From June 23 to 26, 2025, Fort Lewis College in Durango, Colorado, hosted the 4Corners Computer Science (CS) Convening — a landmark three-day gathering dedicated to advancing computer science education among Indigenous students and communities. The event brought together approximately 200 participants, including educators, students, and presenters representing Native American-serving schools and organizations from across the Four Corners region. Rooted in the theme “Being a Good Relative,” the convening encouraged attendees to build meaningful connections, exchange ideas, and explore ways to blend Indigenous knowledge systems with modern computer science instruction.
The conference opened on Sunday, June 23, with a welcome dinner and networking session, setting a collaborative tone for the days ahead. A highlight of the evening was the Fireside Chat with Elders, where speakers reflected on traditional Diné (Navajo) teachings and discussed the role of technology as a tool for cultural preservation and education. One elder expressed the desire to see a future where computers greet users in Diné Bizaad (Navajo language)—a poignant reminder of the power of language and representation in technology.
Workshops and Daily Highlights
Each morning of the convening featured keynote speakers who brought personal stories and expertise, followed by interactive workshops designed to equip educators with practical tools for CS integration. Participants engaged in hands-on sessions that explored coding, physical computing, cultural representation in STEM, and Indigenous-centered curricula. The convening reinforced the importance of cultural identity in STEM learning environments and showcased strategies for making CS accessible and relevant to Native communities.
4CSCC Workshop — Monday, June 24
On Monday, June 24, members of the Four Corners Science and Computing Club (4CSCC) — Franklin, Jeff, and Simon — delivered a two-hour workshop titled “Physical Computing as a Gateway to Scientific Computing.” The session attracted computer science educators serving Native American students. It began with a discussion of 4CSCC’s mission and partnerships in the region, followed by an interactive exercise led by Jeff, using Socratic questioning around a news image of a chemical spill near Tucson, Arizona. This inquiry-based approach encouraged participants to analyze visual data critically and explore problem-solving strategies.
Franklin then guided attendees through assembling Raspberry Pi 400 mobile kits paired with environmental sensors. Participants learned how to navigate the Raspbian Operating System and access the 4CSCC Dashboard, designed to simplify data collection and analysis. Additional lesson materials — including Scratch programming challenges — were shared via QR codes, directing participants to the 4CSCC website for continued learning. The workshop concluded with participants experimenting in real-time with variables such as household chemicals, dust, and heat, demonstrating how sensor data can engage students in scientific inquiry and computation.
Reflection and Participant Engagement
The workshop sparked enthusiastic engagement, with many educators expressing interest in acquiring 4CSCC’s mobile kits for their classrooms. The hands-on activities showcased how physical computing can bridge the gap between abstract coding concepts and real-world science applications. Positive feedback highlighted the potential of using Raspberry Pi and Scratch for teaching chemistry, physics, and environmental science. Additionally, Simon’s upcoming Micro:bit lessons generated excitement for future collaborations. The convening provided an invaluable platform for 4CSCC to strengthen ties with regional educators, share culturally responsive teaching practices, and refine its outreach for diverse learning environments.
Other Featured Presenters and Sessions
Beyond the 4CSCC session, the convening featured a range of compelling presentations emphasizing cultural representation in computing. One standout was “Cultural Representation in Computing,” where educators showcased projects that seamlessly wove Indigenous language and traditions into STEM activities. A memorable example included a drone competition team that issued flight commands in Apache, demonstrating how native languages can be assets in technical contexts. Another featured workshop, “Sugar Bush and Three Sisters,” used Scratch animation to narrate Indigenous agricultural stories and introduced participants to constellations named in native languages — illustrating the power of storytelling in STEM education.
Conclusion
The 4Corners CS Convening successfully fostered a space for Indigenous educators and community leaders to connect, collaborate, and envision a future where computer science education respects and uplifts cultural heritage. For 4CSCC, the event reinforced its mission to make CS accessible and meaningful, ensuring that Indigenous students see themselves reflected in both the curriculum and the possibilities of technology.
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