Antony Berthelote, PhD

(PI; Vice President of Enrollment Management and Student Affairs at Salish Kootenai College) is a descendant of the Pend D’ Oreille, Salish, Kootenai, Lakota, and Chippewa Cree peoples. He holds a Bachelor's in Geology, Masters in Geophysics, and a PhD in Geosciences. Dr. Berthelote led the development of the only 4-year geoscience degree at a Tribal College or University, mentored 300+ research interns in the past decade, and has led multiple efforts in service learning and advancing cultural-pedagogical techniques in STEM. He has served as a co-director of the Geoscience Alliance (GA) since 2009, a National organization dedicated to increasing Native American participation in geosciences and also as an External Board Member for the Montana Nanotechnology Facility (MONT) since 2018. Salish Kootenai College (SKC) is the lead institution in this three award collaboration and Dr. Berthelote will lead the multi-institutional collaboration and oversee SKC's efforts to make the overall project successful.

Polly Dupuis

(Co-PI; Math Instructor) Dupuis has 28 years’ experience in teaching, recruiting, mentoring, tutoring and retaining students in STEM programs. She possesses invaluable experience with issues faced by incoming students. Project role: She will oversee SKC’sProject Manager and faculty PD activities, student recruitment, project initiatives, and ongoing student eligibility evaluations and support.

Ke Wu

(PI; Prof. in the Department of Mathematical Sciences) Dr. Wu’s research focuses on exploring social and psychological aspects of students’ and faculty members’ success in STEM. She has rich experience leading collaborative research projects and professional development programs across multiple intuitions. Project role: Dr. Wu will oversee UM’s efforts including fiscal oversight and record management and work closely with the team for overall project delivery.

Fred Peck

(Co-PI; Associate Prof. in Math) Dr. Peck's current research is focused on understanding the ways that mathematics is done in rural and NA communities, and on the ways that communities, identities, practices, and knowledge develop together as people participate in collective activity. Project role: Dr. Peck will lead the social science research component.

Jennifer Harrington

(Co-PI; NA Natural Resource Prog. Dir., College of Forestry & Conservation). She has extensive experience supporting NA students’ success at Tribal High Schools and Colleges by working closely with faculty and staff from diverse service units such as financial aid, housing, and advising offices. Project role: Harrington will lead the student support component and IMP PD for faculty.

Shurong Li

(Ph.D. student in Math) Shurong will assist in Research and Project Coordination.

Christian Lopez-Mercado

(Ph.D. student in Math) Christian will assist in Research and Project Coordination. Christian Lopez-Mercado holds a Bachelor's and a Master's degree in Pure Mathematics from the University of Puerto Rico. Since becoming a teaching assistant as a Master's student, he became interested in the learning processes of undergraduate students in advanced mathematics courses.

Hilary Smith Risser

(PI; Prof. and Head of the Math Dept.) Hilary Smith Risser Ph.D. is a Professor in the Department of Mathematical Sciences. Dr. Smith Risser has a Ph.D. in Computational and Applied Mathematics. She has served as a board member for the Montana Council of Teachers of Mathematics and the Butte School Board. Dr. Smith Risser is a member of several state committees concerned with mathematics and science education. Her research focuses on the use of technology in the teaching of mathematics and the use of technology in professional development for teachers. Dr. Smith Risser is passionate about helping people of all ages to appreciate the beauty of mathematics.

M. Katie Hailer

Dr. Hailer holds a Bachelors in Chemistry from West Virginia University and a PhD in Bioinorganic Chemistry from the University of Montana. Dr. Hailer is best described as a bioinorganic chemist and her research focuses on metal interactions in living systems.  Dr. Hailer strongly believes in the benefits of undergraduate research experiences and has chaired Montana Tech’s Undergraduate Research Program Committee for 9 years which invites, reviews, and provides guidance, mentoring and research funding to undergraduates and their faculty mentors across all disciplines. 

Noel Stewart

Noel Stewart is the program director for STARS at Blackfeet Community College and a faculty member in the Math and Science department.

Rose Honey

Rose serves as the STARS external evaluator. Her experience in educational research and evaluation spans the Tribal, state, and federal levels. As a consultant for the U.S. Department of Education, she has supported project and evaluation implementation for Tribal grantees across the country and has also evaluated data from over 50 public schools for the Montana Office of Public Instruction. Dr. Honey earned her BS in Physics from the University of Oregon and her Master’s and Doctorate in Education from the Harvard Graduate School of Education with a dissertation focused on culturally relevant STEM education with Salish middle school students on the Flathead Reservation in Montana.

Gary Ramsey

Math faculty at Chief Dull Knife College (CDKC), a 2-year tribal college. He has 28 years of teaching experience in a high school on the Northern Cheyenne Indian Reservation and 10 years at CDKC. He is a Co-PI on the NSF TCUP project at CDKC, through which they work closely with Native students on research projects and visiting 4-year institutions in preparation for transition.

 

Betsy Wade

Polson HS School Counselor. BA in Psychology, M.Ed. in Counseling and Career Development. She is a member of Leadership Flathead Reservation, designed to facilitate the development and growth of local leaders and provide opportunities to interact with other community members.

Carrie Allen

Assistant professor of Learning Sciences at the University of North Texas. Her research aims to address institutional and systemic inequalities within STEM education by supporting the design and implementation of STEM education reforms. She examines how efforts to improve STEM education intersect with students’ learning and identity work within and outside of school. She additionally has expertise in qualitative research methods, especially regarding case study approaches and design-based research.

Shanny Spang Gion

Visiting Tribal Scholar, College of Natural Resources, University of Idaho. She has a BS in Environmental Science and an MS in Hydrogeology and Technical Communication. Her work has been focused on demonstrating that Traditional Ecological Knowledge and Western Science can co-exist to inform local-scale water management as well as to learn and practice effective communication strategies using both Indigenous research methods and traditional Western methodologies.