"Playing with convergences of land, language and alternative (embodied) literacies in the interest of decolonizing relationships to and education about land, our piece is a sensory exercise in communicating with land through the feet."

"Our project will investigate how Native science and perspectives can be integrated into Western approaches to science in order to create sustainable and decolonialized research. While Western science typically considers the land as below or unrelated to the individuals who live on it, Native science emphasizes the connection of individuals with their surroundings and regards people as integral to the ecological networks within which they reside. The goal of our GCC course is to examine the relationships between indigenous languages and land and to understand the power of place-based knowledge. Our project aims to investigate a specific facet of the relationship between land and knowledge by exploring how Native science (ie. traditional place-based knowledge) and Western scientific practices can conflict, coexist, or collaborate. We are particularly interested in determining how Native perspectives and Western scientific research projects can be integrated and how this combination of perspectives can decolonize current research."

"The goal of this project is to produce a compelling and engaging video that illustrates the connection between Indigenous political activism and land reclamation. The video identifies the tradition of Indigenous political activism, but focuses on current actions. Our GCC focuses on decolonization, Indigenous ways of knowing, and human relationships to the natural world and the land. This video will provide place-based knowledge on generational activism as it relates to Line 3 and the Water Walkers here in the Twin Cities. At the conclusion of the video, we hope our audience will have a better understanding of the impact that various generations can have on land and language reclamation in the Twin Cities."

"Our course is all about decolonization and the importance of place and language in education as well as the connection between them. The goal of our project is to look into how we can use place in science education to increase environmental awareness and how sustainable energy sources can be a part of decolonization, all tied together by looking at the land history and the effects of industrialization on the Mississippi River."

"Our group's project focuses on the legacy of Dakota names for land and how it has been changed, and what efforts have been done to change them back, as well as what we can do to make change happen. Specifically, one case we will focus on is the case of Kate Beane and her personal journey to change the name of the famous Lake Calhoun back to its original Dakota name, Bde Maka Ska. We will also want to highlight the indigenous names for plants, medicine, lakes, and other items, as well as how Bde Maka Ska is just the catalyst for a broader recognition of Dakota names and culture in general."

Each semester, student groups across various Grand Challenge Curriculum (GCC) courses participate in the Classroom to Community Workshop. This workshop serves as an exciting opportunity for students to share group projects being developed in current GCC courses. In response to COVID-19, this page was created as a virtual workshop for students to share their projects despite social-distancing. Thank you for taking the time to view these works.

We propose a student-led peer writing program which would connect students at the University of Minnesota and Minnesota Correctional Facility- Shakopee.

An adaptable education platform that integrates practical ethics and computer science topics.