{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,28]],"date-time":"2026-08-28T11:38:03Z","timestamp":1787917083751,"version":"build-2784847793"},"reference-count":62,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2023,9,29]],"date-time":"2023-09-29T00:00:00Z","timestamp":1695945600000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Public Health"],"abstract":"<jats:sec><jats:title>Background and purpose<\/jats:title><jats:p>Responding to COVID-19-induced disruptions to traditional teaching methodologies, and considering the relevance of narratives among indigenous populations, \u201cstorytelling as pedagogy\u201d was developed and implemented in the undergraduate Global Health course in a Native American-Serving Nontribal Institution (NASNTI) in Colorado.<\/jats:p><\/jats:sec><jats:sec><jats:title>Methods<\/jats:title><jats:p>We describe the evolving pedagogic adjustments and storytelling strategies incorporated into the global health course from Fall 2019 to Spring 2023. This entailed before the COVID-19 in-person format, online digital storytelling during the pandemic emergency, the HyFlex and hybrid classes with the emergence of \u201cnew normals,\u201d and finally the gradual move to in-person classes. The story arc in the course included the following: (1) Course learning outcomes revisited and the course syllabus language framed based on the native philosophies of empowerment education and experiential learning, (2) students\u2019 inputs sought to incorporate socioculturally responsive topics in the course syllabus (e.g., dental health disparities among indigenous populations), (3) strategic and non-threatening shifts such as \u201cno textbooks\u201d and \u201cno finals\u201d introduced, (4) global health thought partners invited by the course instructor and coached to use story-based teaching methods, (5) use of first-person trauma-informed storytelling methods to teach specific global health topics, and (6) students undertook gratitude journaling, a scaffolding exercise of writing letters on global health topics to global health thought partners.<\/jats:p><\/jats:sec><jats:sec><jats:title>Results<\/jats:title><jats:p>Storytelling as pedagogy was most effective in the in-person format, while digital storytelling during the COVID-19-induced online classes was extremely challenging considering the stark digital divide in the Navajo Nation. First-person, trauma-informed storytelling is a helpful approach to discuss insider\u2013outsider perspectives and can potentially establish sustainable trustworthy relationships among the students, instructor, and global health thought leaders. Gratitude journaling and photovoice can be tweaked as powerful storytelling methods to build students\u2019 interaction-based critical thinking, intercultural humility, and professional networking.<\/jats:p><\/jats:sec><jats:sec><jats:title>Conclusion<\/jats:title><jats:p>Mapping storytelling pedagogies\u2019 best practices can be useful in developing a granulated understanding of this strategy and utilizing them across diverse disciplines in higher education. Faculty capacity building is recommended to enable the former to conceptualize culturally responsive storytelling pedagogies and create assessment plans to assess students\u2019 learning outcomes through the utilization of this method.<\/jats:p><\/jats:sec>","DOI":"10.3389\/fpubh.2023.1165241","type":"journal-article","created":{"date-parts":[[2023,9,30]],"date-time":"2023-09-30T21:58:44Z","timestamp":1696111124000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":5,"title":["Evolution of storytelling pedagogy in global health course at a U.S. Native American-Serving Nontribal Institution from Fall 2019 to Spring 2023"],"prefix":"10.3389","volume":"11","author":[{"given":"Tapati","family":"Dutta","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Camille","family":"Keith","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2023,9,29]]},"reference":[{"key":"ref1","volume-title":"Postmodern education: politics, culture, and social criticism","author":"Aronowitz","year":"1991"},{"key":"ref2","doi-asserted-by":"publisher","first-page":"559","DOI":"10.1525\/irqr.2013.6.4.559","article-title":"Indigenous storytelling as research","volume":"6","author":"Iseke","year":"2013","journal-title":"Int Rev Qualit Res"},{"key":"ref3","doi-asserted-by":"publisher","first-page":"408","DOI":"10.1016\/j.nedt.2010.08.001","article-title":"Tell me a story\u2014a conceptual exploration of storytelling in healthcare education","volume":"31","author":"Haigh","year":"2011","journal-title":"Nurse Educ Today"},{"key":"ref4","doi-asserted-by":"publisher","first-page":"156","DOI":"10.5172\/conu.32.1-2.156","article-title":"Adopting narrative pedagogy to improve the student learning experience in a regional Australian university","volume":"32","author":"McAllister","year":"2009","journal-title":"Contemp Nurse"},{"key":"ref5","doi-asserted-by":"publisher","first-page":"247","DOI":"10.1037\/stl0000152","article-title":"The pedagogical power of storytelling","volume":"5","author":"Landrum","year":"2019","journal-title":"Scholarsh Teach Learn Psychol"},{"key":"ref6","doi-asserted-by":"publisher","first-page":"113","DOI":"10.25134\/erjee.v8i1.1924","article-title":"Storytelling in teaching literacy: Benefits and challenges","volume":"8","author":"Satriani","year":"2019","journal-title":"Engl Rev J Engl Educ"},{"key":"ref7","doi-asserted-by":"publisher","first-page":"24","DOI":"10.1016\/j.puhe.2017.10.008","article-title":"Uses of oral history and digital storytelling in public health research and practice","volume":"154","author":"Tsui","year":"2018","journal-title":"Public Health"},{"key":"ref8","doi-asserted-by":"publisher","first-page":"12581","DOI":"10.1002\/ece3.6915","article-title":"From panic to pedagogy: Using online active learning to promote inclusive instruction in ecology and evolutionary biology courses and beyond","volume":"10","author":"Harris","year":"2020","journal-title":"Ecol Evol"},{"key":"ref9","doi-asserted-by":"publisher","first-page":"152","DOI":"10.1177\/0022487115624493","article-title":"Digital storytelling as racial justice: digital hopes for deconstructing whiteness in teacher education","volume":"67","author":"Matias","year":"2016","journal-title":"J Teach Educ"},{"key":"ref10","doi-asserted-by":"publisher","first-page":"157","DOI":"10.1075\/ni.10.1.11wor","article-title":"Interactional positioning and narrative self-construction","volume":"10","author":"Wortham","year":"2000","journal-title":"Narrat Inq"},{"key":"ref11","first-page":"231","article-title":"Australian Aboriginal oral traditions","author":"Ross","year":"1986","journal-title":"Oral Tradit"},{"key":"ref12","volume-title":"2021 U.S. News & World Report ranks FLC 9th in Campus Ethnic Diversity; 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