Digital Access for Native Students in Minnesota: Advising, Connectivity and Non-Extractive Research Practice

Abstract

This paper reports Crownshire advising practices developed with Native students studying online and on the York campus, with attention to connectivity, family obligations and research ethics that do not treat communities as data mines. Named advisers and flexible assessment windows mattered more than a generic diversity statement. Research involving community knowledge required governance beyond an IRB checkbox. Crownshire University should keep this work staffed and specific. A Minnesota university that speaks about access without this file is incomplete.