十大赌博靠谱信誉网站’s Institutional Review Board

Research at, or sponsored by Nebraska Indian Community College (十大赌博靠谱信誉网站), will be well designed and properly executed. All researchers will abide by ethical principles of respect for persons, beneficence, and justice. All researchers will respect the cultures of the sovereign nations from whom we are chartered (i.e., Santee Sioux Nation and Omaha Tribe of Nebraska and Iowa) and all Indigenous peoples when designing and carrying out proposed research. All researchers will follow the guidelines and procedures for protection of human subjects outlined by 十大赌博靠谱信誉网站 and carried out by the Institutional Review Board (IRB). 十大赌博靠谱信誉网站 (2021) IRB Standard Operation Procedures Data collection cannot begin without IRB approval. Research results will be shared with Nebraska Indian Community College. 

2024-25 IRB Application Review Dates  

• August 16th, 2024
• November 8th, 2024
• January 4th, 2025
• April 4th, 2025
• June 6th, 2025

Application packets are due no later than that Friday before the meeting. 

Applicant Responsibility:

1) Complete 十大赌博靠谱信誉网站 IRB Application. Any required parts of the protocol such as informed consent form or an interview protocol instrument must be attached to the application. 

2) Email completed application, with attachments to the IRB Chair(s) for review.

Co-Chairs: Vanessa Hamilton (macvhamilton@j220149.com) and Dr. Maeghan Murie-Mazariegos (MMurie@j220149.com) 

3) Secure IRB approval before data collection begins.

Recommended Process as stated on page 22 of Hamilton, LeCount, Parker Cariaga & Sudbeck (2019)

1) Collaborate with members from the community.

2) Present proposal to appropriate Tribal Council. (Recognize and affirm that each sovereign nation may have their own unique protocols. That is to say, sovereign nations have the inherent right to self-determination.)

3a) Submit IRB proposal to tribal college and/or tribally affiliated institution (i.e., 十大赌博靠谱信誉网站 IRB).

3b) If applicable, submit documentation of approved IRB proposal to additional IRB at additional affiliated institution.

4) Once approved, present research to those involved for guidance on interpretation of results and for approval prior to dissemination and publication of results.

Committee Members

• Co-Chair, Vanessa Hamilton, BA (Umoⁿhoⁿ/Yankton)
• Co-Chair, Maeghan Murie-Mazariegos, PhD (Pawnee Nation of Oklahoma/ Ioway)
• Member, Wynema Morris, MA (Umoⁿhoⁿ)
• Member, Roger Trudell, AA (Isanti Dakota) 
• Member, Carlton Edwards, MA (Umoⁿhoⁿ)
• Member, Elizabeth Lovejoy Brown, MSW (Umoⁿhoⁿ)
• Member, Hank Miller, MS
• Member, Binah Gordon, PhD
• Member, Michael Berger, BA
• Member, Anthony Warrior, BA (Absentee Shoshone)
• Member, Andre Saunsoci (Umoⁿhoⁿ)
• Member, Kristine Sudbeck, PhD
• Member, Martha Durr, PhD

If you are interested in becoming a member of 十大赌博靠谱信誉网站's IRB, please contact the co-chairs to take part in the CITI Program- Basic Members course under 十大赌博靠谱信誉网站's affiliation.

What We Are Reading...

Hamilton, V., LeCount, C., Parker Cariaga, N. & Sudbeck, K. (2019). Research on vs. research with: 21st century cross-cultural collaboration and American Indian education. Great Plains Quarterly, 29(1): 17-24.

* This manuscript was written by four colleagues at 十大赌博靠谱信誉网站. This manuscript won the 2020 Leslie Hewes Award for the best Social Science article in Great Plains Research for the 2019 publishing year.

 

Cajete, G. A. (1999). Igniting the Sparkle: An Indigenous Science Education Model. Kivaki Press, PO Box 1053, Skyland, NC.

Darder, A. (Ed.). (2019). Decolonizing interpretive research: A subaltern methodology for social change. Routledge.

David-Chavez, D.M., Gavin, Michael C., Ortiz, N., Valdez, S. & Russo Carroll, S. (2024) A values-centered relational science model: Supporting Indigenous rights and reconciliation in research, Ecology and Society 29(2):11.http://doi.org/10.5751/ES-14768-290211

Deloria, V. (2006). The world we used to live in: Remembering the powers of the medicine men. Fulcrum Publishing.

Denzin, N. K., Lincoln, Y. S. & Smith, L. T. (Eds.), (2008). Handbook of Critical and Indigenous Methodologies. Thousand Oaks, CA: Sage.

Garcia, J., & Shirley, V. (2022). A Call to Action: Indigenous Teaching and Teacher Education. Indigenizing Education: Transformative Research, Theories, and Praxis, 287.

Gullion, J. S., & Tilton, A. (2020). Researching with: A decolonizing approach to community-based action research. Brill.

Jorgensen, M. (Ed.) (2007). Rebuilding Native Nations: Strategies for Governance and Development. Tucson, AZ: University of Arizona Press.

Kimmerer, R. W. (2013) Braiding Sweetgrass: Indigenous Wisdom, Scientific Knowledge, and the Teachings of Plants.

Kovach, M. (2009) Indigenous Methodologies: Characteristics, Conversations, and Contexts. Toronto, ON: University of Toronto Press.

Luger, C. & Collins, T. (2022) The Seven Circles: Indigenous teachings for living well. HarperAudio.

Martinez, G. (2010). Native pride: The politics of curriculum and instruction in an urban public school. Hampton Press.

McCoy, K., Tuck, E., & McKenzie, M. (Eds.). (2017). Land education: Rethinking pedagogies of place from Indigenous, postcolonial, and decolonizing perspectives. Routledge.

Minthorn, R. S. & Shotton, H. J. (Eds.) (2018). Reclaiming Indigenous Research in Higher Education. New Brunswick, Camden and Newark, NJ and London, UK: Rutgers University Press.

Patel, L. (2015). Decolonizing educational research: From ownership to answerability. Routledge.

Pewewardy, C., & Lees, A. (Eds.). (2022). Unsettling Settler-Colonial Education: The Transformational Indigenous Praxis Model. Teachers College Press.

Shotton, H.J., Lowe, S.C., & Waterman, S.J. (2013). Beyond the asterisk: Understanding Native students in higher education. Stylus Publishing, LLC..

Shotton, H. J., & Minthorn, R. S. (2018). Reclaiming Indigenous research in higher education. Rutgers University Press.

Simpson, L. B. (2017). As we have always done: Indigenous freedom through radical resistance. U of Minnesota Press.

Smith, L. T. (2021). Decolonizing methodologies: Research and indigenous peoples. Zed Books Ltd..

Smith, L. T. (2019). Decolonizing research: Indigenous storywork as methodology. Bloomsbury Publishing.

Smith, L. T., Tuck, E., & Yang, K. W. (Eds.). (2018). Indigenous and decolonizing studies in education. New York, NY: Routledge.

Tachine, A. (2022) Native presence and sovereignty in college: Sustaining Indigenous weapons to defeat systemic monsters. Teachers College Press.

Thapa, S., Akpovo, S. M., & Young, D. (2017). Collaboration as a healing and decolonizing research tool: The narratives of three early childhood researchers. In Collaborative cross-cultural research methodologies in early care and education contexts (pp. 63-78). Routledge.

Waterman, S. J., Lowe, S. C., & Shotton, H. J. (Eds.) (2018). Beyond Access: Indigenizing Programs for Native American Student Success. Sterling, VA: Stylus.

Whetung, M., & Wakefield, S. (2018). Colonial conventions: Institutionalized research relationships and decolonizing research ethics. In Indigenous and decolonizing studies in education (pp. 146-158). Routledge.

Wilson, S. (2008). Research is Ceremony: Indigenous Research Methods. Winnipeg, MB: Fernwood Publishing.

Wilson-Hokowhitu, N. (Ed.). (2019). The past before us: Moʻokūʻauhau as methodology. University of Hawaii Press.

Windchief, S. & San Pedro, T. (Eds.) (2019). Applying Indigenous Research Methods: Storying with Peoples and Communities. New York, NY: Routledge.

Womack, C. S. (1999). Red on Red: Native American Literary Separatism.