Nationally-recognized student advocate, activist scholar and contemplative educator.

*NOTE: In-person attendance is mandatory for NITEP Fellows, NIEPRR Fellows (UNLV & NSC), and NV-EPIC PPP & A-ARL Cohorts 2.0 (residing in Clark County only). UNR NIEPRR Fellows may attend virtually.

*VIDEO RECORDING NOTICE: Please note that this event is being recorded. All or portions of the event recording may be shared through UNLV’s digital channels. By attending this event, you consent to your name, voice, and/or image being recorded and consent to UNLV to reproduce, distribute and otherwise display the recording within its sole discretion.  Individuals who do not want their identities to be captured are responsible for alerting event organizers to provide off-camera accommodations. 

Sentipensante Pedagogy was formally introduced with the publication of Rendón’s book,  Sentipensante (Sensing/Thinking) Pedagogy: Educating for Wholeness, Social Justice and Liberation (Stylus Press, 2009). The term, Sentipensante, originated from the research of Columbian sociologist and developer of participatory action research, Orlando Fals Borda. Eduardo Galeano, employs the term in The Book of Embraces. In a YouTube video, Fals Borda discusses his work with the fishermen of the Columbian coast and how they referred to themselves as sentipensantes, people able to master simultaneous use of two forms of intelligence: sensory and intellectual knowing.

Sentipensante pedagogy is a culturally-validating, deep learning experience that addresses the harmonic balance between intellectual, social, emotional and inner-life skill development. The pedagogy also connects the learning experience to issues of equity and justice. To foster deep learning, illuminative learning tools/prácticas de conocimiento are employed to open the senses. Examples include: Periods of silence, music, poetry, arts-based projects, testimonios, socially-driven art and photography, ritual, and cultural immersions, among others.

This exercise is not only designed to help you with your comprehension and application of what you learn today… Your answers also provide data that our research team to build and share resources that you can apply as you develop in your careers.

Laura I. Rendón Ph.D. is a nationally-recognized student advocate, scholar and contemplative educator.

Rendón is professor emerita at the University of Texas-San Antonio, and has held faculty and administrative appointments at several universities. She earned a doctorate in higher education administration at the University of Michigan.

Rendón grew up in a low-income, single-parent household along the U.S. Mexico border in Laredo, Texas. Rendón is a passionate advocate for low-income, first-generation students who she feels have hopes and dreams but often do not know how to realize them. She is also a teaching and learning thought leader, and is the author of Sentipensante Pedagogy: Educating for Wholeness, Social Justice and Liberation along with 9 other books and monographs and an extensive list of scholarly publications focusing on success for underserved student populations.

Currently, Rendón is involved in several leadership and advisory roles. Among these include: Board of Directors, John N. Gardner Institute for Excellence in Undergraduate Education and Equity Advisory Council for the Center for Healthy Minds, University of Wisconsin-Madison. Rendón is the 2021 recipient of the Howard Bowen Distinguished Career Award issued by the Association for the Study of Higher Education.

Keynote Address: 
“Fostering Student Success: Working With Validation, Student Assets and Sentipensante Pedagogy ”

This session is designed to help faculty and staff work with low-income, first-generation students. The focus will be on the importance of validating students as capable learners, recognizing and leveraging student assets and employing a sentipensante (sensing/thinking) approach to teaching and learning that also connects to issues related to equity and justice.

Mike Lang is the product of DC Public Schools and Prince George’s County Public Schools (MD). After being inspired by teachers his entire life, he decided to become one. He studied sociology at the University Missouri and received his Master’s degree in elementary education from the University of Notre Dame. He began his teaching career as a 4th grade teacher in St. Peter the Apostle School and Resurrection Catholic School in Pascagoula, MS. He taught English at Wen Hua elementary school in Miaoli, Taiwan and was an educator in the Clark County School District in Las Vegas, NV for 15 years.  

He is an ardent believer in the power of technology integration and it’s ability to connect people. The hard work and determination of his students has resulted in his being named an Apple Distinguished Educator, a PBS Digital Innovator, and a PBS Digital Innovator All Star as well as a Heart of Education Award Winner. He is currently the Chief Innovation Program Officer at ed.Xtraordinary, powered by Teach for America as well as running a small consultancy, The Intelligent Hoodlums.

Breakout Session:
“Herding Cats: How Might We Design Better Learning Experiences? “

“Design is an art of situations. Designers respond to a need, a problem, a circumstance, that arises in the world.” – Ellen Lupton 

As educators, one of our most important tasks is the designing and inventing lessons that allow our learners to both demonstrate mastery with respect to state standards and use their own creativity to express their own thinking. How might we integrate systems of thought and practice that allow these processes to happen most efficiently? What are tools and strategies that can help us on this journey? In this session, we’ll explore and experience using a design thinking protocol to craft lesson ideas that will allow our learners to flex their imaginations while mastering our content.

As a Licensed Master Social Worker, Lori Smith has been practicing for over twenty years, strengthening youth and young adults and their families. As a Master Life Coach, she enjoys listening to people tell their stories as she identifies areas to transform their lives.She is purposeful when developing strategies to encourage them from their old way of thinking while inciting or stirring up their gifts to unlock their full potential.   

Breakout Session:
“How Trauma Impacts Students “

Participants will learn how trauma impacts students academics and social skills. At the end of the day, they will be able to identify strategies to support students exposed to traumatic events. Students will learn how to 1) Identify types of traumatic events; 2) identify symptoms of traumatic stress in a child; 3) Identify how trauma; 4) help students who have been exposed to trauma; and 5) keep themselves healthy. 

*NOTE: In-person attendance is mandatory for 1) NITEP Fellows, NIEPRR Fellows, and NV-EPIC PPP & A-ARL Cohorts 2.0 (residing in Clark County only and/or 2) unless you have made prior arrangements with the designated program manager (see your Slack channel announcement) to attend virtually. Multiple absences from mandatory events and/or incomplete alternative assignments may result in dismissal from your fellowship/program.