91���Ҹ�

In Spring semester 2026, Associate Professor Michela Ardizzoni’s�� partnered with the Museum of 91���Ҹ� to co-develop an art exhibit that centers the voices and perspectives of Indigenous people–past and present. The exhibit,��, invites viewers to rethink what they know about the histories of Colorado’s historic tribes and learn about the present day, lived experience of Native Americans. Key findings from the�� are featured, paired with artwork by Native artists��addressing the personal impact of these histories.

Ardizzoni’s community-engaged teaching and learning (CETL) course was developed in partnership with Emily Zinn, the Museum of 91���Ҹ�’s deputy director of community engagement, and through Ardizzoni’s participation in the��Experiential Learning Design Accelerator program (Accelerator). The Accelerator supports faculty with the design of CETL courses and is a collaboration with CU 91���Ҹ� Public and Community-Engaged Scholarship (PACES), the Center for Teaching (CTL) and the University of Arizona.

CU 91���Ҹ� students from Ardizzoni's Social Change in the Arts class attend the opening of the People of the Sacred Land exhibit at the Museum of 91���Ҹ�, April 24, 2026

The focus of Ardizzoni’s class was to co-develop the exhibit with the museum and the participating Indigenous artists. Fifteen��students worked directly with the TREC Reports and interviewed featured artists��Chris Chavez, Sage Deal, Maxx W Lake, George Curtis Levi, Halcyon Grace Levi, Skye Little Cloud and Raelene Whiteshield.

“This knowledge has the potential to change the ways our community views ourselves and each other,” said Zinn. “To work alongside students and see them grow and develop relationships with the artists was a fulfilling way to make sure there was meaningful dialogue that went along with the exhibit. The artists made a huge impact on them, and I was humbled that they entrusted us with their art and stories."��

Ardizzoni, associate professor and incoming chair of the department of French and Italian, and an affiliate in the department of�� Media Studies, co-created the undergraduate certificate in Art and Social Change that the course introduces. Like her students, Ardizzoni had never worked on an exhibit. Together with Zinn, they curated the artwork that includes paintings, textiles, ledger art, and wampum and is interspersed with excerpts from the TREC Reports and artists’ oral histories.��

“The objective with this course was to introduce students to engaged community practices and to give them the opportunity to work directly with local Indigenous artists. It was essential that they understand how deeply Native communities are woven into the history of Colorado. It was equally important for students to understand that this kind of collaboration should not be extractive, but should be rather rooted in reciprocity and respect. In that spirit, we envisioned the exhibit as a window for local Indigenous artists, and the oral histories students collected will become part of the Museum of 91���Ҹ�’s archival materials. Through that collaboration, students were able to connect what we studied in the course with lived experience and a much fuller sense of history,” said Ardizzoni.��

Student Learning��

In addition to the course learning objectives (see below), Ardizzoni developed tables of student and museum goals and outcomes related to the exhibit:

The course’s learning objectives included critical, analytical, ethical and reflective practices that supported and led to the exhibit’s development. The table below lists the learning objectives coupled with student feedback about their learning.��

Professional Skills and Growth��

Significantly, students learned situated, professional skills in order to develop a real-world product.��

As one student shared,��"It made me feel like what I was working on actually mattered."

Students’ end-of-course survey feedback highlighted growth in the following areas–all critical for general career development:

• Communication skills for professional work and public sharing (most cited)
• Project management
• Interviewing
• Collaboration
• Cultural awareness��

Growth in museum and curatorial skills was also a standout achievement for many students.��

"The skill I developed, which I never had exposure toward, is that of a museum curator."

Unsurprisingly, the biggest challenges that students faced were project timelines, communication, student small-group dynamics and balancing their workloads.��

Overall, students valued working directly with the artists and identified interviews and personal conversations as the most impactful aspect of the project. They also greatly enjoyed getting out of the classroom and participating within the museum space.��

CU 91���Ҹ� students from Ardizzoni's Social Change in the Arts class attend the opening of the People of the Sacred Land exhibit at the Museum of 91���Ҹ�, April 24, 2026

Exhibit Feedback��

The culmination of the class, the exhibit, was an all-hands-on deck experience for Ardizzoni, the students and Zinn.��

“Collaborating with Emily [Zinn] transformed this course and the students’ experiences,” said Ardizzoni. “Students worked side-by-side with Indigenous artists and made curatorial decisions about how those voices would be represented in the exhibit. That kind of collaboration deepened everyone’s understanding of what it means to display someone else’s story with respect and intention. I honestly came away having learned just as much about exhibit design as my students did about local Indigenous cultures, community and representation.”

The exhibit’s opening event on April 24, 2026 was an exciting and well-attended, collaborative event. The presenters and audience included the Indigenous artists and their communities, the students and CU 91���Ҹ� colleagues, members of 91���Ҹ� City Council, the People of the Sacred Lands organization and the general public. Attendees’ comments highlight the power of the exhibit’s development process and product:����

• "My partner is Chippewa, and we're visiting 91���Ҹ� for the first time. It's great to see these histories told in this way. So often they aren't told at all." - Visitor

• "As a longtime educator, I know the mis-education and the disinformation, the importance of erasure in order to have some of the things happen that have happened. I will say, as someone who has deepened my own learning and awareness, and I got to talk with��Michela��and her class as they were starting their project about their own personal journey. The work is in the mirror." - City Council Member Taishya Adams

• "Every single person I spoke to had positive reactions to the artwork, the display and the camaraderie. Those young people were just awesome." - People of the Sacred Land Executive Director Rick Williams

• "The exhibit is incredible. The Museum of 91���Ҹ� should be proud." - Visitor

The exhibit is on view until July 5 at the Museum of 91���Ҹ�. CU 91���Ҹ� faculty members and students interested in the Accelerator or a new "sister" program, Students as Partners for CETL (applications due Aug. 17), please contact��lisa.h.schwartz@colorado.edu.