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This article describes an adapted Family Group Decision Making (FGDM) practice model for Native American communities, the FGDM family and community engagement process, and FGDM evaluation tools as one example for other native communities. Challenges and successes associated with the implementation and evaluation of these meetings are also described in the context of key historical and cultural factors, such as intergenerational grief and trauma, as well as past misuse of data in native communities.

This article explores ways that application of David Kolb's learning style model can improve the quality of field education. It first explains Kolb's theories concerning preferred learning styles, the need to complete four learning stages in sequence (concrete experience, reflective observation, abstract conceptualization, and active experimentation), and combinations of preferred learning styles in quadrants. It then reports on the authors' research involving 45 students and 40 field supervisors at the University of Minnesota, Duluth, in 1995-96. Findings about the preferred learning styles of students and supervisors, along with variables that affect learning styles and student satisfaction with the field experience, have already improved student-supervisor relationships locally and have implications for social work field programs elsewhere.

In 1996, a notable collaboration between tribal and urban Institutions of higher education was established to create systems change to benefit urban American Indian students. This piece describes community-wide participation starting with a symposium in which a guiding vision statement was developed and priorities were established. The needs assessment process included a literature review, three community forum sessions and key informant surveys. It utilized knowledge and resources of the urban American Indian communities of concern, which resulted in their investment in the research. Data collected will be used to implement the project.