Aitec Online

[Mirtha Hinrichs]

840-9:30 Keynote Presentation: Jason Cummins (Apsalooke Nation) Leading in a Resiliency Centered School: working to provide a relevant, respectful and authentic educational experience for students in a public school setting

In this workshop, learn how the PLANETS curriculum writers co-design with NASA and educators to promote inclusion, belonging, and relevance ith indigenous learners in and out of school time STEM programs. The curriculum incorporates practices such as storytelling, indigenous language prompts, visual aids, and culturally responsive strategies to create equity in STEM education.

The Corn Pollen Model is an Indigenous based holistic framework that encapsulates Spiritual, Mental, Physical and Social well-being attributes. Our interactive workshop will introduce these attributes along with 12 well-being sub-pillars which serve as a framework in Indigenous based educational programs. Participants will receive an updated Corn Pollen Curriculum Guide.

COE 190 Roseyphen Sells, Genarita Yazzie, Camilla Hosteen,Valencia Edgewater (Diné) Strengths and Challenges in Implementing a Diné Immersion program at the Pinon Elementary School

Geographical proximity of the members of indigenous peoples is an important factor for language maintenance and language revitalization. I will present new data from my recent research in the core area of Sameland, Norway. I will also discuss the conditions for a solid geographical proximity and the consequences of weakened geographical proximity for indigenous language survival and revitalization.

If you want to improve reading scores, then you must improve your writing program. Reading and writing instruction are reciprocal processes and must not be taught in isolation. But what about our youngest-grade classrooms? In this presentation Dr. Boloz will provide videotapted classroom examples and outline what still needs to be accomplished in many primary-grade schools serving Native children.

The Great Plains Tribal Education Directors from all nine tribes in South Dakota work together to design, develop and implement Commission for Oceti Sakowin Accreditation (COSA). Our journey has been inclusive of all stakeholders who were interested in making sure our schools are of the highest quality

The Better Together Learning Community (BTLC) initiative focuses on professional development to build community through and with students. In this presentation we describe an intentional focus on including student voice, NAU Indigenous and Latine students and Leupp High School students to influence our ways of knowing and ways of being in service, scholarship and teaching.

COE 205 Glenebah Martinez (Taos and Diné) Leola Tsinnajinnie Paquin (Dine/Filipina & traditionally accepted into Santa Ana Pueblo)The Yazzie Case Proclaiming the Rights Connected with the cultural, spiritual and linguistic identity of Indigenous Peoples

COE 190. Pedro Cuevas (Chicano Azteca) Cultural Storytelling and Art for Social Justice: An Art Exhibit with students from Leupp Schools Inc., Ponderosa High and Coconino County Juvenile Courts

The Restorative Practices, Cultural Storytelling and Art for Social Justice workshop is an experimental session where the participants will be able to connect via Tier 1 Restorative Practice Circles and share from their personal and ancestral narratives. The workshop will culminate when participants create a collective art piece based on their narratives.

While concerns exist regarding the efficacy of the use of standardized test scores as a reliable measure of the reading achievement of native children in this session Dr. Boloz focuses on what research and practice say about the practical school-wide and classroom methods that we can control which can be used to raise reading achievement scores for all children.

This presentation covers some of the spiritual, emotional, and mental labor that is required to maintain language reclamation movements while recovering from attempted genocide. Instead of providing answers, this talk aims to give hope and energy to one another in order to keep the focus on language use and healing. Many language movements implode, so lateral kindness, respect, unity, and self-care serve as the islands in a stormy sea of colonial violence. We are the strength and we are the answers because we are interconnected with Our Ancestors, Our Descendants, and each other.

This session is about the challenges of leading an Indian-Serving school while offering simple solutions and discussions embedded in concepts of self-determination. In this session, four Indigenous principal candidates will discuss the successes of their current leadership roles that are preparing them to lead an Indian-Serving school and how to promote academic achievement while offering suggestions for other leaders.

My family and I have been on a language learning journey together in a community and more recently in University. We have gained fluency through stories and sneps. Sneps is defined as advice consiting of genealogies and family traditions. We created stories and how-to guides for harvesting and weaving.

Our Heritage Tree is the foundation for our curriculum development, mission, and vision, strategic and operational plans, and community empowerment and ownership processes. We are using these processes to create a trilingual and Yaqui-centric knowledge nest that will foster the growth of Yaqui intellectuals and agents of hope.

A pregnant woman is told not to do certain things. A pregnant woman who obeys all the things she is told not to do will have a healthy birth. An expectant father should be taught not to do certain things while his wife is pregnant.

Little Singer Community School, an elementary school located on the Dine Nation uses innovative teachings to bring the Dine language alive. Interdisciplinary these across the Dine lunar and seasonal calendars provide spaces for Dine and English dual language equity while drawing forth STEM content embedded in the Dine culture.

As more grandparents assume responsibilities for parenting their grandchildren, they struggle with a range of difficulties in recognizing and addressing issues that the younger generation will be confronting from new technologies, to school concerns, to contemporary social problem. This session will offer suggestions to help overcome these concerns.

This paper addresses the challenges and strategies involved in promoting the revitalization of indigenous languages within the realm of early childhood care and education (ECCE) focusing on the Indian context.

The goal of this session is to describe how a culturally responsive school system closes the achievement gap. This presentation will provide success stories and data for math and reading K-12 from the Chinle Unified Schools.

Jason D. Cummins is an enrolled member of the Apsalooke Nation and is currently an Assistant Professor at Montana State University, former Deputy Director of the White House Initiative American Indian and Alaska Native Education. He has innovatively worked to lead schools toward authentically serving students and communities by implementing culturally sustaining, trauma-informed, and restorative approaches. With the view of education as a means of perpetuating the story, identity, and language of Native American communities and empowering them toward a better future. He is a recognized leader in shifting how schools think about Indigenous culture and language and has served in numerous leadership capacities from board membership, consultancy, advocacy, and public speaking all with the integrated purpose of advancing educational equity among Native American communities. He and his wife, Velvett, have been married for 30 years and enjoy all things outdoors in their spare time.

Previous conferences have featured a community of Indigenous educators and researchers to share proven strategies and practical resources through an online platform that participants can immediately use to welcome students to their classrooms and to promote student success.

Polinela, Selasa (05/07/2022). Penyelenggaraan Lomba AITeC IV 2022 dilaksanakan di Politeknik Pertanian Negeri Payakumbuh. Kegiatan di laksanakan pada hari Senin 4 Juli 2022. Kegiatan ini merupakan gelaran yang keempat ditahun 2022. Kegiatan AITeC IV Tahun 2022 merupakan salah satu agenda rutin dibawah naungan FDPNI (Forum Direktur Politeknik Negeri Se-Indonesia) dan BAKORMA (Badan Koordinasi Kemahasiswaan Politeknik se Indonesia) yang merupakan wadah implementasi pengembangan hard skills dan soft skills mahasiswa melalui penyelenggaraan kompetisi mahasiswa tingkat nasional pada berbagai bidang. Pada tahun 2022 ini, Politani Negeri Payakumbuh sebagai Tuan Rumah Kompetisi Inovasi Teknologi Bidang Pertanian dan Kontes Vokasi Bidang Pertanian. Kegitan AITeC IV 2022 dilaksanakan dalam bentuk daring (online) dan luring (tatap muka) di Kampus Politani Payakumbuh- Tanjung Pati.

Diharapkan kegiatan AITeC dapat mendorong pengembangan inovasi teknologi mutakhir di bidang Pertanian (Agriculture) dan Sistem Pangan yang dapat menghubungkan berbagai sektor dan berbagai disiplin ilmu dalam upaya untuk mengatasi tantangan bidang pertanian dan pangan abad ke-21, antara lain mencakup regenerasi SDM pertanian, masalah iklim, produktivitas, lingkungan, dan sistem sosial. Sehingga dapat menarik kepedulian dan minat civitas akademika berbagai disiplin ilmu untuk ikut serta berkontribusi mencari solusi permasalahan bidang pertanian (Agriculture) dan sistem pangan untuk mendukung kemandirian pertanian yang berkelanjutan.

Dalam penyelenggaran AITec-IV tahun 2022 untuk Kontes Vokasi Bidang Pertanian ada 11 (sebelas) cabang perlombaan yaitu: teknik okulasi tanaman, teknik proses fillet ikan, teknik proses karkas ayam, desain alat dan mesin (Alsin) pertanian dengan Autocad, teknik pembuatan bakso ikan, teknik pengambilan sampel darah ayam, sortasi biji kopi, penyuluhan pertanian, handling ternak, dan survey pemetaan lahan. Dari ke 11 cabang perlombaan tersebut jumlah peserta yang mendaftar sebanyak 325 orang peserta utusan 20 Politeknik Negeri, 1 Sekolah Vokasi dan 1 Akademi Komunitas Negeri. Sedangkan untuk Kompetisi Inovasi Teknologi Bidang Pertanian diikuti oleh 100 mahasiswa yang tergabung dalam 29 kelompok/grup yang berasal dari 7 (tujuh) Perguruan Tinggi Vokasi.

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