Document Type
Article
Author ORCID Identifier
Mehmet Soyer https://orcid.org/0000-0001-9043-3448
Mehmet Fatih Yigit https://orcid.org/0000-0003-2203-4968
Shyla Gonzalez-Dogan https://orcid.org/0000-0002-9552-7491
Gustavo A. Ovando-Montejo https://orcid.org/0000-0002-4316-0528
Saeed Ahmad https://orcid.org/0000-0001-6896-2722
TiSean Chapoose https://orcid.org/0000-0001-8683-0133
Journal/Book Title/Conference
Journal of Culture and Values in Education
Volume
7
Issue
3
Publisher
OpenED Network
Publication Date
9-13-2024
Journal Article Version
Version of Record
First Page
112
Last Page
129
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Abstract
This article presents the development, implementation, and impact of a cultural competence course initiated by the Mentoring and Encouraging Academic Success (MESAS) Program at Utah State University (USU). The MESAS Program supports American Indian, Alaska Native, and Native Hawaiian students through various initiatives, including the Faculty Advocate initiative, talking circles, the Indigenous Knowledge Symposium, and the Native American Living/Learning Community. Under MESAS, faculty, staff, and non-Indigenous students are offered the cultural competence course which aims to increase an appreciation for the contributions of Native American and other underrepresented groups, while addressing institutional barriers to their academic success and social well-being. The course has been adapted for faculty, staff, and graduate students involved in roles such as summer research mentoring and emphasizing the importance of cultural sensitivity in creating a supportive environment for Native American students, particularly those transitioning between campuses. The article also highlights a case study of a USU professor who applied the lessons from the course while interacting with students from the Ute Tribe and Navajo Nation, illustrating the practical application of Culturally Responsive Teaching practices and the Funds of Knowledge framework. Overall, the study highlights the course's positive impact on fostering inclusive teaching practices and deepening relationships with Native American students. The findings contribute to the broader discourse on integrating cultural competence in higher education to enhance the experiences of underrepresented student populations.
Recommended Citation
Soyer, M., Yigit, M. F, Gonzalez-Dogan, S., Montejo, G. A. O., Ahmad, S., & Chapoose, T. (2024). Building Bridges: Catalyzing Institutional Change at Utah State University via Experiential Learning with Ute and Navajo Students. Journal of Culture and Values in Education, 7(3), 112-129. https://doi.org/10.46303/jcve.2024.31.