Through the NSF supported GK-12 Sensors! program at the University of Maine, we are working to promote Native American student interest in science, technology, engineering and math (STEM). A graduate fellow involved with sensor-related engineering and ecological research is paired with a teacher at a local Native American middle school. The objective is to enhance the school's STEM programs through lessons on various sensors, both natural and artificial. These lessons supplement existing science, history, geography and Wabanaki language classes.

Since sensors are inherently interdisciplinary, sensor science and engineering lends itself well to enhancing ecological education. Sensors serve as a valuable educational tool given that they connect with students' lives and touch on several traditional disciplines. This creates a common ground on which to teach Native American students ecology--a field whose research is highly dependent on sensors.

Results/Conclusions

We have used the sensor theme to teach Native American middle school students at Indian Island School, Indian Island, Maine, about marine ecology in the Gulf of Maine. Students compared and contrasted their own senses used during field observations (sight, touch, hearing, smelling, and in some cases tasting) with those necessary for the survival of the marine invertebrates being observed. They also learned about the artificial sensors used to collect environmental data, such as temperature and salinity, as well as the sensors necessary to safely use SCUBA gear and underwater video equipment. This was further complemented by lessons on remote sensing and using Geographic Information Systems (GIS) for spatial data processing.

These students have also researched wind energy using the sensor theme. This is particularly important because current Penobscot Nation leaders are actively exploring the use of reservation lands in Maine for wind turbines. Students worked with the NSF GK-12 Sensors! fellow and a parent involved with the wind turbine project to study properties of wind energy and potential ecological and social impacts.

To date, evaluators have found that the GK-12 Sensors! program has generally increased student interest and confidence with STEM material. Ecological education also benefits from this engineering-centered program. The interdisciplinary nature of sensor science and engineering is a valuable resource for generating more comprehensive student interest in ecology. By relating ecology to the diversity of sensors we are able to connect with more Native American students – from those who better relate to STEM concepts via an emotional or biological connection to those who learn better through tangible engineering concepts.