Abstract
This Banded Dissertation focuses on the Oglala Lakota College (OLC) Bachelor of Social Work (BSW) Program curriculum. Product 1 is a conceptual article introducing the Lakota Social Work Education Conceptual Framework. The focus will be on meeting the training needs of faculty, improve retention, persistence and completion rates for future Lakota social work scholars through integration of Lakota elders’ wisdom and teachings. This conceptual framework includes the practice of the Lakota value system in alignment with social work ethics and values. Product 2 is a secondary data analysis of student engagement indicators and degree completion among American Indian students at a Tribal College/University (TCU). Product 3 is a conceptual article that introduces the Lakota Social Work Education Framework. This conceptual model was presented at the Council on Social Work Education (CSWE) Annual Program Meeting to inform the audience of ways to infuse Lakota values, elder knowledge and wisdom into social work education and service delivery. This cultural-based model lends to the movement toward improving diversity, equity and inclusion in social work practice and education. The implications of the Lakota Social Work Education Conceptual Framework, and the empirical research on AI student engagement indicators related to degree completion adds to the efforts to increase research by AI researchers for AI populations. It also contributes to curriculum development for schools of social work, AI studies programs and TCUs to build toward improving enrollment and completion rates among AI students. Further implications support ongoing tribal cultural revitalization movements.