Nebraska Indian
Community College

Institutional Review Board

pg电子app下载’s Institutional Review Board

Research at, or sponsored by Nebraska Indian Community College (pg电子app下载), 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 pg电子app下载 and carried out by the Institutional Review Board (IRB). pg电子app下载 (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 pg电子app下载 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@2fitfashion.com) and Dr. Maeghan Murie-Mazariegos (MMurie@2fitfashion.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., pg电子app下载 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

If you are interested in becoming a member of pg电子app下载's IRB, please contact the co-chairs to take part in the CITI Program- Basic Members course under pg电子app下载'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 pg电子app下载. This manuscript won the 2020 Leslie Hewes Award for the best Social Science article in Great Plains Research for the 2019 publishing year.

 

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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

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

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

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

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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.