Indigenous Initiatives: Red/White Paper by MIT DUSP

INDIGENOUS INITIATIVES

RED PAPER/WHITE PAPER

This red paper lays out a strategy for how the Massachusetts Institute of Technology can create and sustain relationships with Indigenous Nations globally, build synergistic knowledge systems within existing and new university initiatives and support and increase the representation of Indigenous faculty, staff and students on campus. This is a living document that will continue to evolve as the MIT Indigenous Initiative grows in partnership and co-creation with Indigenous Nations, scholars, students, and their relatives across the world.

ACKNOWLEDGEMENTS

We acknowledge Indigenous Peoples as the traditional stewards of the land, and the enduring relationship that exists between them and their traditional territories. The land which MIT occupies is the traditional unceded territory and sacred lands of the Wampanoag, Nipmuc, Massachusett, and Abenaki Peoples. We acknowledge the painful history of genocide and forced occupation of these territories, as well as the ongoing processes of colonialism and dispossession in which we and our institution are implicated. Beyond the stolen territory which we physically occupy, MIT was founded from the sale of federal lands granted by the Morrill Act, territories stolen from 82 Tribes including the Greater and Little Osage, Chippewa, and Omaha Peoples.

As we honor and respect the many diverse Indigenous peoples connected to this land from time immemorial, we seek to develop relationships, learn from and with Indigenous peoples and build a better world together.

A NOTE ON AUTHORSHIP

This document has been a collaborative effort from many authors including those listed to the right. It is intended to be a living document that will grow and change as necessary to meet its purpose.

Janelle Knox-Hayes

Anisha Nakagawa

Alvin Harvey

Jean-Luc Pierite

Jacqueline Paul

Larry Susskind

Delia Wendel

Rose Winer-Chan

Megan Black

Gabriella Carolini

Jason Jackson

Jungwoo Chun

Stephen Hart

Catherine D’Ignazio

Michelle Lin

Leyla Uysal

Holly Nihipali

Jim Paradis

EXECUTIVE SUMMARY

Indigenous Nations and Indigenous Knowledge keepers are in every place of the world. Increasingly, governments, institutions, and communities around the world are recognizing the inherent value in partnering with Indigenous nations, communities and peoples. Massachusetts Institute of Technology (MIT) compared to its peer institutions is uniquely challenged by the underrepresentation of tenured or tenure-track Indigenous faculty members at MIT. By undertaking the strategies outlined in this report, MIT can better support Indigenous students as future scientists and leaders and organize the resources and potential of Indigenous research and knowledge partnership at MIT. MIT students, faculty, and staff from every school have come together to support, grow, and sustain relationships of cocreation and learning with Indigenous Nations and the knowledge systems of Indigenous Peoples.

Building on the dedicated work, concrete recommendations, and inspiring momentum of the Indigenous students, faculty and staff, we propose concrete steps for the Institute to further a cross-campus Indigenous Initiative. We call on the Institute to support partnerships with Indigenous Nations and welcome, support and retain Indigenous scholars at MIT. MIT has the opportunity to partner with Indigenous Peoples to develop exemplary approaches, especially in areas such as climate change and social and ethical computing. The paper also highlights the momentous systemic changemaking done by Native American and Indigenous students at MIT, and calls for the creation of resources to welcome, celebrate, and support their paths to being Indigenous scientists, engineers, artists, healers, and leaders throughout the world.

This paper emphasizes the need for MIT to build long-term, mutually beneficial relationships with Indigenous Peoples. Braided knowledge and resource sharing help foster true collaboration and innovative design. Indigenous scholarship can bring history and Indigenous knowledge to MIT’s existing research priorities in climate and data ethics, and will ground MIT’s strategic vision in environmental justice, principles of data sovereignty, and many other fields. We urge MIT to invest in building relationships with Indigenous Peoples, and to create an Indigenous Research Center at MIT that both acknowledges the existing contributions of Indigenous knowledge, and that situates this knowledge at the forefront of novel and innovative research initiatives.

There are numerous ways in which engagement with Indigenous scholars, knowledge systems and practice could be mutually advantageous. Building relationships with Indigenous Nations and respecting the diverse paradigms of Indigenous research unique to each Nations and Peoples directly supports two of MIT’s major initiatives: combating climate change, and building the future of computing. Cocreation with Traditional Ecological Knowledge (TEK) is essential in addressing climate change in a sustainable and holistic manner.

In computing, Indigenous scholars and Nations have been creating path-breaking works of scholarship and applied frameworks around the concept of Indigenous Data Sovereignty, which addresses ethical concerns related to data collection, processing, modeling, and analysis related to Indigenous communities. Through partnership with Indigenous Nations and having Indigenous faculty, Indigenous paradigms of research across MIT’s academic and research initiatives would foster interdisciplinary approaches to addressing pressing global challenges and breathe new life into a broad range of MIT’s goals and priorities. For example, Indigenous knowledge systems have long emphasized holistic approaches to health, which are relevant to MIT’s research in medical technologies. Indigenous languages and literature are also beginning to be centered into MIT’s humanities and social sciences curricula, enriching the Institute’s diversity and broadening the scope of research. MIT’s partnerships with Indigenous Nations could also provide opportunities for student and faculty exchange programs and internships, leading to mutually beneficial collaborations. Having partnerships with Indigenous Nations and Indigenous faculty to guide the weaving of Indigenous knowledge into MIT’s academic and research initiatives presents an opportunity for the Institute to create more equitable, just, and resilient solutions to pressing challenges.

In line with three sets of prior recommendations to the Institute produced in the past five years (see Appendices A-D), we recommend that the Institution take the following steps to achieve these goals:

1.

1.1 Initiate a university-wide Indigenous cluster hire of tenure-track positions (assistant professor, associate professor without tenure, associate professor with tenure, and professor). Beyond MIT’s role as a federal contractor and extending Indian Preference to Native Americans living on or near a reservation, the cluster hire period should reflect the diversity of Indigenous peoples internationally. Dedicate at least two faculty budget lines in each of the six schools at MIT.

1.2 Create and support a dedicated Visiting Indigenous Scholars & Elders program towards the appointment of instructors that can provide an opportunity for evaluating an individual’s qualifications for promotion to a tenure track position on the faculty.

1.3 Secure and direct funding, allocate adequate laboratory and office spaces, and establish targeted programming for the recruitment and retention of Indigenous peoples as faculty, staff, students, and fellows.

2. RESOURCES, STAFF AND SUPPORT FOR ADMINISTRATION

2.1 Establish a senior administrative Indigenous leadership position, such as a Vice President of Indigenous Initiatives, that creates and leads institutional actions for reconciliation, healing, and relationship building and maintaining for Indigenous student life.

2.2 Build administrative positions that work with MIT leadership and the Indigenous administrator to create and lead institutional actions to support Indigenous student life, Indigenous International Relations, and Indigenous and Native American Studies, Engineering, and Science, specifically:

A. A staff person focused on building connections within the MIT community and Indigenous communities around the world, who can provide logistical support and training

B. A full time spiritual support staff member through the Office of Religious, Ethical, and Student Life

C. A staff position focused on professional development for students and connecting students with fellowships, funding opportunities, food and housing security, such that current and prospective Indigenous students have the tools and financial assistance to succeed.

2.3 Create and support an Indigenous Elders Council to advise MIT leadership on the social, moral, cultural, spiritual, and technical aspects of MIT that impact its Indigenous students and relationships with Indigenous Peoples, Nations, and Communities.

2.4 Create targeted grant and Fellowship programs to support the research and work of Indigenous staff and students, and to promote the advancement of research focused on acknowledging, celebrating, and centering the history, values, culture, and/or perspectives of Indigenous People, Nations, and communities and on contributing to their prosperity and sovereignty.

2.5 Waive tuition costs and provide a stipend for Indigenous students beginning with those from the Nations present in Massachusetts, expanding to Nations impacted by the Morrill Acts, and further to Indigenous students from Nations around the globe.

2.6 Support the newly formed Burton Conner Residential Indigenous Living and Learning Community with staff time and resources to ensure that it is a culturally safe, welcoming, affordable, and multi-generational community that supports traditional ceremonies and protocols, such as a smudging policy.

2.7 Expand and foster spaces on campus that acknowledge Indigenous sovereignty; support Indigenous life, well-being, and knowledge systems; create and grow Indigenous art and cultural representation without tokenization; and facilitate Indigenous student rights to ceremony, cultural and language revitalization, reconnection, and growth.

3. ESTABLISH AN INDIGENOUS RESEARCH CENTER

3.1 Establish a Indigenous Research Center with a dedicated space on campus – dedicated to the Indigenous scholars, staff, faculty and students –for this research center.

3.2 Establish fundraising efforts to directly support Indigenous programming and the work of the Indigenous administrative staff and Elders Council to alleviate financial dependence on existing institutional funds.

Indigenous cultures have long understood the importance of making space and cultivating it. By respecting natural rhythms and cycles and understanding the interconnectedness of all living things, whether in tending crops or balancing ecosystems, Indigenous peoples have found ways to live in harmonious relationships with the land and water for generations. These cultures demonstrate the value and wisdom of making space.

When we create space in our lives we open up room for new experiences and ideas to grow. Reflecting on our needs and capacities is essential to planting the seeds of our future and allowing our aspirations to take root and flourish. Having reflexivity in our work unlocks the potential for groundbreaking discoveries and influential theories. Seeing and thinking in new ways allows us to create growth and advancement in our research and disciplines. Learning from Indigenous wisdom, MIT can likewise create space for Indigenous thought and scholarship and cultivate it with care and intention.

INTRODUCTION

Indigenous Peoples are a diverse and sophisticated tapestry of communities and individuals who learned and healed from the land, water and stars in deeply relational epistemologies. Indigenous people reclaim, heal, and offer alternative paradigms of the world that parallel and challenge often siloed western scientific views in ways that share in the healing of the complex network of systems that comprise Earth and the Universe. While Indigenous lifeways have many English names, such as Traditional Ecological Knowledge (TEK), Indigenous Research Methodologies and Methods (IRM&M), and Indigenous or Ancestral Sciences, the knowledge from Indigenous People is contextualized by their communal and individual experiences with the land and language, and are not limited to conservation or environmentalism. Indigenous paradigms of research, inquiry, analysis, and sharing are celebrated throughout many disciplines familiar to MIT. From Aeronautics and Astronautics to Computing, and History to Medicine, the partnerships and weaving together of MIT’s interdisciplinary directions and Indigenous paradigms of research are a natural and needed step towards this shared healing and celebration.

MIT is a global leader in celebrating and uniting diverse scholars from around the world on issues of global importance. The natural and constructed environments and technologies of our world intersect and interact in complex ways and impact the global community–a natural tapestry of interactions that MIT has chosen to understand and offer solutions. There are many ways MIT has missed out on grounding and centering its efforts throughout time: from the severe calls to action from a hurt and mistreated Indigenous student population to the business-oriented speak of leveraging and deficits. In this introduction we offer the truth and a grounded and ambitious vision of MIT as a celebrated place for innovative healing and technological solutions with heart.

Certain leaders, groups, and communities at MIT have taken upon themselves to do the heart work and labor to begin to build these relationships. The outgoing President Emeritus of MIT, Rafael Reif, issued a letter in April 2022 outlining steps the institution will take to support Indigenous communities and advance Indigenous scholarship (Reif, 2022). Labs and groups across MIT attempt partnerships with Indigenous organizations and Nations. MIT classes are beginning to understand the relationship with the Indigenous Nations that MIT is within. And no community has worked harder

at growing Indigenous initiatives and relationships at MIT than the Indigenous student community. Recognizing the inherent sovereignty of Indigenous Nations globally sets the sacred ground to begin building relationships with these Nations. There is no guarantee that these Nations mutually desire a relationship, however, we feel that a sustained commitment and co-creative process supported by an Indigenous Research Center and Indigenous faculty and staff can lay the foundations for understanding, reflexivity, and growth of MIT’s positionality to the global population it seeks to serve.

The Indigenous student community is not the only community at MIT that sees the absence of more than one tenured or tenure-track Indigenous faculty members at MIT as a significant gap in the Institution’s ability to support Indigenous students and the entire MIT community, and does not follow through on the potential of Indigenous Research and co-creation. Despite some Indigenous research projects and classes that touch on Indigenous knowledge and methodology scattered throughout the Institute, there is no central location that brings these together. While some research groups have worked with Indigenous Nations, there are no Institutional relationships in place that speak to long-term, productive relationships necessary for ground-breaking research and teaching. MIT has fostered such relationships with other groups and entities to great ends–it is time for this attention and energy to turn toward Indigenous partnerships.

As MIT rises to contemporary and critical global challenges (including climate change and social and ethical computing and technology), we have the opportunity to begin the process of partnering with Indigenous Nations and scholars to develop innovative approaches that set us apart from our peer institutions And offer the dynamic and holistics solutions to these challenges and beyond. Indigenous scholarship brings history and traditional knowledge to research priorities in climate and data ethics, and will ground MIT’s strategic vision in environmental justice and principles of Indigenous data sovereignty. Not only are Indigenous communities living in frontline areas that will be first affected by climate change, but they are also still majority landowners and land stewards in places crucial to the green energy transition, and are thus important partners in this work. Indigenous scholars have also created ethical frameworks around the use of data to address a history of epistemic marginalization and extractive

data collection and use. We urge MIT to build longterm reciprocal relationships with Indigenous groups with shared knowledge and access to resources, in order to foster true collaboration and innovative design.

As of now there is limited support for Indigenous students, and a lack of investment in building relationships with Indigenous Nations. Yet, as a land-grant university under the Morrill Act of 1862, MIT received money and directly benefited from the sale of land taken from 82 Native American tribes and nations (Dizikes, 2022). Undertaking investigative accounting as part of their research in 2021-22, Indigenous students and members of the Indigenous History of MIT course found that MIT has continued to receive payments from the State of Massachusetts for these lands into the 21st century. At an MIT faculty meeting in 2022, Alvin Harvey, Diné, MIT PhD student and Co-president of the Native American & Indigenous Association (NAIA), quoted a statement from the Association of the Public and Land-Grant Universities: “While we cannot change the past, public and land grant universities, they have and will continue to be focused on building a better future for everyone.”

Following Indigenous leadership and principles at MIT and echoes of the numerous diverse voices across MIT see these messages and calls to action as a positive shift and hope for further progress under the new MIT President, Dr. Sally Kornbluth. The authors of this paper, DUSP faculty and graduate students, propose building on the President’s direction by creating a series of tenure-line faculty position in Native American studies, an Indigenous Cluster Hire across the six Schools of MIT, and an Indigenous Research Center at MIT that will begin to heal relationships with the caretakers of Indigenous knowledge and honor such knowledge at the forefront of novel and innovative research initiatives.

THE INDIGENOUS STUDENT COMMUNITY

Native American and Indigenous students are chronically and acutely underrepresented at MIT. According to the MIT Diversity Dashboard, the percentage of American Indian and Alaska Native students at MIT has been below 2% for several decades (Diversity Dashboard, 2022). This indicates that MIT has not been successful in attracting

and retaining Indigenous students. Additionally, there are limited support and outreach services available for those few Indigenous students who are currently at MIT. As other universities like Harvard and Stanford develop support systems and attract Native students, MIT should create the resources to welcome and retain Indigenous students to MIT. Furthermore MIT should honor the rights of Indigenous student set through the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP) and provide the systematic monetary and staffed support towards healing, reconnecting, and providing the service and educational opportunities for for all Indigenous students as future Indigenous scientists, engineers, healers, and leaders.

Two main student organizations exist to support Indigenous students at MIT, these are:

1. an MIT chapter of the American Indian Science and Engineering Society (AISES), a professional society, which connects Native American and Pacific Islander science and engineering students and professionals through the annual AISES conference, mentorships, internships, etc, and

2. The Native American Student Association (NASA) which has recently grown and changed its name to the Native American & Indigenous Association (NAIA). NAIA seeks to provide social, political, cultural, spiritual, and academic support and growth for Indigenous students regardless of their level of connection with their heritage, community, and culture.

When MIT faculty, staff, or student community leaders need subject matter expertise and lived experience with Indigenous people, the NAIA student leaders are often in service, albeit unfairly. All Indigenous initiatives at MIT, have in various degrees of weaving, been led by, co-created, advised, or associated with NAIA. Through NAIA’s relational and Indigenous approach, Indigenous science and partnerships with Indigenous Nations have reached a critical growth point in need of Institutional support.

INDIGENOUS FACULTY

Before 2023, it is unclear whether MIT has ever retained a tenure-track faculty member who has Identified as being of an Indigenous Nation or Community. In 2023, MIT offered positions to two Indigenous tenure/tenure-track faculty in SHASS:

Dr. Eli Nelson (Haudenosaunee) in STS and Dr. Sonya Atalay (Anishinaabe-Ojibwe) in anthropology. Dr. Eli Nelson is now Assistant Professor of Science, Technology, and Society (STS) and Professor Atalay will join Anthropology half time in the Spring. We see this as an opportunity to keep the momentum for MIT to continue these equitable hirings through an Institute-wide cluster hire. Furthermore the transition of a single hire in SHASS to a dyad (two simultaneously) hiring of Indigenous faculty, in part due to the counsel of Indigenous students and allies, shows that MIT and its leadership recognize the importance of cluster hiring on the ground of safety, support, and faculty development.

INDIGENOUS FOCUSED INITIATIVES

MIT offers four core Indigenous centered student subjects:

21H.283

Indigenous History of MIT

Focuses on the relationships between MIT, higher education, Indigenous knowledge paradigms, Indigenous experiences, and the efforts to decolonize and Indigenize MIT by Indigenous students and allies. Following a long held request by Indigenous students, MIT History Professor Craig Wilder first taught the course in Spring 2021, and was led by Distinguished Fellow in Native American Studies, Dr. David Shane Lowry (Lumbee) in the 2021-2022 academic year. The course was then co-led by Professor Craig Wilder and NAIA Copresident Alvin Harvey (Diné) for the 2022-2023 academic year. The course proved foundational in understanding and communicating MIT’s history with Indigenous Nations, particularly with the Institute’s connection to the Morrill Acts of 1862 and 1890, which tied MIT’s foundation to the sale of misappropriated land from 82 Native American Nations. The 2022-2023 course was also the first time that Indigenous Research Methodologies and Methods were centered as a process of research in a mixed classroom of Indigenous and nonIndigenous MIT students.

11.171/11.172 Indigenous Environmental Planning (DUSP)

Like many Indigenous peoples around the world, American Indian and Indigenous spiritual and

material lifeways emphasize close relationships to their homelands and local environments. This course examines how these relationships have changed over time as American Indians, Alaska Natives, and other groups Indigenous to North America and Hawai’i adapted to altered environments and new conditions, through lectures, readings, discussions, and client projects.

IEP formed through a partnership with the MIT SOLVE Indigenous Fellowship by Janelle KnoxHayes, Larry Susskind with Guest Elizabeth Rule, Chickasaw Nation in 2020. It has been taught for four years

11.S188 / 11.S953 Indigenous Water and Energy Planning

(Fall 2023) is a reading seminar focuses on the critical intersections between Indigenous knowledge systems, water resources management, and environmental justice. The course centers readings in genres of Indigenous futurisms to cover the basics of Indigenous water and energy planning. IWEP formed in partnership with MIT MLK Scholar Jean-Luc Pierite and has been taught in the Fall of 2023

21M.215 Music of the Americas

Focuses on music of North and South America from the Renaissance to the present, with emphasis on the cross-fertilizations of Indigenous and European traditions.

A few other classes have parts of the class that touch on topics of Indigeneity, including Participatory Action Research (DUSP), Introduction to GIS (DUSP), Transmedia, Extraction, and Environmental Justice (CMSW and Course 4 (ACT)). MIT also has relationships with different Indigenous groups through Terrascope and the SOLVE fellows.

STATEMENT OF INTENTION, RELATIONSHIP & VISION

STATEMENT OF INTENTION AND RELATIONSHIP

The strategic priorities of MIT must aim to support and uplift the Native American and Indigenous communities by making Indigenous scholarship a priority. MIT should strive to be an educational leader by creating a supportive and inclusive environment for Indigenous students, faculty, and staff. Through ongoing efforts to bring Indigenous scholars, students and scholarship to the campus, we need to acknowledge the underrepresentation of Native American and Indigenous peoples in higher education. MIT must commit to fostering a community that values Indigenous knowledge and perspectives, and to actively work towards a more equitable future.

The recommendations outlined in this document build on years of prior work and are aligned with three other sets of recommendations previously developed for the Institute (see Appendices A-D). These recommendations – our own and ones that have preceded us – are crucial in our efforts to create Indigenous presence at MIT, and we are committed to seeing them through to create a more inclusive and equitable environment for Indigenous peoples.

VISION

We envision a future where Indigenous research, education, and outreach are fully leveraged, integrated, prioritized, and fully engaged within the Institute. We strive to create an inclusive and equitable environment for Indigenous students, faculty, and staff by actively working towards building Indigenous leadership, representation, awareness and engagement as we decolonize our campus.

MIT genuinely supports Indigenous scholarship, collaborating and partnering with Native American and Indigenous communities, and harnessing research produced therein to address major global challenges MIT is already committed to solve. Together, we have boldly confronted the past and addressed long-standing grievances, elevated the needs and aspirations of these communities and amplified their voices with unwavering support and made MIT a psychologically safe place to be Native and Indigenous. Indigenous knowledge and expertise compliments and becomes key to solving existential threats posed by climate change and navigating ethical dilemmas raised by the widespread deployment of artificial intelligence (AI), machine learning (ML) and computation throughout all domains of society. We commit to fostering a community that values Indigenous knowledge and perspectives, and to actively working towards a more equitable future for Indigenous peoples in higher education.

MIT VALUES & KEY PRINCIPLES

MIT VALUES KEY PRINCIPLES

of how MIT values and principles shape new partnerships and pathways of innovation

Key Principles

Recognizing and respecting the sovereignty of Indigenous tribal groups of Massachusetts

We acknowledge the sovereignty of Native American and Indigenous nations and tribes, and recognize their right to self-determination We will work with Indigenous communities to ensure their voices and perspectives are heard, valued and respected

Fostering and nurturing Indigenous excellence and innovation

We will create opportunities for Indigenous students, faculty and staff to excel in their fields of study, research and work We will support and promote Indigenous innovation, creativity and excellence in all areas of MIT

Investing in Indigenous research and innovation to advance Indigenous outcomes

We will invest in Indigenous research and innovation that addresses the needs and priorities of Indigenous communities, and promote Indigenous-led research that advances Indigenous outcomes

RECOGNIZING AND RESPECTING THE SOVEREIGNTY OF INDIGENOUS TRIBAL GROUPS OF MASSACHUSETTS

We acknowledge the sovereignty of Native American and Indigenous nations and tribes, and recognize their right to self-determination. We will work with Indigenous communities to ensure their voices and perspectives are heard, valued and respected.

FOSTERING AND NURTURING INDIGENOUS EXCELLENCE AND INNOVATION

We will create opportunities for Indigenous students, faculty and staff to excel in their fields of study, research and work. We will support and promote Indigenous innovation, creativity and excellence in all areas of MIT.

INVESTING IN INDIGENOUS RESEARCH AND INNOVATION TO ADVANCE INDIGENOUS OUTCOMES

We will invest in Indigenous research and innovation that addresses the needs and priorities of Indigenous communities, and promote Indigenous-led research that advances Indigenous outcomes.

BUILDING MEANINGFUL RELATIONSHIPS WITH INDIGENOUS COMMUNITIES

We will build meaningful relationships with Indigenous communities, based on trust, mutual respect, and shared goals. We will work with Indigenous communities to co-create solutions that support their needs.

VALUING INDIGENOUS KNOWLEDGE, TECHNOLOGY, AND SCIENCE

We will recognize and value Indigenous knowledge, technology, and science as valuable and important contributions to the academic and research communities.

ENSURING INDIGENOUS STAFF AND STUDENTS FEEL SAFE AND A SENSE OF BELONGING AT MIT

We will create a safe and welcoming environment for Indigenous students, faculty, and staff. We will take action to address discrimination and marginalization, and ensure that Indigenous staff and students feel a sense of belonging at MIT.

INDIGENOUS PRESENCE IS FELT, SEEN AND VALUED AT MIT

We will ensure that the Indigenous presence is felt, seen and valued at MIT. This includes, but not limited to, representation of Indigenous peoples in leadership positions, cultural spaces for customary practices, Indigenous art and artifacts on display, and Indigenous perspectives and knowledge integrated in curriculum. This spring, the Indigenous Environmental Planning course will also be creating a plan for a native plant corridor/garden on MIT’s campus.

Diagram

MIT STRATEGIC PRIORITIES

MIT academics and research across the institute contribute to the pressing challenges of our time in the areas of climate change and computing. Bringing more Indigenous perspectives to MIT through collaboration and partnership will strengthen this work.

CLIMATE JUSTICE, ENERGY TRANSITION, AND LAND USE PLANNING

MIT’s Climate Action Plan recognizes that climate change poses a threat to the systems that support life for all species, human actions have contributed to this crisis, and that the effects of climate change have disproportionately burdened communities with the fewest resources. To avoid the worst consequences of climate change, it is imperative to find affordable and equitable ways to bring the global economy to net-zero carbon emissions by 2050. MIT’s plan emphasizes a combination of strategies including science and technology, policy, markets, infrastructure, levers for behavioral and cultural change, and education (Fast Forward, 2021). But focusing primarily on technological fixes and economic metrics can often exacerbate vulnerabilities and the inequities of who is impacted by climate change (Anguelovski,

2016; Barnett and O’Neill, 2010). MIT’s work would be strengthened by incorporating Indigenous scholarship, collaborations and Traditional Ecological Knowledge,--not engaging with Indigenous thought is a lost opportunity.

Indigenous knowledge and Traditional Ecological Knowledge (TEK) are essential in addressing climate change in a sustainable manner. TEK is the knowledge accumulated by Indigenous and local communities over time through direct interaction with the environment. Convergence of Traditional Ecological Knowledge (TEK) and knowledge across Science, Technology, Engineering, Arts, and Mathematics (STEAM) disciplines is critical to achieving innovative, sustainable, and regionally appropriate mitigation and adaptation to climate change (National Resource Council 2014). The IPCC has also recognized the importance of including traditional knowledge in future sustainability and adaptation planning processes (Field et al. 2014). Carr et al (2017) have created an education program for youth that could be used as an example, but it is also important to teach TEK at the level of higher education. MIT has the potential to be a leader in climate adaptation by collaborating closely with local tribes and Indigenous scholars, and incorporating TEK perspectives into climate resilience efforts.

As majority landowners and land stewards in many

Figure 2

parts of the country (and the world), Indigenous communities have, for example, been at the forefront of the fight against climate change by adopting a holistic approach to energy systems. Indigenous communities in Hawaii, New Mexico, and California have developed decentralized energy systems that are based on renewable, non-extractive, and just energy systems (Peart, 2021). MIT Solve’s Oceti Sakowin Fellows have begun working in this area, focusing on the use and implementation of solar and wind energy, and incorporating Indigenous knowledge to create holistic, sustainable, and equitable livelihoods. Through the creation of an Indigenous research center, MIT can establish itself as a partner in these initiatives by consolidating efforts and building partnerships with Indigenous communities to further explore the use of technology while incorporating traditional and ancestral knowledge. This approach is essential in building climate solutions that are more equitable, just and resilient.

The escalating impacts of climate change have made it imperative for society to take urgent action to restore and preserve ecosystems and the services they provide that sustain life on this planet. In this critical endeavor, the inclusion of Indigenous scientists holds great significance. Indigenous scientists possess invaluable traditional ecological knowledge (TEK) and a deep understanding of the interconnectedness between humans and nature that are critical to effective climate action.

TRADITIONAL ECOLOGICAL KNOWLEDGE (TEK)

Indigenous peoples have inhabited and interacted with their environments for millennia, accumulating extensive knowledge about ecosystem dynamics. Research shows that Indigenous societies have a unique understanding of ecological processes and have developed sustainable practices to effectively manage natural resources (Berkes, 2012). MIT can tap into this wealth of TEK often overlooked in mainstream scientific research by hiring Indigenous scientists.

Influential Community Engagement & Participation

Indigenous scientists, being members of their

respective communities, can bridge the gap between scientific expertise and local knowledge. Their understanding of community values, customs, and governance structures enables effective community engagement in ecosystem restoration and resource management initiatives. Indigenous scientists’ presence ensures the inclusion of diverse perspectives, enhances communication, and fosters collaborative decision-making processes (Ford et al., 2016). This participatory approach empowers Indigenous communities and promotes culturally appropriate and sustainable climate actions

Respecting Indigenous Rights & Sovereignty

In addition to their unique ecological knowledge, Indigenous scientists play a pivotal role in upholding Indigenous rights and sovereignty. Indigenous peoples are fundamentally connected to their ancestral lands and possess inherent rights to selfdetermination and self-governance (Maldonado, 2013). Hiring Indigenous scientists not only acknowledges these rights but also respects the sovereignty of Indigenous nations. Incorporating Indigenous voices in decision-making processes contributes to environmental justice and fosters a more equitable approach to climate action (Loos et al., 2022).

Strengthening Ecosystem Services

Ecosystem restoration efforts aim to reverse biodiversity decline enhancing the vital ecosystem services that humanity relies on for survival, including climate impact mitigation. Drawing on their traditional ecological knowledge, Indigenous scientists possess unique insights into species distribution, habitat connectivity, and ecological interactions (Jessen et al., 2021). Research demonstrates that Indigenous-led conservation initiatives often yield superior outcomes due to their holistic understanding of ecosystems (Artelle et al., 2019). By incorporating Indigenous scientists, MIT can leverage their expertise to implement more effective restoration strategies, enhancing climate resilience

Promoting Cultural Preservation & Revitalization

Indigenous scientists’ involvement in earth systems research projects facilitates revitalizing

and preserving traditional cultural practices and knowledge systems. Deeply intertwined with the natural environment, these practices contribute to Indigenous communities’ overall well-being and cultural resilience (Spencer et al., 2020). Cultural continuity and Indigenous-led land management practices are vital in achieving longterm sustainability goals (Ens et al., 2015). Hiring Indigenous scientists provides opportunities for cultural revitalization and ensures the transfer of ancestral knowledge to future generations.

The urgency of addressing climate change necessitates the inclusion of diverse perspectives and knowledge systems. Hiring Indigenous scholars for climate action brings numerous advantages. It harnesses Indigenous peoples’ rich traditional ecological knowledge, enhances community engagement, respects Indigenous rights and sovereignty, promotes biodiversity conservation that enhances ecosystem services, and fosters cultural preservation and revitalization. Recognizing Indigenous expertise and unique contributions will pave the way for more effective, sustainable, and equitable climate action at MIT.

SOCIAL AND ETHICAL RESPONSIBILITIES IN COMPUTING (SERC) – CENTERING INDIGENOUS PERSPECTIVES

With the launch of the MIT College of Computing, MIT made a commitment to become a global leader in the development of social and ethical practices in computing, to effect changes in academic research and education, and to inform responsible practice and policy in industry and government. The SERC initiative, headed by two associate deans, has created cross-cutting, Institute-wide curriculum, pedagogical materials, research collaborations, and action groups (Social and Ethical Responsibilities of Computing, 2023).

At the same time, Indigenous scholars and nations around the globe have been creating path breaking works of scholarship and applied frameworks around the concept of Indigenous Data Sovereignty (Williamson 2022; Walter and Suina 2019). For example, working in transnational democratic coalitions, they have outlined the ‘CARE Principles for Indigenous Data Governance’ (Collective Benefit, Authority to Control, Responsibility, and Ethics)

(Carroll, 2020). Such frameworks help to advance innovation, benefit from scientific research, and enhance self-determination among Indigenous Peoples. They are meant to address widespread harms perpetrated by researchers who extract data from Indigenous communities or develop AI and ML models about communities, but whose work ultimately does not benefit Indigenous people or enhance Indigenous sovereignty (Kukutai and Taylor, 2016). As Carroll et al write, Indigenous data sovereignty “repositions Indigenous Peoples, nations, and communities from being subjects of data that perpetuate unequal power distributions to self-determining users of data for development and wellbeing” (Carroll, 2020). Thus, Indigenous data sovereignty represents cutting-edge work in data and AI ethics that deserves wide dissemination, but has not yet been the focus of any SERC action groups, case studies or pedagogical materials.

Given SERC’s mandate, there is an opportunity to create opportunities to learn about the unique ethical concerns that arise with data collection, processing, modeling and analysis related to Indigenous communities (who comprise almost half a billion people on Earth) (Indigenous Peoples, 2023), as well as the guiding principles and frameworks that Indigenous communities ask researchers to use when engaging with them. An Indigenous Research Center at MIT could coordinate with the SERC initiative and the College of Computing to run SERC action groups in partnership with Indigenous communities, develop pedagogical materials for Course 6 core classes, and catalyze opportunities for integrating Indigenous knowledge and worldviews into conversations about AI and data ethics into classes and research across the Institute.

OTHER DISCIPLINES AND INITIATIVES

Incorporating Indigenous thought across MIT’s academic and research initiatives could also foster interdisciplinary approaches to addressing pressing global challenges. For example, Indigenous knowledge systems have long emphasized holistic approaches to health, which could be relevant to MIT’s research in medical technologies. Indigenous languages and literature could also be incorporated into MIT’s humanities and social sciences curricula, enriching the Institute’s diversity and broadening the scope of research. MIT’s partnerships with Indigenous communities could also provide

opportunities for student and faculty exchange programs and internships, leading to mutually beneficial collaborations.

Indigenous scholarship in ecology and biology has contributed significantly to advancing the understanding of the natural world and developing sustainable solutions to environmental challenges. For instance, Indigenous knowledge systems emphasize holistic approaches to ecology, which can inform research on ecosystem management and conservation. They have also accumulated extensive knowledge of medicinal plants and their use in traditional medicine, which can contribute to the development of new medicines and pharmaceuticals.

In addition, Indigenous communities have been practicing innovative techniques such as using oysters for water purification and as nature-based solutions to flooding. Such approaches, when combined with other forms of scientific research, can lead to effective and sustainable solutions to environmental problems. By incorporating Indigenous scholarship in ecology and biology into its research initiatives, MIT can leverage these valuable insights to develop more holistic and sustainable approaches to solving global environmental challenges.

Indigenous knowledge systems offer diverse temporal theories, such as the cyclical Māori understanding and the Warlpiri belief in the interdependence of past, present, and future. These challenge conventional notions of time and reveal profound insights into life’s interconnectedness. Initiatives like the Geoweb aim to integrate Indigenous perspectives, including those of the Cree Nation of Wemindji, into geospatial technologies, enriching our understanding of time across domains and shaping holistic approaches to climate challenges. Moreover, Indigenous communities’ focus on sustained use presents an opportunity to combine Traditional Ecological Knowledge with technological co-design for improved climate solutions.

There are many other Indigenous contributions to science and engineering that could be examined, such as Indigenous astronomy and navigation techniques, which could inform advancements in space exploration and satellite technology. Indigenous agricultural practices, including sustainable farming methods and crop diversity, could offer valuable insights for MIT’s research in food systems and agriculture. Additionally, Indigenous approaches to

renewable energy, such as harnessing solar and wind power, can complement MIT’s efforts in clean energy innovation. By incorporating Indigenous thought and knowledge across a range of disciplines, MIT can foster a more inclusive and comprehensive approach to education and research, leading to innovative solutions that address complex global challenges while respecting diverse perspectives and cultural heritage.

Incorporating Indigenous thought into MIT’s academic and research initiatives presents an opportunity for the Institute to create more equitable, just, and resilient solutions to pressing challenges. In turn, building off of programs like the SOLVE Indigenous Fellowship, can support Indigenous scholars, practitioners and innovators.

COMPARISON OF PEER INSTITUTIONS

Peer institutions have begun incorporating Indigenous perspectives and knowledge into their programs. MIT has an opportunity to emerge as a leader in these efforts by learning from existing programs at peer institutions and going further to make these efforts truly transformative.

FACULTY CLUSTER HIRE PROGRAMS

Faculty cluster hiring is a recruitment practice where a university hires multiple faculty - in a “cluster” - focused on a certain purpose. This has been used to hire faculty around a certain subject area to support an emerging research purpose, or to increase diversity. Traditional one-off hires have not been as effective at increasing representation of minority faculty, because new faculty still face discrimination, lack of support, and lack of collegiality, which studies show have a significant negative impact on faculty retention (Faculty Cluster Hiring, 2015). For new faculty, especially faculty of an underrepresented identity group at an institution, a cluster hire program provides a cohort and an “instant community” (Stewart, 2021). Cluster hires have also shown benefits in the learning environment for all students and higher quality research through collaboration of people with different perspectives (Faculty Cluster Hiring, 2015).

Because of the many benefits of faculty cluster hire programs, institutions around the country are using them to increase representation of BIPOC groups. Several of these programs are particularly focused on Indigenous faculty. Full details from these programs are included in Appendix D.

The strongest Indigenous cluster hire programs are focused on hiring a cluster of specifically Indigenous faculty in a cluster, like Oregon State University, Washington State University, Duke University, and the University of Connecticut. We find these programs stronger than those that are only hiring for one position, because the benefits of a cluster hire (discussed above) are more likely to be realized when there is a cohort of faculty.

Some cluster hire programs that have a combined search for multiple types of identities, like Northern Arizona University who are currently hiring for 12 positions in Latinx or Indigenous studies. Although it is commendable that they are hiring for so many faculty members, we find that it is important to

specifically search for Indigenous faculty rather than a general BIPOC faculty hire, because broader scoped hires have not resulted in hiring multiple Indigenous faculty. For example, Harvard University’s cluster hire in “ethnicity, indigeneity, and migration” resulted in the hire of two faculty in Asian studies, and no Native faculty. Stanford had two separate faculty hire programs to increase BIPOC representation, but only one Indigenous faculty member was hired. Marquette University has done multiple rounds of cluster hires for their Race, Ethnic and Indigenous Studies program hiring 18 faculty in total, but only two of those faculty mention Indigenous studies in their profiles.

Some of these programs are searching for Indigenous faculty, while others are hiring faculty with expertise in Indigenous studies. Oregon State hired Indigenous faculty who were part of creating an Indigenous studies program. Washington State hired Indigenous faculty in specific knowledge areas across the institution, not limited to expertise on Indigenous studies. Duke University hired faculty with expertise in Native American and Indigenous Studies who did not have to have an Indigenous identity, but the hires ended up also both being Indigenous faculty. We recommend hiring specifically for Indigenous faculty so that our program supports the cluster hire goals of creating a cohort and supporting Indigenous students as well. This would also bring Indigenous knowledge into multiple different knowledge areas and strengthen research and scholarship across the institution.

We note that designating positions to go to Indigenous faculty is allowed under the equal protection clause.

41 CFR 60-1.5(a)(7) states: “It shall not be a violation of the equal opportunity clause for a construction or non construction contractor to extend a publicly announced preference in employment to Indians living on or near an Indian reservation in connection with employment opportunities on or near an Indian reservation. The use of the word ‘near’ would include all that area where a person seeking employment could reasonably be expected to commute to and from in the course of a workday. Contractors or subcontractors extending such a preference shall not, however, discriminate among Indians on the basis of religion, sex, or tribal affiliation, and the use of such a preference shall not excuse a contractor from complying with the other requirements contained in this chapter.” (Indian Preference FAQs). MIT also has a precedent of using a cluster hire in

certain departments during a period of intense hiring (MIT Policies).

In the long term, these cluster hires could help build a program like at Arizona State University, which has spent the last 20 years focusing on hiring Indigenous faculty and as of Fall 2021 had over 1200 current undergraduates who identified as American Indian or Alaska Native (Becenti, 2022).

MODELS FOR AN INDIGENOUS RESEARCH CENTER

Indigenous knowledge is a comprehensive collection of understanding, skills, and philosophies that were developed over a long period of time. An Indigenous conceptual framework includes Indigenous epistemology (beliefs about knowledge creation), Indigenous ethics (axiological premise), Indigenous community (land and place), and the experiencing of self in relationship (Kovach, 2021). In order to respect the depth of this knowledge base and include the complexities of Indigenous conceptual frameworks into research that involved Indigenous communities, other schools have created Indigenous research centers.

There are 32 fully accredited Tribal Colleges and Universities (TCUs) in the United States, which have been successful at prioritizing higher education for Indigenous students and incubating Indigenous knowledge (Tribal Colleges and Universities, US Department of Education). However, none of these tribal colleges are in the Eastern United States. To fill this gap, developing Indigenous research institutions to advance Indigenous knowledge outside of tribal colleges would be an additional step forward. More detail about Indigenous research centers at other schools is included in Appendix D. The main motivations behind these centers are:

1. Have a dedicated space for Indigenous knowledge that fuses together western academic disciplines

2. Build long term relationships with tribes and ensure that all research is accountable to Indigenous communities.

3. Have a centralized place through which to outreach to Indigenous communities

4. Support Indigenous faculty and students

There is powerful potential for bringing Indigenous knowledge together with western scientific knowledge. The Center for Native Peoples and the Environment at SUNY College of Environmental Science and Forestry recognizes that Indigenous people are stewards of land and that the many different communities have in-depth knowledge and relationships about the land they live on (Center for Native Peoples and the Environment, 2023). Scientific and ecological work is greatly strengthened by bringing in this knowledge. The Indigenous Studies Department at the University of Buffalo also recognizes that “Indigenous Studies is an academic discipline in its own right and merits its own departmental home within institutions of higher education” (Indigenous Studies at UB, 2023), and therefore should have its own dedicated knowledge and research space within an institution.

Incorporating and learning from Indigenous knowledge necessitates full and equitable participation by Indigenous people. As a result, the Center for Native Peoples at SUNY brings together these academic disciplines by creating a space that can bring Indigenous scholars together as well. Therefore, the center provides a framework for working with Indigenous communities and intentionally engaging with Indigenous students at all levels of education.

Indigenous faculty have strongly advocated for an Indigenous center to “attract and retain Indigenous students” (Listening to the Voices, 2021). The Center for Indian Education at Arizona State University has, over the last 50 years, supported student success, created a highly educated workforce of Indigenous peoples, fused intellectual disciplines, conducted socially embedded research, and broadly enhanced the “excellence, access, and impact” of Indigenous education (Center for Indian Education). This concentrated focus has helped Arizona State build up one of the most robust cohorts of Indigenous faculty and students in the country.

RECOMMENDATIONS

These recommendations resonate with and build on the recommendations that came before us (see Appendix A). We propose strengthening MIT’s Institutional priorities and President Reif’s commitment to Indigenous communities by creating:

1. Advancing Indigenous Scholarship

2. Resources, staff and support for administration

3. Establish a Indigenous Research Center

Consolidating faculty and staff efforts in support of Indigenous students, knowledge, and research would help to fill the gap at MIT and would position the Institute as a distinct leader among its peers in leveraging Indigenous strengths to address several local and global scientific and engineering challenges. This could involve creating a central unit and/or department focused on Indigenous studies, as well as building stronger relationships with local Indigenous communities through ongoing partnerships and collaborations. Additionally, actively recruiting and hiring Indigenous faculty members would also be an important step in this process. This would not only provide support for Indigenous students, but also bring a diverse perspective and a deeper understanding of Indigenous knowledge and research to the institution as a whole.

RECOMMENDATION 1:

ADVANCING INDIGENOUS SCHOLARSHIP: INDIGENOUS FACULTY CLUSTER HIRE

Summary of recommendations:

1.2 Create and support a dedicated Visiting Indigenous Scholars & Elders program towards the appointment of instructors that can provide

an opportunity for evaluating an individual’s qualifications for promotion to a tenure track position on the faculty.

We propose initiating a search and hiring process that brings multiple Indigenous professors into MIT in a cohort by dedicating at least two faculty budget lines for Indigenous professors in each of the six schools at MIT, for tenure-track professors (assistant professor, associate professor without tenure, associate professor with tenure, and professor) (MIT Policies, Tenure Process). This cluster hire program would bring more Indigenous scholars and knowledge to MIT, and the cohort structure would provide support and connections for the new faculty. Increasing the presence of Indigenous faculty would provide better mentoring support for students (McInally), and professors would bring their own Indigenous identities and knowledge (Indigenous scholars at ASU, 2022). Arizona State University, who now have 60 Indigenous scholars teaching a wide variety of subjects including sustainability, education, dramatic arts, science, law and health care, have said that “We moved from a model of serendipity – hoping a faculty member would apply –to intentionality, where we built a plan and structure. The migration from serendipity to intentionality has made all the difference” (Indigenous scholars at ASU, 2022). This intentional cluster hire is necessary to build Indigenous knowledge at MIT. All three sets of recommendations to MIT developed in the last four years emphasize the absence of and need for tenure-track Indigenous faculty members at MIT.

At least two faculty positions per school is necessary in order for Indigenous faculty members to have support systems within their own schools. Because of the decentralized nature of the separate schools at MIT, faculty in each school will have a different administrative system to navigate. A plurality of faculty members in each school would provide support within each of these contexts. There are multiple possible configurations of having two faculty members that would meet this need. For example, it could be a more senior faculty member paired with a junior faculty member.

Based on an analysis of peer institutions’ cluster hire programs, we recommend a cluster hire that specifically focuses on hiring faculty who come from Indigenous communities, with expertise in a range of subject areas. This will help bring Indigenous perspectives to MIT’s institutional priorities around climate and computing, and integrate Indigenous knowledge into multiple different research areas across MIT. This would also provide support to Indigenous students and build long term relationships with Indigenous communities.

We also suggest collaborating with other educational institutions to make courses on Indigenous knowledge more accessible. MIT could partner with tribal universities in the US to share resources and jointly teach courses. This could be taken further to offer a joint masters degree in Indigenous Environmental planning through a multi-university collaboration, in the style of MOOC masters programs made up of courses at multiple institutions. This collaboration would allow students to take a full master’s program on Indigenous Planning sooner

RECOMMENDATION 2: RESOURCES, STAFF AND SUPPORT FOR ADMINISTRATION

Summary of recommendations:

• A staff person focused on building connections within the MIT community and Indigenous communities around the world, who can provide logistical support and training

• A full time spiritual support staff member through the Office of Religious, Ethical, and

• A staff position focused on professional development for students and connecting students with fellowships, funding opportunities, food and housing security, such that current and prospective Indigenous students have the tools and financial assistance to succeed.

Support for current and potential future Indigenous staff and students at MIT is extremely limited. This is something all prior sets of recommendations to MIT have highlighted (see Appendices A-D). Below we’ve identified several priority steps by which

MIT could generate a more inclusive and nurturing environment for Indigenous members of the MIT community and begin to heal and grow relationships with Indigenous People, Nations, and Communities.

Staff & Administrative Support

4. Establish a senior administrative Indigenous leadership position, such as a Vice President of Indigenous Initiatives, that creates and leads institutional actions for reconciliation, healing, and relationship building and maintaining for Indigenous student life, Indigenous and Native American studies, Indigenous Science and Engineering, and local and international Indigenous relations.

5. Create and support an Indigenous Elders Council to advise MIT leadership and the Indigenous administrator on the social, moral, cultural, spiritual, and technical aspects of MIT that impact its Indigenous students and relationships with Indigenous Peoples, Nations, and Communities.

6. Create positions for professors of practice, lectureships and research scientists so that people with specialized expertise can join the MIT community, provide curricular support, and build relationships with Indigenous communities. The MLK fellowship Indigenous position is an example of the efficacy of this approach.

7. Create and support a dedicated Visiting Indigenous Scholars/Faculty/Elders program that acts as a pathway for full tenure track faculty positions or full-time staffing positions.

8. Build administrative positions that work with MIT leadership and the Indigenous administrator to create and lead institutional actions to support Indigenous student life, Indigenous International Relations, and Indigenous and Native American Studies, Engineering, and Science, specifically:

A. A staff person focused on building connections within the MIT community and Indigenous communities around the world, who can provide logistical support and training

B. A full time spiritual support staff member through the Office of Religious, Ethical, and Student Life

C. A staff position focused on professional

development for students and connecting students with fellowships, funding opportunities, food and housing security, such that current and prospective Indigenous students have the tools and financial assistance to succeed.

Integration with Existing Institute Programs

The executive and administrative staff hires can help integrate MIT’s strategic priorities around Indigenous relationships and research into existing Institute programs.

1. SOLVE Indigenous Communities FellowshipSOLVE has a demonstrated 5+ year commitment to Indigenous nations which could be strengthened and aligned with Institute-level strategic priorities.

2. MISTI - As Alvin Harvey (Diné) stated to MIT faculty in April 2022, the MISTI program has a lot of potential for “building nation-to-nation or MIT-to-nation relationships with Indigenous, sovereign nations, and treating them as such and building partnerships around those.” MISTI facilitates faculty and student engagement around the world with many sovereign nations and there is strong potential for integrating Indigenous nations into MISTI program areas, encouraging faculty research, and student exchanges.

Fundraising

3. Establish fundraising efforts to directly support Indigenous programming and the work of the Indigenous administrative staff and Elders Council, to alleviate financial dependence on existing institutional funds.

4. Secure and direct funding, and establish targeted programming, for the recruitment and retention of Indigenous staff and students.

5. Create targeted grant and Fellowship programs to support the research and work of Indigenous staff and students, and to promote the advancement of research focused on acknowledging, celebrating, and centering the history, values, culture, and/or perspectives of Indigenous People, Nations, and communities and on contributing to their prosperity and sovereignty. An excellent example of one such program is the 2018 MIT Oceti Sakowin Solve

Indigenous Fellowship.

6. Provide support for Indigenous students and faculty to learn about and apply to these funding opportunities through a centralized staff position.

Student Support

7. Waive tuition costs and provide a living stipend for Indigenous students.

8. Create and maintain Indigenous academic and extracurricular learning opportunities for all students that foster respect and understanding of Indigenous Sovereignty, Nationhood, governance, and cultures and allow for Indigenous culture, ceremonies, and language reclamation and revitalization for Indigenous students.

9. Support the newly formed Burton Conner Residential Indigenous Living and Learning Community with staff time and resources to ensure that it is a culturally safe, welcoming, affordable, and multi-generational community that supports traditional ceremonies and protocol.

10. Expand and foster spaces on campus that acknowledge Indigenous sovereignty; support Indigenous life, well-being, and knowledge systems; create and grow Indigenous art and cultural representation without tokenization; and facilitate Indigenous student rights to ceremony, cultural and language revitalization, reconnection, and growth.

RECOMMENDATION 3: ESTABLISH AN INDIGENOUS RESEARCH CENTER AT MIT

Summary of recommendations:

3.1 Establish a Indigenous Research Center with a dedicated space on campus – dedicated to the Indigenous scholars, staff, faculty and students

– for this research center.

3.2 Establish fundraising efforts to directly support Indigenous programming and the work of the

Indigenous administrative staff and Elders Council to alleviate financial dependence on existing institutional funds.

3.3 Create educational curricula, tools, and resources specifically for Indigenous communities who are engaged in collaborative work with MIT for any STEM disciplines that they want to develop capacities in.

3.4 Develop and maintain Indigenous academic and extracurricular learning opportunities for all students that foster respect and understanding of Indigenous Sovereignty, Nationhood, governance, and cultures and allow for Indigenous culture, ceremonies, and language reclamation and revitalization for Indigenous students.

Since Indigenous research projects are scattered throughout the institution, there are no mechanisms for mutual support or long term relationships with tribes. There are no tribal colleges east of the Mississippi River, leaving a large gap where MIT can emerge as a leader. An Indigenous research center would allow the institution to provide support to these research projects, ensure they meet culturally appropriate research ethics, and streamline funding. In line with prior recommendations to the Institute, we also propose creating a council of elders for the research center to advise on study design and help build and sustain meaningful and reciprocal relationships with tribes. This type of Indigenous research center would support projects, coordinate funding, and build long-lasting and meaningful relationships with tribes and elders. The center could further strengthen trust and reciprocity with tribes engaged in collaborative work at MIT by creating educational curricula, tools, and resources for STEM disciplines that they want to learn.

To ensure the success and longevity of this center, we suggest appointing an Indigenous director who is a tenured professor to lead the center to provide continuity in relationship-building (Henz, 2022). Such a center would also provide a dedicated home for Indigenous students within the institution for increased student support. All recommendations to MIT developed in the last four years (see Appendices A-D) emphasize the importance of elevating Indigenous leadership in science and technology at MIT through focus on research.

To support this research center, MIT must dedicate a space on campus for this research center so that

faculty, students, and visitors have a space to go to for collaboration. We also propose that MIT establish fundraising efforts to directly support Indigenous programming at the center and the work of the Indigenous administrative staff and Elders Council to alleviate financial dependence on existing institutional funds.

Indigenous collaborators working with MIT have asked for community engagement education opportunities around issues such as planning. An Indigenous Research Center could be the home of these outreach and collaboration efforts through classes on these topics that are made accessible to a broader audience. The center can also be an avenue to create and maintain Indigenous academic and extracurricular learning opportunities for all students that foster respect and understanding of Indigenous Sovereignty, Nationhood, governance, and cultures and allow for Indigenous culture, ceremonies, and language reclamation and revitalization for Indigenous students.

emphas ze the importance o e evat ng Indigenous leadership n science and technology at MIT through focus on research

To suppor th s research cen er, MIT must ded cate a space on campus for this research center so that facu ty, students, and visitors have a space to go to for co laborat on We also propose that MIT estab ish fundrais ng e forts to directly support Indigenous programm ng at the center and the work of the Indigenous adm nistrat ve s aff and Elders Counci to al evia e f nanc al dependence on ex st ng inst tut onal unds

Indigenous co laborators working wi h MIT have asked for community engagement education opportun t es around issues such as p ann ng An Ind genous Research Center cou d be the home of these outreach and co laborat on efforts through c asses on these op cs that are made accessib e to a broader audience The center can a so be an avenue to create and maintain Indigenous academ c and extracurr cular earning oppor un ties for al students that foster respect and understand ng of Indigenous Sovereignty, Nationhood, governance, and cul ures and al ow for Ind genous culture, ceremonies, and language rec ama ion and rev ta izat on or Ind genous students

Illustration of the support network of an Indigenous Research Center at MIT.

Figure

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