During the spring semester of 2008 four Haskell Indian Nations University faculty members linked their curriculums
to facilitate an integrated initiative. They decided that Haskell – a university serving diverse American Indian and Alaskan
Native tribes – was the ideal place for holistic learning.

Case study teaching method deepened student understanding and developed skills in problem solving, working in teams, and dealing with issues that do not have easy answers. Case development also fostered good communication between tribal leaders and faculty and provided an avenue to develop curriculum addressing important community issues.

Native Ways of Knowing training program gives pre-service teachers new perspective on integrating Native and Western science into a high school curriculum.

Outsiders’ ignorance of tribal histories testifies to the ongoing suppression of Native perspectives and the systematic invalidation of Indigenous knowledge.

Kansas Poet Laureate Dr. Denise Low-Weso ready to advocate for poetry and the arts statewide.

Spokan Tribal College adjunct faculty member reworks Introduction to Humanities course giving it much-needed expansion beyond Western European bias.

Mathematics course reforms at Chief Dull Knife College address multiple hurdles to student success.

Although many characteristics are shared between the learning styles of older and younger students, we also must recognize the widening generation gap between faculty and students.

I believe that each culture served by a tribal college has a means to help students meet the challenge of becoming better readers and writers on their own terms. In the past, such tribal tools have been overlooked.

History instructor Harold Sorkness advocates for a more inclusive approach to teaching history.