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Pre-College Pathways
(K-12)

Renee Tsinigine Holt
Post Doctoral Research Scholar, Indigenous Research Center

Dr. Renee Tsinigine Holt (Navajo/Nez Perce) is a Post Doctoral Research Scholar for the Indigenous Resilience Center (IRes). She is from the Tsé naha bił nii (With the Rock or Sleeping Rock) clan, born and raised by Tł izi łání (Many Goats) clan, her maternal clan is Tsí naa’jinii (Black Streaked Wood) and her paternal clan is Bįįh’bitoo’ni (Deer in Water or Deer Spring) and Nez Perce. She received her Ph.D. in Cultural Studies and Social Thought in Education at the Washington State University-Pullman under the mentorship of Dr. Francene Watson.

Renée was raised on Navajo Nation with K’é in Lupton, LeChee, Coppermine, and Tuba City. Prior to joining IRes, she was a post-doctoral research fellow at the University of Idaho working with Native American Law Faculty & Student Association and the Indigenous CIRCLES faculty before joining the University of Arizona. Her research foci centers Indigenous healing, ancestral ways of knowing, Indigenous resilience research, education, and outreach.

Jason Bruce
Postdoctoral Research Associate, Indigenous Resilience Center

The Indigenous Resilience Center is excited to welcome Jason Bruce as a new Postdoctoral Research Associate. Jason brings nearly a decade of experience working in Indigenous community schools and supporting culturally responsive education, community engagement, and curriculum development.

He holds a Doctorate in Indigenous Studies from Trent University, with a career dedicated to fostering collaboration and supporting community-driven initiatives. His previous roles include Mental Health Project Manager at Indspire, Vice-Principal at Bigstone Community School, and Course Instructor for the Indigenous Community Health Worker Training Program with Anishnawbe Health Toronto.

Terry Chavis
Senior Curriculum and Instruction Officer

Terry Chavis is an enrolled member of the Lumbee Tribe of North Carolina, and grew up on his tribal lands in Pembroke, NC. A descendant of sharecroppers and tradespeople, he is a First-Generation College student with a Bachelor’s degree in Biochemistry from Mars Hill University, and a Master’s degree in Higher Education from Western Carolina University. Terry is currently pursuing his doctorate in Higher Education at UNC-Greensboro. Terry’s has over a decade of experience working at universities in Housing and Residence Life, Multicultural Affairs, and Leadership and Civic Engagement. His passion is centered on Indigenous student success in higher education and their persistence to attaining their degree. In his free time, Terry enjoys walking in Battleground Park, making pottery, and hanging with friends and his two cats, Ayasha and Tod.

In the Pre-College Pathway

STAR School will lead Alliance efforts to create, implement, and refine FEWS pre-college curriculum that melds STEM innovations and respect for Indigenous epistemologies and place-based interests and provide training for schools on K-12 FEWS education.

The Pinoleville Pomo Nation through the Pomo Youth College and Career Success Program (PYCCSP) will modify, implement, and test strategies that enable preK-12 Native American (NA) students to achieve college and career success through community cultural education, enhancement of academic and cultural support, and mentoring and academic counseling.

AISES Pre-College Affiliate School Program. AISES engages NA students at all levels, from early childhood through high school, in a multitude of programs and events that expose them to high-quality STEM education. The focus of the AISES Pre-College Program is “Awareness and Retention.” Presently, AISES serves 58,000 Native students through 220 K-12 schools and educational organizations. AISES will work with the Alliance and its partners to expand outreach and recruitment of NA K-12 students and teachers.