atran, S. “Cultural mosaics and mental models of nature.” Proceedings of the National Academy of Sciences, August 28, 2007. Vol. 104, No. 35.
• National Science Foundation. Women, minorities, and persons with disabilities in science and engineering.
• Railsback, B. 2000. “The Menominee and Manabush.” Creation stories from around the world. Fourth edition.
• Poodry, C.A. 2007. “The scientific approach.” The Scientist, Diversity 2007, Supplement
• Von Thater-Braan, R. “The six directions: A pattern for understanding Native American educational values, diversity and the need for cognitive pluralism (PDF).” SECME Summer Institute, Plenary Session, July 10, 2001. University of Arizona, Tucson, Arizona.

Resources:
• Rochelle Gutiérrez: Author’s home page at the University of Illinois at Urbana–Champaign, Department of Curriculum and Instruction
• Center for Mathematics Education of Latinos/Latinas (CEMELA): Research articles and projects that support Latino students in mathematics
• International Study Group for Ethnomathematics (ISGEm): Mathematics from cultures around the world, including teaching activities
• Nepantla: More on Gloria Anzaldua’s theory of Nepantla
• National Association for Multicultural Education: Supports efforts in educational equity and social justice and provides resources for students and educators
• National Clearinghouse for English Language Acquisition (Formerly National Clearinghouse for Bilingual Education): Collects, analyzes, synthesizes, and disseminates information about language instruction educational programs for English language learners
• Rethinking Schools: Articles and teaching activities about social justice
• Teaching for Change: Non-profit organization promoting social and economic justice by offering multicultural resources, including books, videos, and posters
• TODOS Math for All: Resources for teachers and leaders, including awards

Resources:
• Meda Higa: Postdoc profile at the University of Pennsylvania, PENN - Postdoctoral Opportunities in Research and Teaching (PENN-PORT) Program
• Biomedical Postdoctoral Programs at the University of Pennsylvania School of Medicine: Homepage and resources for the postdoctoral programs at University of Pennsylvania
• Institutional Research and Academic Career Development Award (IRACDA) Program: IRACDA combines a traditional mentored postdoctoral research experience with an opportunity to develop teaching skills through mentored assignments at a minority-serving institution
• IRACDA Programs: A listing of IRACDA program grantees nationwide


Suggested Reading:
• Bain, K. (2004). What the Best College Teachers Do. Boston: Harvard University Press.
• Bazin, M., Tamez, M., and the Exploratorium Teacher Institute (2002). Math and Science Across Cultures: Activities and Investigations from the Exploratorium. San Francisco: The New Press.
• McKeachie, W. J. (2002). McKeachie’s Teaching Tips: Strategies, Research, and Theory for College and University Teachers. Boston: Houghton Mifflin.

Resources:
• The Fred Hutchinson Cancer Research Center Survival Guide for Students and Postdoctoral Fellows (PDF)
• How to get the Mentoring You Want (PDF): A Guide for Graduate Students at a Diverse University
• How to Mentor Graduate Students (PDF): A guidebook for faculty developed by the University of Washington
• Postdoc Advertisements and Job Listings


Suggested Reading:
• Committee on Science, Engineering, and Public Policy (COSEPUP) (2000). Enhancing the Postdoctoral Experience for Scientists and Engineers: A Guide for Postdictoral Scholars, Advisers, Institutions, Funding Organizations, and Disciplinary Societies. National Academy Press.
• Howard Hughes Medical Institute (2004). Making the Right Moves: A Practical Guide to Scientific Management for Postdocs and New Faculty. Howard Hughes Medical Institute and Burroughs Wellcome Fund. (Particularly of note - Chapter 5: Mentoring and Being Mentored & Chapter 8: Data Management and Laboratory Notebooks)
• National Academy of Sciences, National Academy of Engineering, Institute of Medicine (1997). Adviser, Teacher, Role Model, Friend: On Being a Mentor to Students in Science and Engineering. National Academy Press.