SESSIONS PRESENTERS

Innovative Approaches in Pre-Health, Biology, and Wildlife Education: Respecting Indigenous Cultural Considerations by Providing Alternatives to Dissection

Utah State University students who major in the sciences including pre-heath, biology, and wildlife take a variety of courses that traditionally would include dissection of animals. As part of our commitment to culturally competent teaching, faculty within these programs offer alternatives to dissection while ensuring instruction on essential concepts and competencies. USU’s Blanding campus provides students with an alternative for human dissections using a cutting-edge 3D tool for visualizing anatomy and performing virtual dissections, revolutionizing anatomy and physiology education called an Anatomage™ table. On USU’s campuses in the Uintah Basin (Vernal & Roosevelt) and Eastern (Price) students are provided alternatives to dissection in Ornithology and Mammalogy. Students who prefer to not dissect a pigeon are provided plastomount specimens that are embedded in clear, durable, polyester resin so students can study them from every angle. In both classes, we use free online digital anatomy models and 3D paper models. These resources are incorporated in the lessons for all students, and thus also benefit students who choose to dissect specimens. Our aim is to increase student success in our courses by providing alternatives to dissection for all students who choose not to dissect for a variety of cultural, religious, or personal reasons (e.g., pregnancy). Approaching teaching by providing multiple pathways to reach learning outcomes aligns with best teaching practices, inclusive teaching, and cultural competency in our classes. Additional cultural competencies include flexibility with dropped assignments syllabi that indicate the amount of time each assignment requires, and including Indigenous perspectives and guest speakers.

Spencer Spotted-Elk is a member of the Northern Cheyenne Tribe from Lame Deer Montana. Spencer is a Medical Laboratory Scientist and is an instructor for the Medical laboratory technician program. He provides cultural support to students by helping address cultural inequality, and student support for the students.

Sunshine Brosi has over 17 years of teaching experience and long-standing relations with various tribes including the Tsalagiyi Detsadanilvgi, Sicangu Lakota Oyate, Assiniboine, Hunkpapa, Sisseton, Wahpeton, Yankton, Iñupiat, and Yup’ik. She focuses on supporting USU students through culturally relevant, hands-on, community-engaged actions to prepare students for rewarding careers in natural resources. Sunshine is an Associate Professor in Wildland Resources in the S.J. & Jessie E. Quinney College of Natural Resources at Utah State University and is housed in the Statewide Campus of USU Eastern in Price, Utah.

Becky Williams has over a quarter-century of teaching experience at the college-level. She advocates for evidence-based teaching practices that maximize student learning. This includes recognizing that the environment outside a classroom affects a student’s identity and how they learn within the classroom. Becky is an Associate Professor in Biology in the College of Science at Utah State University and teaches from the Uintah Basin campus in Vernal, Utah. Vernal resides on the ancestral homelands of the Whiteriver, Uncompahgre, and Uintah bands of the Ute Indian Tribe.

Connecting Appreciative Advising and Way-Making: Expanding Holistic Approaches for Student Success

How can student success professionals create spaces where students can optimize their educational opportunities and achieve their dreams, goals and potentials? The purpose of this presentation is to weave components of belonging (Allen et al., 2021) through Way-making (Isaacs, 2022) and the six phases of the Appreciative Advising framework (Bloom et al., 2008) to student success professionals with a roadmap for more intentionally creating advising spaces of belonging for students.  Appreciative Advising is a framework anchored in the relationships students and student success professionals build together. By implementing practices from the 6-phases of Appreciative Advising, Disarm, Discover, Dream, Design, Deliver and Don’t Settle, faculty and staff can intentionally engage students in educational spaces where students’ strengths are celebrated, and they are supported in working toward their goals.  Way-makers are defined as people in institutions of higher education who “removed, and even empowered students to learn how to navigate or lessen the impact of, barriers to belonging in higher education” (Isaacs, 2022, p. 125). This presentation will expand on the Appreciative Advising framework through connecting the practices of Appreciative Advising and Way-making (Isaacs, 2022) to create spaces and feelings of belonging for students. Participants in this session will learn theory-to-practice applications for centering the uniqueness of each student throughout their college journey.

Shelly Kotynek is the Interim Executive Director of University and Exploratory Advising at Utah State University. Shelly uses a strength-based approach to help students design a holistic vision for their academic and life goals. She applies these concepts in her current role to facilitate a USU advising system that meets the needs of all students.

Tylan Dee is an Academic Advisor at Utah State University’s Blanding Campus. Tylan is USU’s 2024 New Advisor of the Year.

Maygen Simm is an Academic Advisor and the North Ute Indian Tribe Liaison for Utah State University’s Uintah Basin Campus.

Foregrounding Indigenous Strengths in Writing Classes

This past year, advisors, administrators, and English faculty from USU Blanding and Logan met at Blanding to address two issues negatively impacting Indigenous student success in writing courses. First, the placement system that had long been used to place students into their writing courses was outdated, inadequate, and not designed with Indigenous students in mind. Second, students who placed into English 0900-level classes were getting not receiving college credit for their learning.   In order to better support Native students, this multi-campus team created a new placement system and credit-bearing introductory writing course designed to foreground Indigenous student agency, self-determination, and sovereignty in writing classes. In a time when current legislation makes it even more challenging for the University to visibly signal its commitments to inclusive excellence, this project also allowed faculty, advisors, and administrators to build cross-campus connections that can support Indigenous student success both now and in the future.  To begin this interactive presentation, faculty members with expertise in Indigenous writing, literature, and pedagogies will describe approaches for featuring Indigenous student strengths in writing classes. Next, faculty and advisors will introduce the new directed self-placement process for writing classes, one designed to enhance Indigenous student agency. To conclude, the presenters will discuss how Logan and Blanding can continue its collaboration in order to ensure students navigating between campuses are supported.

Beth Buyserie is the Director of Composition for all USU campuses, teaches graduate and undergraduate courses in composition and pedagogy, and mentors teachers of ENGL 1010, 2010, & 2020. Her teaching and scholarship focus on writing program administration, the teaching of composition, critical pedagogies, professional learning, and student success. She has received multiple awards and recognitions for her commitments to teaching and inclusive excellence, including the 2023 Faculty Diversity Award and the Eldon J. Gardner Teacher of the Year Award. 

Travis Franks received his PhD in contemporary multiethnic literatures from Arizona State University. His book project, Settler Nativism: Colonial Origins of Anti-Immigrant Sentiment, is an analysis of literatures of the US, Australia, and other settler nations; for this book, Franks argues that the current wave of nativism in these countries must be understood in relation to the original and ongoing dispossession of Indigenous peoples. He is an expert in Native Studies, and he has worked with writing workshops and mentoring workshops, both in and outside the classroom. 

Dr. Genevieve Ford specializes in children’s and Native American literature, along with authorship and adaptation. She also teaches composition courses, emphasizing Native authors and writers. In her spare time, she nurses her Duolingo addiction and sings alto and plays flute in a local women’s harmony group. She’s been a reader for the CYBILS award in nonfiction for the past few years. 

Zack Gregory is a Lecturer for USU Blanding, where he teaches introductory composition courses. In his courses, Zack centers writing and other composition methods as tools for students to explore their own curiosity and interests. Zack is also interested in creative writing, philosophy, bicycles, film, evolutionary biology, printmaking, and music.   

Heather Lyman has served as the TRIO Student Support Services Academic Advisor at USU Blanding since 2019, drawing on over a decade of experience supporting low-income, first-generation students and those with disabilities. She is widely recognized for her dedication to advocacy and her supportive nature in helping students succeed. 

Honoring the VĀ: Weaving Indigenous Concepts of Relational Space into Leadership and Conflict Resolution Training

Organizations and university trainings in the United States largely focus on Western concepts of leadership and peacebuilding. When indigenous concepts of leadership and conflict resolution are explored, they are often treated as anthropological studies, as opposed to living and breathing systems that can deepen our knowledge of leadership and peace. The ability to navigate intercultural leadership challenges and conflicts deepens when the roots of Western and Indigenous ideas and practices are explored and models and training are given to individuals to weave both spaces in a way that honors the increasingly intercultural spaces we live, work and belong to. Chad and Seamus will explore some of their work in this area, give examples and even do some mock role plays to introduce participants to intercultural leadership and conflict resolution tools that embrace and encourage a more diverse, equitable and inclusive world.

Chad Ford is Associate Professor of Religious Studies at Utah State. Chad spent 20 years in Hawaii creating the Intercultural Peacebuilding program at BYU-Hawaii. Together with Seamus Fitzgerald (Senior Manager of Culture and Leadership Development at DoTerra), who at the time was head of Culture and Talent at the Polynesian Cultural Center, they created a successful model of leadership and peacebuilding training and education that incorporates knowledge and practices from a variety of indigenous cultures throughout the Pacific. The model created a rich environment of indigenous students to compare, contrast and engage with leadership and conflict resolution practices from their own cultures as well as Western culture.

Dare to Know: Learn How USU Honors Can Support Your Leadership Journey

This session will focus on how USU Honors can help students in Blanding develop their leadership potential and make a difference in their communities. The University Honors Program supports motivated students who want to make a difference in their communities, and applicants need to show curiosity and resilience, regardless of GPA. This session features a professor who teaches on the Blanding campus and the Executive Director of the Honors Program, and we welcome students, faculty, and staff who want to learn more and ask questions about the USU Honors Program’s scholarships, mentoring, teaching, and leadership opportunities.

Dr. Kristine Miller is Executive Director of the University Honors Program and Professor of English on Utah State University’s Logan campus. She has helped build a statewide USU Honors Program with flexible requirements, scholarships, and advising support for motivated, curious students who want to make a difference in their communities. 

Dr. Danielle Ross is Associate Professor of History at Utah State University. She currently teaches U.S. and Native American history courses at USU-Blanding and serves as the Faculty Honors Advisor on the Blanding campus.

Enhancing Student Progress and Performance: Time-Allocated Assignments as a Teaching Strategy for Time-Constrained Learners

Utah State University is dedicated to enhancing student success among our online undergraduate and graduate programs including programs in Social Work; Nutrition, Dietetics & Food Sciences, like our new Food Security Certificate; and Natural Resources. All of these programs are designed to assist students in providing resources for their communities. As education continues to evolve, online learning has become increasingly prevalent. While online courses offer flexibility and accessibility, they also present unique challenges especially for students who are time limited due to being post-traditional students, student parents, or working students. Procrastination, leading to a feeling of being overwhelmed is a common hurdle. Without traditional classroom structures and weekly deadlines, students often struggle to manage their time effectively.   This session aims to tackle the critical issue of procrastination in online learning environments and explore innovative strategies to enhance student engagement. We will delve into the development of tools and techniques that empower learners to stay on track, maintain motivation, and successfully achieve course objectives without the external motivators found in traditional classrooms. Students can visually see in the syllabus if a specific assignment can be completed within an hour allowing them to structuring completing these assignments after work or after they have put children to sleep. This structure works with time-limited students to become resilient learners, complete programs, and position themselves to give back to their community in the realms of social needs, Indigenous food sovereignty, and solving complex environmental problems.

Julie Stevens is a Clinical Assistant Professor in the Social Work Department at Utah State University, based at the Statewide Southwest Campuses in Nephi and Ephraim, Utah. She is dedicated to supporting students in obtaining their education while remaining within their communities. By fostering local networks and a deep understanding of community needs, Julie enables students to effectively serve and contribute to their areas. 

Sunshine Brosi has over 17 years of teaching experience and long-standing relations with various tribes including the Tsalagiyi Detsadanilvgi, Sicangu Lakota Oyate, Assiniboine, Hunkpapa, Sisseton, Wahpeton, Yankton, Iñupiat, and Yup’ik. Sunshine focuses on supporting USU students through culturally relevant, hands-on, community-engaged actions to prepare students for rewarding careers in natural resources. Sunshine is an Associate Professor in Wildland Resources in the S.J. & Jessie E. Quinney College of Natural Resources at Utah State University and is housed in the Statewide Campus of USU Eastern in Price, Utah.

Peacemaking Circle

Local Navajo peacemakers will lead groups of 30-40 in a traditional circle process in the Hogan. While holding the talking piece, participants will have the opportunity to freely share their voice while others in the group listen with attention. Circle processes are used to discuss issues, celebrate events, or resolve problems in a community. At their core, peacemaking circles build relationships and enhance a sense of community belonging by valuing the contributions of every individual.

Stanley Nez is originally from the Wildcat Peak area of Arizona near the community of Red Lake. His Clan is Todachiinii born for Kinlichiinii. He is of the Taabaahi clan on his Maternal side born for the Kinya’anii on his Paternal side. Stanley is married and has 4 children. Stanley served the State of Utah for 28 years in the Social Services department. He then served the Navajo Nation for 9 years as a Peacemaker in the Court System. He has worked with the Students of San Juan School District for the past 5 plus years.

Chester Stanley is originally from the Horse Hop area east of Kayenta, AZ. His clans are Bitaanii born for Kinlichiinii. His Maternal Grandfather is of the Ashii clan. His Paternal side of the family if Kinya’anii. Chester worked with the Navajo Nation for 31 years. Chester was raised in the Traditional Dine way of life. Chester is married and has 2 children. He worked with the Peacemaking program for 28 years. He has worked with the Students of the San Juan School District for about 10 years. Chester helped develop the curriculum for Peacemaking Apprenticeship program. 

A Culturally Rooted Approach to Implementing Restorative Practices

This presentation will provide participants with an understanding of what Restorative Justice (RJ) is and how Restorative Practices can be used in schools to build relationships and improve school climate. It will introduce participants to the indigenous origins of these practices, provide an overview of the underlying values, and explain how specific processes can be employed to build community and resolve conflicts. The presenter will focus on how one can integrate culturally appropriate activities and approaches to elevate student voices and foster confidence, leadership and well-being.

Trevor Olsen (Ed.S) is an Educational Specialist and the Student Services Director for the San Juan School District in Southeast Utah. As a former Juvenile Probation Officer, Juvenile Justice Youth Services Counselor, School Counselor, and School Administrator, he has over 20 years of experience working with At-Risk Youth and Federal At-Risk Youth Programs in the State of Utah.  He has been developing and implementing school based mental health counseling programs, trauma informed practices, restorative practices and Navajo Peacemaking as an alternative to discipline in K-12 educational settings.

Sitting in a Circle: Nurturing Reciprocity and Indigenous Identity

Inspired by Robin Wall Kimmerer’s teachings in Braiding Sweetgrass, this presentation delves into the concept of the honorable harvest and its application in higher education. The honorable harvest, which emphasizes taking only what you need and leaving the rest for others, is a principle deeply rooted in Indigenous wisdom. Land-grant institutions are uniquely positioned to integrate this principle. Their mission to serve the public good aligns with fostering a sense of reciprocity and stewardship, making them ideal settings for implementing the honorable harvest in educational practices. Kimmerer describes reciprocity as a living network of constant giving and receiving, where humans and nature coexist in a communal ecosystem. Participants in this session will engage directly with the text to deepen their understanding of reciprocity with the natural world and how the concept can be extended to interconnectedness of all living beings to promote a culture of mutual respect and care. Through guided questions, participants will reflect on obstacles hindering a sense of belonging and explore how to cultivate inclusive environments where diverse perspectives thrive.

Rosa Thornley earned a master’s degree in American Studies and Folklore, and teaches as a Lecturer for the English Department at Utah State University. Braiding Sweetgrass provides the Indigenous voice in her literature classrooms for students to explore diversity and inclusion.

Amanda Katz is an Assistant Professor of American History at Utah State University with areas of specialization in urban and rural history; science and technology; as well as infrastructure and environment. Indigenous histories and storytelling such as Braiding Sweetgrass prove essential to teaching students about the continuity of historical consequences, particularly when examining the complex history of the United States.

Deanna Allred is a Lecturer in the English department with a master’s degree in American studies with an emphasis in Folklore. She first used Braiding Sweetgrass in her Farm Literature and Culture course to give students access to Wall-Kimmerer’s perspective on connections to land. Allred also uses Braiding Sweetgrass in her other courses as examples of reflective prose and diversity.