Join us at the POWER Teaching Conference, a day of inspiration, collaboration, and actionable strategies that will empower you to make a lasting impact on your students’ educational journeys. This event, part of the Title III POWER Project—a NASNTI partnership between San Juan College and Fort Lewis College—aims to:
We are honored to host Wendy S. Greyeyes, Ph.D. (Diné), Associate Professor of Native American Studies at the University of New Mexico, as our keynote speaker. Dr. Greyeyes brings a wealth of experience in Indigenous education, tribal sovereignty, and nation-building. Her extensive research, policy, and education background makes her insights invaluable to our mission of fostering inclusive and holistic learning environments.
Learn more about Wendy and her work
Our Indigenous history and stories are the backbone of our identity and commitment to our communities. They are critical to building a civic conscious generation of learners and educators. To do this, we must understand the dynamics and challenges confronting learners and educators. This generation must understand the historical actions and moves made by learners and educators from the past to forge a pathway that is committed to giving back to their communities. Learners must understand and develop their understanding of why giving back to their communities is necessary.
9 - 9:30 am Check-in, coffee and pastries provided
9:30 - 10:15 am Keynote speaker: Wendy S. Greyeyes, Ph.D.
10:30 am - 12:30 pm Presentation sessions
12:30 - 1:15 pm Lunch (provided) and networking
1:15 - 3:00 pm Presentation sessions
3 - 3:30 pm Closing remarks
Explore how inclusive policies can drive student success.
Discover structural changes and pedagogical approaches that foster equity and engagement.
Learn how to use data to understand your students better and enhance their interaction with course materials.
DII
Explore a variety of tools and strategies for using learning data to increase equity-minded practices and student success. Join us to share your own data-informed practices and leave with easy strategies for using learning data to make data-informed and equity-minded instructional moves in your teaching.
IPP
Learn why it is important to shift your mindset from a deficit viewpoint when talking about academically challenged students. This interactive session will allow participants to reflect on their own practices when supporting at students, particularly in marginalized populations, and build on holistic practices for "at-potential" students.
CDEE
Learn how to use experiential learning to connect students with the land. As social media and technology continue to encroach on identity, place-based education (PBE) can be used to ground young people in their own experience. We will explore skills like fire-craft and foraging, along with pedagogies like PBE, experiential education, and movement-based education to connect students with the Four Corners and help cultivate identity and reciprocity as they navigate their academic journey.
This interactive session will feature a facilitated discussion about student learning challenges (like handling student absences, time management, connecting with classmates). Participants will collaborate to generate solutions to increase student success and gather some best practices to implement in their own classrooms. An internet connecting device (laptop/tablet/phone) will be needed to fully participate in the collaborations.
It is important to look at both historical perspectives and current cultural needs of Diné students to encourage students to appreciate education in the 21st century. Finding connections between home and school will help students increase performance. Another consideration is the over-identification of Diné students as having disabilities.
Learn about the Congress Model of Instruction and how to implement it across curriculum to meet the needs of diverse candidates.
The cost of higher education is a significant barrier for many low-income and first-generation students. By incorporating Open Educational Resources into their course delivery, faculty can play an important role in fostering an inclusive an equitable learning environment for their students. This session will explore benefits and challenges of OERs through discussion.
Learn a course design that mirrors the stages of creation for a more inclusive classroom. The Diné cycle of learning, reflecting the stages of creation, serves as an indigenous pedagogy (Benally 1994). In my Spanish 101 classes, integrating this holistic approach has minimized the achievement gap between Native American students and their white counterparts according to classroom data.
Understand our National Science Foundation grant funded project that has created a professional development training course that educates faculty in culturally responsive pedagogy that is relevant to Native American students and guides faculty in the development of an Indigenous focused sophomore-year, course-based undergraduate research experience (CURE).
Welcome to the 21st century where AI is flourishing, economies are fluctuating, and discernment is waning. Welcome to the typical classroom where instructors are still lecturing, students are not reading, and textbooks are stagnating. Welcome to a conversation about change.
The SJC Nursing Program has implemented a student-faculty mentoring program. This program aims to support students in achieving their academic goals, maintain their progress, and cultivate a positive relationship with their faculty mentor.
The inaugural Fort Lewis College NASNTI fellows for 2023-2024 will present their research, based on roles and responsibilities for faculty development in priority areas of Fort Lewis College’s reconciliation framework. Leveraging findings from focus groups with Native and Indigenous students as well as feedback from past faculty development programming, the fellows aim to understand how our faculty and staff define ‘Native-servingness' and identify potential trainings and next steps for capacity building in this crucial area.
Universal Design for Learning (UDL) asks us to "plan to the edges" of our students' abilities and learning styles. When we take this style of planning and apply it to all the cultures and life experiences represented in our classrooms, we can greatly expand our approach to teaching and learning.
Explore low and high context cultures. Higher education was founded within low context systems, while many students come from high context backgrounds. We'll look at how to diversify assignments, activities, and course structures to address this cultural spectrum and engage students by leveraging their cultural strengths.
Assistant Professor of Nursing, San Juan College
Senior Lecturer, Department of Chemistry and Biochemistry, Fort Lewis College
Associate Dean, Professor of Teacher Education, Fort Lewis College
Assistant Professor, Nutrition, Health and Human Performance, Fort Lewis College
Assistant Professor, Teacher Education & Sociology
Special Education Coordinator, Central Consolidated School District
Circle Back Coordinator, Academic Hub, Fort Lewis College
Professor, Department of Mathematics, Fort Lewis College
Instructor of Mathematics, San Juan College
Director of Nursing, San Juan College
Professor of Biology, Fort Lewis College
Project RUN Director, Academic Affairs, Fort Lewis College
Director, Center for Teaching and Learning, Fort Lewis College
Senior Lecturer of Mathematics, Fort Lewis College
Associate Professor, Health and Human Performance, Fort Lewis College
Lecturer, School of Education, Fort Lewis College
Senior Lecturer, Teacher Education, Fort Lewis College
Assistant Professor of Mathematics, San Juan College
Assistant Professor of Chemistry, Fort Lewis College
Senior Director of Teacher Education, San Juan College
Lead Instructor and Department Chair Teacher Education Programs, San Juan College
Instructor of Math, Farmington Municipal Schools