2007 Annual National Institute Agenda

Creating Native Communities on Campus: Working to Build a Supportive and Safe Campus Communities in which Native Students Can Thrive

(A Professional Development Institute and Personal Retreat for Educators Serving Native American College and College-Bound Students)

SPONSORED BY
W. K. Kellogg Foundation
Lumina Foundation for Education

Hyatt Regency Tamaya Resort & Spa
Santa Ana Pueblo, NM
August 5-8, 2007

Opening Prayer
Joseph Suina, Ph.D., Elder-in-Residence
Professor Emeritus, University of New Mexico

Opening Remarks/Overview
Michael Hanitchak, Governing Council Chair
Director, Native American Program
Dartmouth College

Introduction of Participants
Moderators: Michael Hanitchak, Governing Council Chair
Augustine McCaffery and Steven Abbott, Governing Council Executive Board

Presentation & Icebreakers
Diane R. Reyna, Director, Learning Support Center
Institute of American Indian Arts, Santa Fe, NM

Topic: "Native Foundations for College Success: Student Engagement in a College Skills Course"

ABSTRACT: This presentation will demonstrate culturally and creatively relevant learning activities and methods used to improve and enhance college skills for first year college students.

BIO: Diane Reyna is from the Pueblos of Taos and Oke Owingeh in northern New Mexico. She is the Director of the Institute of American Indian Art 's Learning Support Center. Diane has applied experiential learning activities in her years of work with students in transition. She teaches Native Foundations for College Success within the General Education Program the Learning Support Center.

University of New Mexico Welcome Luncheon
Guest Speaker: Richard W. Holder, Ph.D., Deputy Provost for Academic Affairs
University of New Mexico

Presentation
Christine R. Marlow, Ph.D., Dean of Instruction
University of New Mexico – Gallup Branch
Bernadette Fontenelle, Achieving the Dream Program Coordinator
University of New Mexico – Gallup Branch
Gloria M Skeet deCruz, Gallup Local Advisory Board Member

Topic — "Supporting Native American Students through the Achieving the Dream Initiative"

ABSTRACT: The presentation will describe strategies that successfully engaged and supported Native American students using a Lumina Foundation Achieving the Dream grant. These strategies include learning communities, a College Success course and a mentoring program. The presentation will include a description of how data can help drive the planning and implementation of these strategies.

BIO: Christine Marlow is the Dean of Instruction and Professor of Health Careers at the University of New Mexico, Gallup. UNM Gallup enrolls the highest number of Native American students at any two year public institution. She is the Principal Investigator of an Achieving the Dream grant from the Lumina Foundation that focuses on increasing the success of under-represented students in Community Colleges.

Dr. Marlow received her undergraduate degree in Anthropology from the University of Wales, and her Masters and Ph.D. from the University of Chicago. She has previously served as faculty at New Mexico State University and Indiana State University.

BIO: Bernadette B. Fontenelle joined UNM-Gallup as the Program Coordinator, in January 2007. She came from the University of New Mexico Main Campus in Albuquerque, New Mexico, where she held a position with University College which entitled her to work closely with programs such as Freshman Academic Choices, Research Service Learning Program, Sophomore Seminar in Career Awareness, and Undergraduate Research Creativity Symposium. She earned her associate degree in Information Technology from University of New Mexico Gallup branch, and another in Liberal Arts. She is currently working towards a Bachelor of Science in Political Science.

Caroline Altman Smith, Program Officer
Lumina Foundation for Education

Topic — "Building and Maintaining Strong Working Relationships with Foundations"

ABSTRACT: This session will consist of two parts. The first will be a briefing on Lumina Foundation for Education-funded work that seeks to improve the postsecondary access and success rates of Native students. What efforts are Lumina grantees engaged in around the country, and what are the lessons being learned in this work? The second part will be an informal presentation and Q&A on building relationships with foundations and some musings on grantee/funder relations. How can prospective or current grantees establish contacts with foundation representatives? What makes for a strong letter of inquiry? What are some common miscommunication issues, and how can both grantees and funders improve the way they communicate with each other?

BIO: Caroline Altman Smith is a Program Officer at Lumina Foundation for Education, a private foundation dedicated to removing the postsecondary access and success barriers facing students of color, low-income students and adult learners. Focused primarily on retention efforts, Caroline helps to manage the Achieving the Dream: Community Colleges Count initiative. Caroline is a member of the Emerging Practitioners in Philanthropy (EPIP) National Board of Advisors and the Alumni Executive Committee of the Center on Philanthropy at Indiana University. She is a trustee of the University of Virginia Class of 2002, and currently volunteers with Girls Incorporated of Indianapolis and The Indy Hub, an organization for young professionals. Caroline earned a Bachelor of Arts degree in English and American Studies from the University of Virginia. She also holds a Master of Arts degree in Philanthropic Studies and a certificate in Non-Profit Management from Indiana University.

Sunrise Ceremony and Prayer
Joseph Suina, Ph.D., Elder-in-Residence
Professor Emeritus, University of New Mexico

Elder Reflection
Joseph Suina, Ph.D., Elder-in-Residence
Professor Emeritus, University of New Mexico

PRESENTER 1: Stephanie Fryberg, Ph.D., Assistant Professor and Affiliate Faculty American Indian Studies
Department of Psychology, University of Arizona

Topic — "From Stereotyping to Invisibility: Implications for American Indian Student Academic Achievement in Higher Education"

ABSTRACT: All people must contend with other people’s representations of them, and these representations carry with them certain privileges and constraints for the self. Specifically, majority group members enjoy the tacit privilege of being positively represented in multiple ways in society, while those associated with minority groups, or in this case American Indians, are likely to be represented in ways that have negative and limiting resonances or that involve no representation at all — they are invisible. This talk will examine the impact of both stereotypes and invisibility on self, identity, and achievement. Specifically, I will present data on how social representations of American Indians influence self-esteem, community efficacy, and future achievement goals of American Indian students and I will discuss the implications of these representations for academic achievement in higher education.

BIO: Stephanie A. Fryberg (Tulalip, Ph.D., 2003, Stanford University) is Assistant Professor in the Department of Psychology and Affiliate Faculty in American Indian Studies at the University of Arizona. Her primary research interests focus on how social representations of race, culture, and social class influence psychological well-being, physical health, and educational attainment. Recent publications include, "On being American Indian: Current and possible selves" (with H. R. Markus, in Journal of Self and Identity), "Racial ethnic self-schemas" (with D. Oyserman, M. Kemmelmeier, H. Brosh, and T. Hart-Johnson, in Social Psychology Quarterly), "The psychology of engagement with Indigenous identities: A cultural perspective" (with G. Adams, D. M. Garcia, and E. U. Delgado, in Cultural Diversity and Ethnic Minority Psychology), and "The possible selves of diverse adolescents: Content and function across gender, race and national origin" (with D. Oyserman, in Possible selves: Theory, research, and application). Manuscripts currently in press include "Models of education in American Indian, Asian American, and European American contexts" (with H. R. Markus) and "The Psychology of Invisibility" (with S. Townsend). Fryberg teaches undergraduate and graduate courses on cultural and social psychology.

PRESENTER 2: Sylvia Hurtado, Ph.D., Professor & Director of the Higher Education Research Institute
UCLA Graduate School of Education & Information Sciences
Eddy A. Ruiz, Graduate Research Analyst
UCLA Graduate School of Education & Information Sciences

Topic — "Understanding the Climate for Native Americans at Four Year Colleges"

ABSTRACT: The session will review studies and present new data on findings regarding the characteristics, behaviors and values of Native Americans in baccalaureate-degree granting institutions. Implications for student support and improvement of the climate for diversity will be discussed.

BIO: Sylvia Hurtado is Professor and Director of the Higher Education Research Institute at UCLA in the Graduate School of Education and Information Sciences. Just prior to coming to UCLA, she served as Director of the Center for the Study of Higher and Postsecondary Education at the University of Michigan. Dr. Hurtado has published numerous articles and books related to her primary interest in student educational outcomes, campus climates, college impact on student development, and diversity in higher education. She has served on numerous editorial boards for journals in education and served on the boards for the American Association of Higher Education (AAHE), the Higher Learning Commission and is president of the Association for the Study of Higher Education (ASHE). Black Issues In Higher Education named her among the top 15 influential faculty whose work has had an impact on the academy. She obtained her Ph.D. in Education from UCLA, Ed.M. from Harvard Graduate School of Education, and her A.B. from Princeton University in Sociology.

Dr. Hurtado has coordinated several national research projects, including a U.S. Department of Education-sponsored project on how colleges are preparing students to achieve the cognitive, social, and democratic skills to participate in a diverse democracy. She is launching a National Institutes of Health project on the preparation of under-represented students for biomedical and behavioral science research careers. She has also studied assessment, reform, and innovation in undergraduate education on a project through the National Center for Postsecondary Improvement.

L U N C H

Interactive Workshop
Marti Ford, M.Ed., Dean, School of Indigenous Education
Red River College, Winnipeg, Manitoba, Canada
Mike Stuhldreier, B.Ed., Manager, Program & Curriculum Development
Red River College, Winnipeg, Manitoba, Canada

Topic — “Using the Medicine Wheel as a Basis for Holistic Curriculum Development"

ABSTRACT: A holistic view of teaching and learning is consistent with Aboriginal culture and teachings and can be represented by the Medicine Wheel. The Medicine Wheel can be used as a tool for mapping the knowledge, skills, and abilities identified during a DACUM Occupational Analysis (a process for identifying the skills and abilities necessary for success in an occupation) within a holistic construct. By integrating Bloom's Taxonomy with Aboriginal culture and ways of knowing, post-secondary curriculum can be developed using the DACUM process that meets the needs of Aboriginal learners and increases student retention, while remaining grounded in sound educational theory and practice.

This interactive workshop will present a framework for curriculum development that integrates Bloom's Taxonomy and the Medicine Wheel that has been developed during year one of a three-year project, funded by the Manitoba Council on Post-Secondary Education (C.O.P.S.E.). We will discuss how the project will see the creation of curriculum development processes that:

• promote a holistic approach to post-secondary curriculum development;
• promote instructional design methodologies that are consistent with Aboriginal ways of knowing and based on sound educational theory and practice;
• allow for the development of post-secondary curriculum that is tied to industry needs, meets the needs of Aboriginal learners, and increases student retention through the development of culturally appropriate curriculum.

BIO: Marti Ford is the Dean of Aboriginal Education at RRC. She is of Inuit ancestry and had worked in aboriginal education as a teacher, manager and board member. She has been involved in planning programs and curriculum within schools, colleges and universities. Marti has a B.A, B.Ed. and is just finishing up her M.Ed. in educational administration.

BIO: Mike Stuhldreier (B. Ed.) manages the Program and Curriculum Development department at Red River College. He has fifteen years experience as an educator at all levels, from K through S4 to the post-secondary system. In addition, he is a Certified DACUM Facilitator and has facilitated a variety of DACUM workshops for the College and other organizations. He is currently working towards a Master's Degree in Distance Education.

PRESENTER 1: Stephanie Fryberg, Ph.D., Assistant Professor and Affiliate Faculty American Indian Studies
Department of Psychology, University of Arizona

Topic — "From Stereotyping to Invisibility: Implications for American Indian Student Academic Achievement in Higher Education"

PRESENTER 2: Sylvia Hurtado, Ph.D., Professor & Director of the Higher Education Research Institute
UCLA Graduate School of Education & Information Sciences
Eddy A. Ruiz, Graduate Research Analyst
UCLA Graduate School of Education & Information Sciences

Topic — "Understanding the Climate for Native Americans at Four Year Colleges"

L U N C H

Guest Speaker: John Gritts, Director, Admissions, Recruitment & Enrollment
Institute of American Indian Arts, Santa Fe, NM

Topic — "Returning to Your Roots"

ABSTRACT: With minimal federal and hardly any state support why are tribal colleges becoming role models for higher education? What makes them work? Are they successful? Do they meet the educational needs of the reservations? Where do tribal college graduates go?

BIO: John Gritts is the Director of Admissions, Records and Enrollment at the Institute of American Indian Arts for the past year. Prior to this position, John was a Program Officer at the American Indian College Fund for nine years and before that the Director of Financial Aid at Black Hills State University, Spearfish, SD, for 16 years.

While in the student financial aid profession he served as President of the South Dakota Association of Student Financial Aid Administrators, President of the Rocky Mountain Association of Student Financial Aid Administrators and served two terms on the Board of Directors for the National Association of Student Financial Aid Administrators.

John has served on numerous State, Regional and National financial aid committees over the years. He currently serves on the USA Funds National Financial Aid Default Council. John has received many honors and awards, such as the National Association of Student Financial Aid Administrators (NASFAA) Leadership Award, Rocky Mountain Association of Student Financial Aid Administrators (RMASFAA) Hall of Fame Award, Outstanding Faculty Staff Award at Black Hills State, and personally presented President Jimmy Carter with one his drawings on behalf of the State of South Dakota.

John graduated from the Institute of American Indian Arts (IAIA) in 1968. After IAIA, he attended Bacone College in Muskogee, OK, and Sioux Falls College in Sioux Falls, SD and worked at Black Hills State for 23 years. His recent return to IAIA is a dream come true for John. He is a member of the Cherokee tribe.