College of Menominee Nation

Tribal Colleges and Universities (TCUs) play a critical role in Indigenous nation‐building and postsecondary access, yet faculty development within these institutions remains chronically under‐resourced and inconsistently supported. This critical literature review examines faculty development across TCUs that function primarily within the community college sector, with attention to the structural and policy conditions shaping professional growth. Drawing on peer‐reviewed scholarship, institutional data, and cross‐institutional examples, the analysis identifies persistent challenges related to chronic underfunding, faculty workload, limited professional infrastructure, and misalignment between prevailing faculty development models and the missions of Indigenous‐serving institutions. The review synthesizes evidence from 37 TCUs serving approximately 28,000 students annually and examines how faculty development is supported at institutional, consortial, and federal levels. Although TCUs receive substantially less federal funding per student than other public community colleges, the literature documents meaningful innovation in faculty development when culturally grounded approaches and sustained resources are available. Building on this synthesis, the article advances a three‐tiered framework for faculty development that distinguishes near‐term institutional strategies from mid‐ and long‐term consortial and federal actions. The framework offers practical guidance for institutional leaders, policymakers, and intermediary organizations seeking to strengthen faculty capacity while honoring tribal sovereignty, community accountability, and the teaching‐centered missions of community college‐functioning TCUs.

We describe archaeological evidence of intensive ancestral Native American agriculture in the now heavily forested Upper Peninsula of Michigan. Recent LIDAR (light detection and ranging) and excavation data have uncovered densely clustered ancient agricultural raised garden bed ridges covering an expanse far greater than previously realized. These raised agricultural fields are deeply enmeshed in the broader cultural landscape, as ceremonial and other features were also found. Our results demonstrate a rich anthropogenic landscape created by small-scale ancestral Menominee communities, located near the northern limits of maize agriculture. The excellent preservation of this site is exceptional in eastern North America and suggests that the precolonial landscape was more anthropogenically influenced than currently recognized.

We present a perspective article that considers the Indigenous evaluation model developed in 2019 by Wehipeihana, a Māori scholar, as an invitation and a guide to reflect on relationships between geoscience education researchers and collaborating communities. After describing the ‘to/for/with/by/as’ Indigenous evaluation model, we offer a translation into geoscience education research (GER) spaces. Using key indicators and a hypothetical context, we illustrate an application in informal and formal GER spaces. We argue that GER currently occurs mainly as research is done to/for communities. Expanding the field horizons into research with/by or as communities could increase relevancy, representation, innovation, quality and impact.

Nam & amacr;& emacr;w (Menominee; Lake Sturgeon Acipenser fulvescens) have long supported Indigenous culture and food sovereignty but have declined by over 80% in the Laurentian Great Lakes, exacerbating their sensitivity to climate change. Following interest from Indigenous leaders, we initiated a partnership-driven effort to (1) assess climate effects and (2) develop potential adaptation options for Nam & amacr;& emacr;w using a participatory, transdisciplinary approach that combines multiple ways of knowing. Through a literature review and nine semistructured conversations with officials from Indigenous Nations and organizations in the Great Lakes, we identified central themes including access, culture, and fish persistence. Other concerns included habitat, food web shifts, and water quality. Prominent adaptation themes involved population assessments, stocking, regulations, habitat restoration, interagency coordination, and cultural advocacy. These findings underscore the importance of partnership-driven research to support Indigenous fisheries through knowledge coproduction and equitable adaptation. Our approach provides a model to inform stewardship planning for fisheries that are facing global change.

Numerous toxic substances are directly and indirectly discharged by humans into water bodies, causing distress to the organisms living on it. 6PPD, an amino antioxidant from tires reacts with ozone to form 6PPD-Q, which has garnered global attention due to its lethal nature to various organisms. This review aims to provide an understanding of the sources, transformation, and fate of 6PPD-Q in water and the current knowledge on its effects on aquatic organisms. Furthermore, we discuss research gaps pertaining to the mechanisms by which 6PPD-Q acts within fish bodies. Previous studies have demonstrated the ubiquitous presence of 6PPD-Q in the environment, including air, water, and soil. Moreover, this compound has shown high lethality to certain fish species while not affecting others. Toxicological studies have revealed its impact on the nervous system, intestinal barrier function, cardiac function, equilibrium loss, and oxidative stress in various fish species. Additionally, exposure to 6PPD-Q has led to organ injury, lipid accumulation, and cytokine production in C. elegans and mice. Despite studies elucidating the lethal dose and effects of 6PPD-Q in fish species, the underlying mechanisms behind these symptoms remain unclear. Future studies should prioritize investigating the mechanisms underlying the lethality of 6PPD-Q in fish species to gain a better understanding of its potential effects on different organisms.