Sapsik’ʷałá Family Portrait – Staff and Cohort 2025

Resources for current students:

• Employment Requirements
• PDP Professional Development Program Data System
• Sapsik’ʷałá Student Emergency Support Fund Application – can be requested one time while you’re in the program
• Sapsik’ʷałá Student Success Fund Application – can be requested one time while you’re in the program
• UO Indigenous Campus map
• KoKwel Wellness Center (Indian Health Services)
• UO Many Nations Longhouse
• LCC Longhouse
• Native American And Indigenous Studies and Campus Resources – Look here for upcoming campus events
• UO Basic Needs – List of food, housing, and academic resources on campus and in the community

Meet our 2024-2025 scholars:

Julia Brown (Shoshone-Paiute Tribes: MEd Curriculum and Teaching with Elementary and ESOL endorsements

Red Burkett (Chickasaw): MEd Curriculum and Teaching with Social Studies and ESOL endorsements

Chokma! Saholhchifoat Burkett Homma, okla illapiachi Chikasa saya.

Hello! My name is Red Burkett, and I am a citizen of the Chickasaw Nation.

I graduated from Grant High School in Portland, Oregon in 2003. I earned a certificate in Computer Aided Drafting & Design at Portland Community College in 2017 and attended Mt. Hood Community College in Gresham, Oregon from 2018 until 2019. While at MHCC, I was the Director of Financial Affairs for the Associated Student Government and Chairperson of 2019-2020 Student Fee Budget Committee.

I graduated Summa Cum Laude from Portland State University in 2021 with a Bachelor of Science in Geography. While at Portland State University, I participated in the Ronald E. McNair Fellowship, NATIONS mentorship program, and served as a rooftop gardener at the Native Student and Community Center. As part of my participation in the PSU Honors College, I completed an undergraduate thesis titled: ‘Racialized Space: Historical, Economic, and Social Factors Contributing to the Gentrification of North & Northeast Portland’s Albina Neighborhoods.’ Additionally, I published a McNair Fellowship research project titled ‘Special Analysis of African American Residency in Multnomah County according to the 2010 Census’. Both undergraduate projects were completed thanks to the generous mentorship of Dr. Jola Ajibade.

I graduated with a Master of Arts in Geography from Syracuse University in 2023 where I worked as a Teaching Assistant in the Department of Geography & the Environment with my supportive and indispensable thesis advisors, Dr Andre Ortega and Dr Chie Sakakibara. My M.A. thesis titled ‘Methodological Analysis on Settler Territoriality and the Rise of the Yellowstone Wild Bison Advocacy Movement’ focused on critical dimensions of cultural geography and Indigenous studies through engagement with ideas from historical geography, Indigenous geography, and multispecies geography, while exploring the roles played by GIS and online cartography as a tool for environmental advocacy and public accountability within and beyond Indian Country.  During my time at Syracuse University, I served as a council member of the Indigenous Graduate Student Association while working to empower undergraduate students from historically underrepresented and underserved communities in south Syracuse through active outreach, mentoring, and advising.

I am currently in the Sapsik’ʷałá Teacher Education Program at University of Oregon pursuing a Master’s in Education and an Oregon teaching license with endorsements in ESOL and Social Studies at the secondary school level. I am interested in working with Indigenous students and assisting them in preparation for collegiate success. Indigenous language preservation is integral to our communities, and I hope to work professionally crafting multi-linguistic curriculum that integrates English, hand-sign, and the native language of each student’s community within an academically rigorous program that prepares Indigenous students to flourish as culturally grounded scholars and scientists at the leading academic and research institutions nationwide.

Brandie Chavez (San Felipe): MEd Curriculum and Teaching with Social Studies and ESOL endorsements

Hello. My name is Brandie Chavez. I am from the Pueblo of San Felipe (Katishtya—Keres language), located near the Middle Rio Grande Valley in New Mexico. I grew up on the Pueblo Land with my family and community, rich in multigenerational teachings of Tradition, Culture, and Language.

I graduated from Haskell Indian Nations University in Lawrence, Kansas, with my Bachelor’s in Indigenous And American Indian Studies. I am pursuing my master’s degree in education with an endorsement in social studies for middle and high school. I am a proud member of the Sapsik’ᵂałá Teacher Education Program and UOTeach at the University of Oregon.

I hope my path through college will inspire and motivate the next Indigenous Youth who aspire to become an Indigenous Teacher. My passion for teaching stems from the roots of my Pueblo Culture, Core Values, and Language. Growing up on Pueblo land has taught me the importance of Equality, Community, Perseverance, and Holistic Worldview. My goal for teaching surrounds Pedagogies that create a shared learning space for all students. I am passionate about teaching a curriculum that emphasizes the following areas in the classroom: Project-based Learning, Experiential Learning, Culturally relevant curriculum, and Community-based education.

As an Indigenous Educator, I look forward to incorporating and sharing what I learn with students from diverse backgrounds. Indigenous Youth are the focal point of my service to the community. I am incredibly grateful to my family for supporting my educational passions. Thank you. I appreciate the opportunity to learn and grow from this experience and to pursue my master’s degree in education.

Marquel Holiday (Ihanktoŋwaŋ): MEd Curriculum and Teaching with Social Studies and ESOL endorsements

Haŋ, WoDakota G’duš O’Wi emačiyapi.  Ihanktoŋwaŋ oyate hemataŋhaŋ na šina sapa ed wati. Hello, my Dakota name is WoDakota G’dus O’Wi and my given name is Marquel Holiday. I am Ihanktoŋwaŋ, Oglala Lakota, Ponca, and Latina. I am an enrolled member of the Yankton Sioux Tribe. I am a mother, daughter, sister, and granddaughter. I grew up on the Yankton Sioux Reservation and come from the Marty Community. I graduated in 2020 from the Ihanktoŋwaŋ Community College with my Associate’s in Human Services. Then I went on to graduate from Haskell Indian Nations University in 2024 with my Bachelors in Indigenous and Native American Studies. I moved to Eugene, Oregon to continue my education in the Sapsik’ʷałá Teacher Education Program.

I am passionate about the preservation of tribal history, culture, language, and life ways. I am fortunate to say that I was raised on my homelands and was surrounded by Dakota culture. I was taught by many teachers throughout my lifetime from my family, community, and in school that had left a lasting impact on my sense of strength through my identity. Taking this into consideration, I chose to become a teacher, so I can dedicate myself to strengthening the identities of the children within my communities through education. I believe that being a teacher can give me the opportunity to teach tribal history, language, culture, government, law, and economics within my classroom. I want to have an emphasis on place-based knowledge from the community that I am within through incorporating teachings, traditions, crafts, and traditional medicines and/or food into my classroom. I want to provide a space where children can thrive in their identity while being supported through education.

I am grateful and excited to for the opportunity to study under the Sapsik’ʷałá and UOTeach programs. I am thankful for where I am and where this journey will take me. Wopida.

Vanessa Holmes (Navajo), she/her/hers: MS Curriculum and Teacher Education with Elementary and Reading endorsements

Nu’ Qotswaynöm yan Hopimaatsiwa, Nu’ Vanessa Holmes yan pahanmaatsiwa. Nu’ Mungana’sino. Yá’áh’tééh! ShÍ ‘éí Vanessa Holmes yinishyé.

Tó’áhaní nishłį́ Paaqapwungwa bashishchiin Tódích’íí’nii dashicheii Qalwungwa dashinalí.

Hello, my name is Vanessa Holmes, and I am Diné and Hopi. I come from the Lower Moenkopi Village in Tuba City, Arizona. I graduated from the University of Arizona in 2021 with a Bachelor of Arts in Elementary Education with English as a Second Language Endorsement. I was also a candidate for the Indigenous Teacher Education Project. After graduating, I began my teaching career in the Tohono O’odham Nation and have taught O’odham students for three years. I am currently a master’s student and humbly grateful to be part of the Sapsik’ᵂałá Teacher Education Program.

My interest and desire to become an Indigenous teacher grew from my personal experiences as I navigated myself through the classroom as a student. Being raised through the Hopi traditions and living off the reservation, I learned about the importance of taking pride in where I come from and have observed the underrepresentation of my identity and the Indigenous communities within the school environment. Now, being in the position of an Indigenous educator, these experiences have allowed me to prepare myself for what kind of teacher I am and would want to be for our Indigenous youth. I want to continue helping my students and their communities by providing support within their academic and cultural backgrounds and knowledge, advocating for student needs to ensure their voices are heard, and helping our youth revitalize their traditional language and practices. Akswali! Ahé’héé!

Bruce Morgan (Iñupiaq): MEd Curriculum and Teaching with Social Studies and ESOL endorsements

Haluuġivsi! Atiġa Bruce Morgan. Hello, my name is Bruce Morgan. I am Iñupiaq, and an enrolled member of the Native village of Sitnasuak in Nome, Alaska. This is where I was born and where I spent my childhood. I am a first-generation college graduate. I graduated from the University of Oregon in 2024 with a Bachelor of Science in General Social Sciences and a concentration in Social Studies Teaching.

I grew up on the Bering Sea and a big part of my Iñupiaq culture and our way of life is living a life of subsistence. Living off of the land and animals and relying on each other as a community season to season is a way of life where I am from. Respecting the land and animals is a teaching that will help inform my practice. Hunting and gathering for me is something that I enjoy, especially berry picking and fishing. Not only do I love blueberries, but I love red and silver salmon. I love smoked fish and dry fish too! I look forward to sharing my Iñupiaq traditions in food with my future students. Laughter, and respect for elders are part of my culture and our traditions as well as song, dance, and storytelling. These lessons and values will be present in my classroom as I am shaped by my strong Iñupiaq culture and way of life. Through my teaching methods and curriculum, I hope to create a more culturally responsive atmosphere in the classroom for students in the community to thrive. My priority is to give students a welcoming, safe space that is humanized.

I am a grateful and proud member of the current cohort of the Sapsik’ʷałá Teacher Education Program. I am grateful because the Sapsik’ʷałá Teacher Education Program has given me the opportunity to continue my journey as an Iñupiaq student, and to become an Iñupiaq educator. I am proud because nothing makes me prouder than giving back to my community and making them proud! Through the Sapsik’ʷałá Teacher Education Program I can give back to my community. I can also help strengthen other Native communities, and all communities. As a Tribal educator, I can help strengthen these communities by motivating and inspiring others, including Native students and Native youth, to heal and to grow. As an Iñupiaq educator I can be a leader in the community that Iñupiaq students and other Native students can relate to and identify with. Being a leader in my community is important to me because early on during my k-12 experience I was fortunate enough to have an Iñupiaq educator. In secondary school and college, I was not as fortunate. My experience as an Iñupiaq student in the American education system reminds me why student representation and inclusiveness is so important. It is a priority and focus of mine to incorporate cultural knowledge, generational knowledge, and traditional ways of knowing into my teaching practice.

I like to honor and recognize students by celebrating their identity and by highlighting their strengths. I am here to make an impact on future generations. Part of my teaching style will be to learn from students, and to learn with them. I pledge to always focus on the students, to establish relationships, make connections, and to improve access to Indigenous content and Indigenous instruction. Quyaana! Thank you!

Karlie Scott (Tolowa Dee-ni’ Nation): MEd Curriculum and Teaching with Elementary and ESOL endorsements

Dv-laa-ha~! Shxuu-shi’ Karlie Scott. Tolowa Dee-ni’ nvsh-li~. Hello! My name is Karlie Scott and I’m Tolowa Dee-ni’. I was born and raised in Del Norte County in Northern California. My hometown is Smith River. I graduated from the University of Oregon in 2020 with a Bachelor of Arts in Linguistics with a minor in Native American Studies. My time at the University of Oregon during my undergrad was spent in community with the Native American Student Union, Northwest Indian Language Institute, and the Ichishkiin class. I am so happy to be back and pursuing my masters in the Sapsikw’ala Teacher Education Program.

Throughout my professional career I have spent a lot of time working with Native youth in and outside of the academic world. I have seen the positive impact on students and school faculty when there are Native educators present and prevalent in the classroom. I chose to become a teacher because I believe everyone benefits from learning from a Native educator on Native land.  I also chose to become a teacher because I believe in supporting our young people in terms of their: schooling, culture, language, and physical health. The same way I was supported by my family, community, and teachers. I’m looking forward to learning from Indigenous educators and implementing what I learn in my own teaching practices. Shu’ shaa-nin’-la! Thank you!

Monica Trumbly (Osage Nation): MEd Curriculum and Teaching with English Language Arts and ESOL endorsements

Hello! My name is Monica Trumbly. I am a member of the Osage Nation of Oklahoma. I graduated from Southern Oregon University with a Bachelor of Arts degree in Anthropology and from University of North Texas with a Master of Science degree in Library Science with a Certificate in Services for Youth.

I was born and raised in Oregon and am very excited to begin a teaching career in this state that I love. I have worked with young people in many different capacities throughout my life with titles including Children’s Librarian and Educational Assistant. I am excited be pursuing a master’s degree in teaching with endorsements in English Language Arts and English for Speakers of Other. I am grateful for the support, connections and learning opportunities that the Sapsik′ᵂałá Teacher Education Program has created for Indigenous students.