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Dr. Scully was a 2023 National Academy of Education/Spencer Dissertation fellow and was awarded an honorable mention in the highly competitive and prestigious 2023 Ford Minority Dissertation fellowship. A public scholar committed to social justice and change, Dr. Scully’s scholarship focuses on:

• Two Spirit/Indigiqueer thought;
• Indigenous shapeshifting methodology;
• Indigenous methodologies;
• storytelling pedagogies and methodologies;
• Indigenous feminisms;
• and Indigenous women's (including Two Spirit/Indigiqueer) relations with and epistemologies of land.

As a professor, Dr. Scully's teaching style emerges from Indigenous pedagogies and invites students to be co-learners and co-teachers in the space. Classrooms are dynamic, engaging, interactive and dialogic. Dr. Scully has designed a number of tools to assist students in developing critical thinking, dialogue, and writing skills. Writing is foundational to Dr. Scully's pedagogy to not only help students grapple more deeply with course content but also to:

• help students improve writing skills so necessary for academic thought;
• develop and strengthen critical thinking skills so that course material can be not only understood, but built upon in dialogue, writing, and other academic spaces;
• tap into students' inherent wisdom and knowledge;
• offer individualized feedback and accessible, but challenging modalities for expression outside classroom dialogue; and
• offer tailored classroom experiences that address topics and content shared in student writing.

Dr. Scully is committed to accessibility and offers alternative methods for students to engage in course material beyond dialogue and writing including creative modalities such as dance, music, or visual arts, all of which harness Indigenous ways of knowing that value the inherent knowledge contained outside verbal/written language.

• Scully, I.M.E. (2024). Nehiyaw Two Spirit creation stories: Re-mapping home, desire & Indigenous education through the body. Syracuse University, ProQuest Dissertations.
• Scully, I.M.E. & D. Romo (2022). Embracing Community, Disrupting Isolation: The Importance of Relationships and Land in Antiracist Teacher Education. In G. Martinez-Alba, J. Ruan & A. Hersi (Eds), Antiracist teacher education Vol. 2: Counternarratives & storytelling. Rowman & Littlefield.
• Scully, I.M.E. (2021). Shapeshifting Power: Indigenous Teachings of Trickster Consciousness and Relational Accountability for Building Communities of Care. Seneca Falls Dialogue Journal, Vol. 4. (Invited).

• NAST 150: Introduction to Native American and Indigenous Studies
• NAST 310: Indigenous LGBTQ and Feminist Studies
• NAST 2XX: Indigenous Worlds, Philosophies & Ways of Knowing
• NAST 2XX: Indigenous Storytelling
• NAST 3XX: Indigenous Methodologies
• The American School
• Intergroup Dialogue on Race & Indigeneity