CRITICAL THINKING
he said, getting exposure and building a following will take some time. “Media presence isn’t easy. STEM camps just started to take this on, but it’s going to need some work as far as getting a lot of hits—and will need to be promoted right to get some interest. Te Native commu- nities themselves will need to cooperate in getting the word out to their communities, too,” Henson said.
Outreach aside, he said that the biggest challenge for the GLRTN STEM program is how to best capture a kid’s attention on a Saturday morning. “You have to be inter- active and really keep them interested. Getting teachers that are interesting is also a huge challenge for keeping younger people focused and involved in a virtual setting.”
CONCLUSION Te DOD partnering of resources with other agencies and academia would ulti- mately drive college enrollment and add talent to the workforce. “Harvard has a great interest in attracting Native students and helping them succeed and foster broth- erhood and sisterhood once they get here,” Henson said enthusiastically. “It’s interest- ing stuff, and I think it’s just great to be able to help Native students who didn’t think they’d ever be able to go to Harvard to get involved with math and physics,” he said of the university’s program and GLRTN STEM. “It’s important for them to know these opportunities are out there for them, and if you have the grades and your family makes under [$75,000] a year, there’s a place for you here, you can do it.”
Henson said that Harvard didn’t “move up to its charter,” or in other words, legis- late in accordance with its defined rights and privileges (to further the goals of the Harvard Charter of 1650) until 1970 when the American Indian Program (AIP) was established at the Harvard Graduate School of Education to prepare American
NATIVE COMMUNITY OUTREACH
As part of the Harvard and DOD GLRTN outreach project, a flyer for DOD STEM K-12 virtual learning sessions for sixth- to ninth-grade students was advertised to Native and Indigenous populations and posted on social media to get the word out to Native communities. (Image courtesy of Bridget Chemberlin, Harvard University)
Indians for leadership in education. He said, initially, AIP enrollment was 11 Native American students, which was the largest Native enrollment since the mid- 1600s when the university opened. By 2021, Harvard had more than three dozen Native graduates.
“Tis is a great success for Harvard,” he said. And he can’t see any reason why the GLRTN STEM program wouldn’t see the same success in years to come, espe- cially now with the virtual option. But it will take time to recognize how successful the program will be going forward—how many kids graduate, go on to colleges and universities of their choice and settle into their careers.
“How do you define success?” Henson speculated. “If you are making sure students have exposure to everything so that you get a diverse set of brilliant grad- uates entering the math and science fields, that’s success. Te world cannot exist without highly skilled mathematicians, physicists and scientists. You have to find
a way to expose all kids, especially Native kids, to all that there is to offer so they have a chance. You can do these camps from anywhere and you’ll have success.”
For mor e informat ion contact
gregory.a.chappelle.civ@
army.mil at
DEVCOM Ground Vehicle Systems Center or go to
https://tinyurl.com/DoDSTEM- Camps
and
www.go.wayne.edu/
jsh-symposium. On Facebook or Twitter, go to @glrtndodstemk12.
CHERYL MARINO provides contract support
to the U.S. Army Acquisition
Support Center at Fort Belvoir, Virginia, as a writer and editor for Network Runners, Inc. and Army AL&T magazine. She holds a B.A. in communications from Seton Hall University and has more than 20 years of writing and editing experience in both the government and commercial
sectors. In
addition to corporate communications, she is a feature writer and photojournalist for a biannual New Jersey travel magazine.
https://asc.ar my.mil
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