My Research
My research has focused on the development of curriculum that is consciously grounded in cultural epistemology, ontology, and axiology. I have specifically worked on curriculum that supports Indigenous language and culture revitalization and tribal well-being, sovereignty, and self-determination. However, my dissertation marks a divergence from curriculum, and explores factors affecting student retention in doctoral programs. As a non-Indigenous person working with an Indigenous community, I have come to realize that my abilities, skills, experiences, and knowledge in the process of research are best used in support of the people I work for and serve. I do not follow a "research agenda" that is driven by personal interest or academic position. Instead, I am available to work on research projects that are proposed by and accountable to the Indigenous community in which I am employed. Further, I am equally available to work on research projects with my Indigenous colleagues in support of the work they are doing to stabilize and revitalize their languages and cultures, decolonize educational institutions and curriculum in their communities, and exert tribal sovereignty to achieve self-determination and well-being.
Publications
I was fortunate to meet Dr. Kathy Baily when she was touring community college ESL programs around the country. One of my professors, Jun Liu, wanted Kathy to hear about some of the work I was doing with students in Pima Community College's ESL program, and he arranged for Kathy to meet me. Kathy was preparing to edit a book on research focusing on ESL in community colleges, and she asked me to write a chapter for the book. I was thrilled to have my research published. The following is a citation of my first published work:
Galda, D. (2009). "My Words is Big Problem": The life and learning experiences of three elderly Eastern European refugees studying ESL at a community college. In K. M. Bailey & M. G. Santos, (Eds.). (2009). Research on English as a second language in U.S. community colleges: People, programs and potential. (pp. 122-141). Ann Arbor: University of Michigan Press.
Dissertation
I successfully defended my dissertation, Footprints on a Path Less-traveled: Perspectives of Indigenous Scholars on Their Successful Navigation of Doctoral Programs, which focused on factors impacting the successful completion of doctoral programs by thirty-five (35) Indigenous Scholars from across the United States.
My dissertation project was an inquiry into factors affecting the retention and completion of Indigenous students in doctoral programs in American universities. I utilized a mixed methodology for the project. For the survey component, I used the snowball method to recruit participants - sending surveys out to friends and colleagues who were working in higher education across North America and asking them to either consider participating in the project themselves or to share the surveys with their students, former students, friends, and colleagues (Indigenous doctoral students and recent doctoral degree recipients) who would be willing to participate in the research project.
The second component of the project involved asking a specialized focus group, an Indigenous sharing circle, to offer suggestions for those interested in pursing a professional degree on how they might better successfully navigate the academy and achieve their educational goals. In addition, the group was asked if they had any suggestions for institutions of higher education on how they might better support the successful degree completion by their Indigenous scholars.
The final component of the project consists of three qualitative, in-depth case studies. One of the case studies explored the educational trajectory and lived experiences of an Indigenous scholar who successfully completed his doctoral degree several years ago. Another explored the educational trajectory and lived experiences of an Indigenous scholar who completed her doctoral degree during my research project. The final case study explored the experiences of an Indigenous scholar who is currently successfully progressing through her doctoral program.
My final revisions will be completed in July of 2019, and the final dissertation will then be uploaded onto ProQuest with free public access for those who might be interested in reading the results of the study.
My research has focused on the development of curriculum that is consciously grounded in cultural epistemology, ontology, and axiology. I have specifically worked on curriculum that supports Indigenous language and culture revitalization and tribal well-being, sovereignty, and self-determination. However, my dissertation marks a divergence from curriculum, and explores factors affecting student retention in doctoral programs. As a non-Indigenous person working with an Indigenous community, I have come to realize that my abilities, skills, experiences, and knowledge in the process of research are best used in support of the people I work for and serve. I do not follow a "research agenda" that is driven by personal interest or academic position. Instead, I am available to work on research projects that are proposed by and accountable to the Indigenous community in which I am employed. Further, I am equally available to work on research projects with my Indigenous colleagues in support of the work they are doing to stabilize and revitalize their languages and cultures, decolonize educational institutions and curriculum in their communities, and exert tribal sovereignty to achieve self-determination and well-being.
Publications
I was fortunate to meet Dr. Kathy Baily when she was touring community college ESL programs around the country. One of my professors, Jun Liu, wanted Kathy to hear about some of the work I was doing with students in Pima Community College's ESL program, and he arranged for Kathy to meet me. Kathy was preparing to edit a book on research focusing on ESL in community colleges, and she asked me to write a chapter for the book. I was thrilled to have my research published. The following is a citation of my first published work:
Galda, D. (2009). "My Words is Big Problem": The life and learning experiences of three elderly Eastern European refugees studying ESL at a community college. In K. M. Bailey & M. G. Santos, (Eds.). (2009). Research on English as a second language in U.S. community colleges: People, programs and potential. (pp. 122-141). Ann Arbor: University of Michigan Press.
Dissertation
I successfully defended my dissertation, Footprints on a Path Less-traveled: Perspectives of Indigenous Scholars on Their Successful Navigation of Doctoral Programs, which focused on factors impacting the successful completion of doctoral programs by thirty-five (35) Indigenous Scholars from across the United States.
My dissertation project was an inquiry into factors affecting the retention and completion of Indigenous students in doctoral programs in American universities. I utilized a mixed methodology for the project. For the survey component, I used the snowball method to recruit participants - sending surveys out to friends and colleagues who were working in higher education across North America and asking them to either consider participating in the project themselves or to share the surveys with their students, former students, friends, and colleagues (Indigenous doctoral students and recent doctoral degree recipients) who would be willing to participate in the research project.
The second component of the project involved asking a specialized focus group, an Indigenous sharing circle, to offer suggestions for those interested in pursing a professional degree on how they might better successfully navigate the academy and achieve their educational goals. In addition, the group was asked if they had any suggestions for institutions of higher education on how they might better support the successful degree completion by their Indigenous scholars.
The final component of the project consists of three qualitative, in-depth case studies. One of the case studies explored the educational trajectory and lived experiences of an Indigenous scholar who successfully completed his doctoral degree several years ago. Another explored the educational trajectory and lived experiences of an Indigenous scholar who completed her doctoral degree during my research project. The final case study explored the experiences of an Indigenous scholar who is currently successfully progressing through her doctoral program.
My final revisions will be completed in July of 2019, and the final dissertation will then be uploaded onto ProQuest with free public access for those who might be interested in reading the results of the study.
