Twenty-five years ago, the aspirational vision of a newly formed national SENCER initiative led one of the authors (Wood) to initiate a long-term relationship between the Smithsonian Institution and George Mason University, involving a residential, immersive approach to education focused on biodiversity conservation. In the Smithsonian-Mason Semesters, the authors made progress by transforming the curriculum and incorporating active learning around real-world problems with an interdisciplinary focus. Mason students began discovering ways to become knowledgeable about societies and, consequently, the Earth's capacious problems, through immersion in the complex realities of living in the Anthropocene. At Mason, the authors have grown wiser about incorporating TEK (Traditional Ecological Knowledge) and Indigenous thinking and values into education for all students. Using a holistic approach, the authors have hired Indigenous faculty, built an interactive community with students and local tribes, and collaboratively developed research and education opportunities. To date, nine deliverables have been produced and presented to the Chickahominy Tribal Council. These include biodiversity surveys, GIS maps important for planning related to food insecurity and environmental contamination, and cultural information useful for repairing eco-kinship relationships to promote universal healing. Initiatives between George Mason University and Tribal nation partners represent mutual respect and observance of moral principles grounded in reverence for the Earth and traditional knowledge. Faculty facilitate interactions among Indigenous students, community members, and locally residing elders from many Indigenous communities, promoting mutual respect through knowledge and wisdom transfer unparalleled in previous University activities.