The Sloan Indigenous Graduate Partnership
Mission Statement
The Sloan Indigenous Graduate Partnership (SIGP) is a consortium of higher education institutions that seek to transform graduate STEM education in ways that: 1) support the inclusion of Indigenous perspectives, knowledge, values, and experiences in scientific research, teaching, and community engagement; 2) allow scholars to address issues relevant to Indigenous communities; 3) encourage and prepare talented students who have such interests and expertise to pursue STEM graduate education and careers; and 4) foster strong community engagement on and across individual SIGP campuses.
Program Benefits
The Alfred P. Sloan Foundation provides scholarships that supplement the assistantships or fellowships received by Sloan Scholars from their respective programs. M.S. scholarships award $22,000 over two years, while PhD scholarships award $44,000 over four years. In addition, students become part of a community of SIGP scholars and mentors at their home institution, as well as the national SIGP program and the broader Sloan Scholars Network. Through these offerings, scholars have access to mentorship beyond their research programs, opportunities for professional development, paid conference travel, an invitation to a bi-annual SIGP symposium, and a robust alum network upon graduation.
UM SIGP Eligibility Criteria
Citizenship and Residency Requirements
Applications will be reviewed for all U.S. citizens and permanent residents admitted to a residential master's or PhD program at a SIGP graduate university (Purdue University, State University of New York College of Environmental Science and Forestry, Montana State University, University of Arizona, University of Kansas, University of Montana). Individuals recognized under the Jay Treaty of 1794 are also eligible.
Academic Program Eligibility
The following sections describe eligible degree programs and fields of study. Students must be pursuing an M.S. or Ph.D. in an eligible program to qualify for SIGP scholarships.
Core STEM Fields
Programs leading to an M.S. or Ph.D. in the following broad field categories are eligible:
· Agricultural sciences
· Computer and information sciences
· Economics, including Agricultural Economics
· Engineering
· Life sciences
· Mathematics and statistics
· Natural resources and environmental sciences
· Physical sciences
· Technology
Non-Traditional STEM Programs Focused on Traditional Ecological Knowledge
We recognize that rigorous programs focused on traditional ecological knowledge are often housed in departments not traditionally classified as STEM—such as geography, Indigenous studies, or environmental studies—not because they lack scientific content, but because of how universities have historically organized themselves. A student in an Indigenous studies program doing community-based research on traditional fire management practices on tribal lands, for example, may receive training more relevant to Indigenous community priorities than a conventional program in a STEM department.
To better serve the interests of both students and the Indigenous communities whose concerns shape this work, students in programs not traditionally classified as STEM may be eligible if their program has an established focus on traditional ecological knowledge and includes:
• Coursework in relevant STEM fields (such as ecology, biology, environmental science, or natural resources)
• STEM faculty participation on the student's thesis or dissertation committee
• Research methods that include ecological, biological, or environmental science components
Interdisciplinary Research Approaches
Research serving Indigenous communities often requires crossing conventional disciplinary boundaries. Programs combining STEM fields (such as the physical sciences, biology, ecology, environmental science, or natural resources) with social science methods (such as interviews with knowledge holders, community-based participatory research, or ethnographic approaches) are eligible when STEM components remain central to the student's training and research.
STEM Education Research
Students in STEM departments or colleges who study STEM education as a research focus (e.g., Engineering Education programs housed in engineering colleges) are eligible.
Categorically Ineligible Fields
The following fields are ineligible regardless of degree type or research focus:
• Architecture
• Business
• Counseling
• Dentistry
• Law
• Medicine
• Psychology/psychological sciences
• Social work
• Programs housed in colleges or schools of education
Ineligible Degree Types
Professional graduate degrees designed primarily to prepare students for licensure, certification, or direct clinical/professional practice are ineligible across any field. These include, but are not limited to:
• JD, MD, DO, DDS, DVM, PharmD, PsyD
• MSW, MBA, MArch, MLA, MPH
• Clinical master's degrees in nursing, counseling, physical therapy, and similar fields
SIGP Application:
Please call Dr. Thomas at 243-2052 for more application information and to submit the application.
Current Sloan Scholars:
Sierra Paske
Haŋ mitákuyapi. Čhaŋté waštéya napé čhiyúzapi. Wašiču iá Sierra Paske emákiyapi ye. Lakota iá woowot́aŋla wóglaka wiyaŋ. My name is Sierra Paske. My Lakota name is Speaks the Truth Woman. I am Ȟunkpapa Lakota and enrolled in the Standing Rock Lakota Sioux tribe. I am attending the University of Montana and am a first-year graduate student in the Chemistry Ph.D. program. My favorite quarantine hobby has been beading, and also a lot of writing for fun.
Nicole Benally
Ya’at’eeh (“Hello” in the Navajo Language)! My name is Nicole Ashtin Benally. I am Black Streak Wood born for the Coyote Pass Clan. My grandparents are from the Bitter Water and Red Running into Water Clans. I was born and raised on the Navajo Reservation in Ganado, Arizona. I received my B.S. in Agriculture majoring in Soil Science from New Mexico State University (NMSU) and my M.S. in Agronomy from Purdue University. In my journey through college, I found my passion and purpose through agriculture and becoming a mentor to youth. My career goal is to help tribal communities through agriculture, i.e. food sovereignty, where I can develop, initiate, and maintain agricultural programs with the integration of cultural and contemporary knowledge. I previously served as the Tribal Agriculture and 4-H Extension Agent for the Eastern Navajo Nation with NMSU. Now I am currently attending University of Montana as a Ph.D. student within the Forestry and Conservation Program with my intension to study Tribal Food Sovereignty.
Daniel Bird
Daniel was born in Santa Fe, NM and raised on the Santo Domingo Pueblo. He grew up farming, ranching, hunting and living the pueblo lifestyle like many of his peers. Daniel is motivated by his family, community and friends. He hopes to increase tribal representation in STEM.
Wesley Sarmento
Oki (hello), I am Wesley Sarmento, an Amskapi Pikuni (Blackfeet) descendant and PhD student in Wildlife Biology at The University of Montana. I was raised in Colorado, where my Blackfeet mother was moved due to federal Indian relocation policies. While growing up, we visited the Blackfeet Reservation regularly and it always felt like home. Due to repression of native peoples much of my family has struggled with addiction and mental health issues, while I have found solace in nature. It’s my belief that wildlife and wild places are essential to human health, and so it is my goal to promote wild things for the benefit of all people. My current work focuses on how bison restoration on the Blackfeet Reservation will influence the land and how external factors will influence bison reintroduction success. Previously, I worked in grizzly bear management for Blackfeet Fish and Wildlife and Montana Fish, Wildlife and Parks. Prior to that I studied mountain goats, wild sheep, wolves, and traditional ecological knowledge. Since I was a boy I have been drawn to bison because they are such an important ecocultural animal, and thus I am grateful for the honor to be a part of this restoration project.
Sattie Fisher
My name is Sattie Whitefoot-Fisher. I am originally from Yakima Washington and I am an enrolled member of the Confederated bands and tribes of the Yakama Nation. I am currently attending The University of Montana and I am enrolled in the Wildlife Biology Masters program. A software that has my made my studies easier is Zoom. I can meet with people in different cities, towns, or states. I have found it extremely helpful to stay connected during this trying time. My favorite quarantine hobby is currently laying in bed watching Netflix while eating snacks.
Sarah Twoteeth
Sarah is a member of the Confederated Salish & Kootenai Tribes, and she has lived on the Flathead Indian Reservation for majority of her life. The Mission mountains are sacred to the CSKT people and the Missions are important to the elders, Sarah, and their cultural way of life. Her belief system is what drives her ambition and passion to ensure wildlife remain on the landscape. She has two sons named Ronald (10 years old) and Bryan Jr. (8 years old), and a spouse of 11 years (Bryan Dupuis Sr.).
She completed her A.S. in hydrology & B.S. degree in Wildlife & Fisheries at the Salish Kootenai College in 2019, where she studied wintering bats at hibernations sites (1 cave & 4 mines) on the Flathead Indian Reservation using bat acoustic detectors. Sarah’s current research focuses on how competition affects contact rates of deer mice (Peromyscus maniculatus) in outdoor enclosures under different densities and in the presence of voles (dominant competitor). Sarah is a UM SIGP graduate fellow and a wildlife biological trainee for CSKT.
In Sarah’s free time she enjoys baking sweets, making wine, being in the outdoors camping, hiking, swimming, and berry picking with family and friends.
Landon Magee
Oki Nistoo Nitankinoo (Hello my name is…) Landon Magee. I am a member of the Blackfeet Nation (Amskapi Piikuni). I grew up at the heart of the Blackfeet Reservation in Browning, Montana. I enjoy hunting and fishing with my dad, as well as going out and experiencing the amazing landscape the Reservation, and other surrounding areas, has to offer. As an avid outdoorsman, I was propelled into the Wildlife Biology field. I just recently graduated from the University of Montana with my B.S. in Wildlife Biology, but I’m continuing my education and pursuing my M.S. in the same field. I am currently working on my Master’s thesis to estimate the abundance and other demographic features of moose on the Blackfeet Reservation using trail cameras. During the summers, I work for the Blackfeet Fish and Wildlife Department for their Threatened and Endangered Species Program, which often has us dealing with human-bear conflicts.
Haley K. Omeasoo
Okii Niistoo Nitaanikoo (Hello my name is) Haley Omeasoo, and I am a Blackfeet/Hopi, graduate student from the Blackfeet Reservation. I received my undergraduate degrees at UM in Forensic Anthropology (B.A.), Human Biology (B.S.), and a Certificate in Forensic Science. I am currently in the Master's program in Forensic Anthropology, doing my thesis project on skeletal markers (fracture patterns) associated with Intimate Partner Violence involving Indigenous people. I plan to further my research education to benefit Indigenous people in areas such as the MMIP epidemic, repatriation of Native American remains, identifying Residential School remains, and any other issues where forensic anthropology may come into play.
When I'm not working on school stuff, I love spending time with my husband, our two sons, and our dog RiRi. I also enjoy traveling, fitness, and true crime podcasts."