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  The PEEC Experiment: Native Hawaiian and Native American Engineering Education

  Suzette R. Burckhard and Joanita M. Kant

  PART I: Context
  1. Engineering for Native nations: Origins and goals of the Pre-Engineering Education Collaboratives (PEECs)
  PART II: Culture matters
  2. Recognizing history: Indigeneity matters
  3. Moving beyond cultural sensitivity: Developing culturally responsive programs for and with Native engineers
  4. Invoking cultural relevance at tribal colleges: Grandmother’s way is important
  5. Discovering what works: STEM pedagogy and curriculum development for Native Americans
  6. Exploring indigenous science and engineering: Projects with indigenous roots
  PART III: Providing support for Natives in Engineering
  7. Finding an Engineering identity: A Native American PEEC leader’s experience
  8. Outreaching to K-12 and tribal schools in PEEC
  9. Establishing who leads: Hawaiian-serving community colleges or tribal colleges as leaders
  10. Discovering how and how well Native-Hawaiian community colleges work with a mainstream university in Hawai‘i
  11. Assembling interconnected networks for advancement in engineering: Champions and community
  12. Increasing enrollment and graduation through teaching and learning strategies: Experiential learning
  PART IV: Transforming institutional politics
  13. Transforming through institutionalization and replicability of PEEC
  14. Obtaining permission to work on reservations: About IRB/RRB regulations
  15. Involving STEM teachers with tribal faculty in PEEC: Joining forces to serve undergraduates
  PART V: Learning from experience
  16. Joining forces with unexpected PEEC-enhancing projects along the way: Unforeseen alliances in South Dakota
  17. Promoting Native women: An underutilized resource
  18. Succeeding with students: PEEC student stories
  19. Measuring outcomes
  20. Implementing through low-cost solutions
  21. Useful references
  22. Contributors
  23. Epilogue