The American Indian Graduate Magazine Spring 2017

The Inside this Issue:

American Indian

GRADUATE Spring 2017

• President’s Message • A Message from the Executive Director • Getting to Know Angelique Albert

Celebrating Champions

• Gates Millenium Scholars • Wells Fargo and Know Before U Go • Master of Tribal Administration and Governance (MTAG) • Gonzaga MBA-AIE • Wilson-Hooper Veterinary Medicine Assistance Program • And more…

Featured In thIs Issue Accenture Flintco San Manuel Band of Mission Indians Wells Fargo Wilson-Hooper Veterinary Medicine Assistance Program

of Higher Education

The American Indian Graduate is now available online at aigcs.org

Wilson-Hooper Veterinary Medicine Assistance Program

An easy way for federal employees to donate – 11514 American Indian Graduate Center (AIGC)

AIGC Website - aigcs.org The AIGC website serves as an interactive resource for students, graduates, professionals, educators and donors wishing to know more about programs, services and funding opportunities.

AIGC Online

AIGC Social Networking

• Apply for AIGC scholarships online – deadlines apply

Like us on Facebook

• Learn more about AIGC

American Indian Graduate Center

• View an electronic version of The American Indian Graduate magazine – current and past issues • Subscribe to electronic or hard copy version of The American Indian Graduate magazine

Network on LinkedIn american-indian-graduate-center Follow us on Twitter

• Subscribe to the AIGC E-newsletter and receive the latest news

AIGC1

• Update your contact information on the Alumni Registration page

Watch AIGC videos on YouTube

• Request AIGC publications

AIGCS

• Find other scholarship opportunities • View internship and employment opportunities • Donate to AIGC

Follow us on Instagram

Table of Contents

The American Indian Graduate Volume 16, Number 1 A publication of the American Indian Graduate Center 3701 San Mateo Blvd., NE, #200 Albuquerque, NM 87110 Toll-Free: 1(800) 628-1920 Fax: (505) 884-0427

Volume 16, Number 1 • Spring 2017

5

Message from the President

Celebrating Champions of Higher Education

Website: aigcs.org

by Rose Graham, President, AIGC Board of Directors

6

Publisher

Message from the Executive Director A New Opportunity to Empower Tribal Communities Through Education

8

Getting to Know Angelique Albert AIGC’s New Executive Director

by Stephine Poston

Production Editor Jim Weidlein

Recognizing AIGC’s Roots Through Our Donors Funders and Donors Are the Core for Scholarships for Indian Students

by Joan Currier, AIGC Chief Operating Officer

12

Design and Layout Carolyn S. Tate

AIGC Board of Directors Rose Graham, President Navajo

Being Responsive to the Communities of New Mexico Creating an Indigenous-based Doctoral Cohort to Lead Our Communities

by Robin Starr Minthorn, PhD

16

Editors Joan Currier Mario Ortega Stephine Poston

by Angelique Albert, AIGC Executive Director

10

American Indian Graduate Center, Inc.

Joel Frank, Vice President Seminole Tribe of Florida Steven Stallings Secretary/Treasurer Rincon Band of Luiseno Indians

Products of Poverty – Gates Millenium Scholar/Dakota Thompson Instilling Hope in My Hometown

by Dakota Thompson

18

Members at Large Dana Arviso Diné Danna Jackson Confederated Salish and Kootenai Tribes

Using Higher Education to Impact Policy for the Underserved Native Leaders Advocating for Change

by Krystian Sisson

Walter Lamar Blackfeet, Wichita

Business Degrees Boost Tribal Economics – Gates Millennium Scholar/Nicole Johnny Reservation Roads: The Bumpy Ride to Education and Economics

Stacy Leeds Cherokee Nation

20

Holly Cook Macarro Red Lake Band of Ojibwe

by Nicole Johnny

Continued on page 4

Cover Image: Nicole Johnny, GMS Alumna

The American Indian Graduate

3

Table of Contents, continued

22

From High School Dropout to Summa Cum Laude – REDW Scholar/Aynjil Baca Aynjil Baca, My College Journey

(REDW Native American Scholar)

38

Wilson-Hooper Veterinary Medicine Assistance Program Wilson-Hooper Veterinary Medicine Assistance Program Awardees for the AY 2016-2017

by Marveline Vallo Gabbard

by Aynjil Baca

24

Wells Fargo and Know Before U Go Wells Fargo: Corporate Social Responsibility At Work

by Joan Currier, Chief Operating Officer

28

30

Master of Tribal Administration and Governance (MTAG) program MTAG: A Program for Future Tribal Leaders

by Professor Tadd M. Johnson

Gates Millennium Scholar/Bah Bigman From Enduring Big Mountain Living to Dreaming Pennsylvania Living

by Bah Bigman

32

Connecting with My Community After College – Fellowship Alumna/Alicia Ortega Next Steps: Maintaining Cultural Values

by Alicia Ortega

34

Gonzaga MBA-AIE Gonzaga MBA-AIE: A Business Evolution Beyond Casinos

by Malcolm Macleod and Victoria Lackey

37

Flintco Scholarship

by Stephine Poston

40

AIGC’s Student of the Month Program #MakingTheGrad

AIGC Announces Student of the Month Program

by Sara LaBarge

L. Stevens Jr. Joins AIGC Board 41 ofErnie Directors

42

by Stephine Poston

San Manuel Band of Mission Indians (SMBMI) Steady Champion of Higher Education

by Stephine Poston

The American Indian Graduate is now available online.

If you would prefer to receive an electronic version of our magazine, please let us know at

w w w.aigcs.org

Contact Us Mailing List: If you are not currently on our mailing list and would like to receive future issues, please call or write to the address below.

Advertising: To advertise in The American Indian Graduate, please contact Mario Ortega, or send an e-mail to: mario@aigcs.org Article Submissions: Submit all articles to Consulting Editor Stephine Poston, stephposton@msn.com or Mario Ortega, mario@aigcs.org Reprints and Permissions: Reprints of published articles and artwork are prohibited without permission of the American Indian Graduate Center.

4

The American Indian Graduate

American Indian Graduate Center 3701 San Mateo Blvd., NE, #200 Albuquerque, NM 87110 1(800) 628-1920 toll-free, (505) 884-0427 fax Visit us Online! www.aigcs.org ©2017 AIGC, Inc. All rights reserved.

Published submissions and advertisements do not necessarily reflect the views of AIGC, Inc.

Message from the President

Celebrating Champions of Higher Education

by Rose Graham (Navajo Nation) President, AIGC Board of Directors

L

et’s talk about “champions.” Champions in American Indian and Alaska Native communities rise past any personal challenges and seek ways to improve conditions wherever they find themselves.

Champions are not based on gender, affluence, race or influence. They are, rather, bound in passion and dedication to their cause – be it community health, education, infrastructure, economic prosperity, the environment or cultural preservation.

Champions continuously focus on daily improvement and find the courage to move through difficult situations with grace and clarity. Champions often serve as both the heart and the vessel that carry the change to our communities. They are “the why” and “the how” of community initiatives – even when their work is done solo or in small teams.

Champions continuously focus on daily improvement and find the courage to move through difficult situations with grace and clarity.

At AIGC, we have such a network of champions working to make higher education possible for American Indian and Alaska Native students across the country.

Our champions care not about geographic location, age or interest – they are connected by the spirit to make post-secondary education more attainable for aspiring higher-education graduates.

This issue gives thanks to our AIGC champions for their significant impact to the many thousands of AIGC scholars through the years. These champions are our funders, alumni and higher education advocates.

Rose Graham

Whether these champions have impacted you personally, or perhaps benefited your community indirectly, we hope this issue will elevate the awareness of their impact on AIGC and its population of students – past, present and future.

Please join us in applauding our AIGC champions.

Together, we fulfill the mission of AIGC by supporting the championship spirit in each of us to make American Indian and Alaska Native higher education more accessible and meaningful for aspiring students.

In closing, join me in welcoming our newest education champion, Angelique Albert, AIGC’s new Executive Director. We are very much looking forward to her depth of experience in higher education and her passion for making a positive impact to Indian Country one college graduate at a time. ✦

Rose Graham President, AIGC Board of Directors

The American Indian Graduate

5

Message from the Executive Director

A New Opportunity to Empower Tribal Communities Through Education

by Angelique Albert (Confederated Salish & Kootenai Tribes) AIGC Executive Director

G

reetings! First let me say, it is an incredible honor to be selected as AIGC’s new Executive Director.

This opportunity allows me to continue to serve and empower tribal communities and students through higher education.

It is an exciting time to come on board as AIGC embarks on a half century of providing higher education scholarships and services to Indian students. Recently, the AIGC Board of Directors and staff have been busy with a comprehensive strategic plan. The Board has set the direction for the organization through a newly adopted vision and mission.

I am excited to contribute my knowledge and strategic vision to the next chapter of AIGC’s amazing story.

AIGC Vision Building on a 50-year legacy, AIGC will continue to be the premier national resource in funding and empowering the next generation of Native leaders, across all sectors by meeting the unmet need of every Native American student.

AIGC Mission We provide financial support for American Indians and Alaska Natives seeking higher education, and support them in attaining undergraduate, graduate, and professional degrees. We partner with Tribes, the federal government, foundations, corporations, and individuals to ensure the growth and sustainability of scholarships.

6

The American Indian Graduate

Angelique Albert

As the Executive Director, I am charged with carrying out the new mission with the support of the great staff at AIGC. I believe my 20-plus years experience in executive management of non-profits, philanthropy, business, Indian gaming and tribal education will lend well to the organization’s new mission.

It is my sincerest wish to honor all who have come before me and continue to build on the tremendous work they have created. Because of their vision and dedication, I step into my role with a solid base of nearly 50 years of AIGC providing scholarship support to our students. The organization has extensive data and “refined” systems in place to empower our students at all levels. Empowering students is the reason I feel so committed to this work.

I am excited to contribute my knowledge and strategic vision to the next chapter of AIGC’s amazing story.

Moving forward with a new mission and vision from our Board, it’s clear we are entering a time of renewal. It expresses the time of new endeavors, new successes and new partnerships.

In closing, I am thrilled to embark on this new experience as AIGC’s Executive Director. I invite each of you to reach out to me and partner with us and be a champion of higher education for Indian students. There are many ways individuals, tribes and businesses can be involved. And to our amazing network of alumni from

And to our amazing network of alumni from around the world, I invite you stay involved and continue to be a part of the AIGC movement. around the world, I invite you stay involved and continue to be a part of the AIGC movement. We want to hear your success stories and lessons learned. There is strength in unity, and for us, unity leads to educated individuals, strong tribes and empowered communities! ✦

Angelique Albert AIGC Executive Director

Attention Federal Employees #11514

The CFC gives federal employees an opportunity to donate to eligible charities through payroll deductions. Thank you for your CFC pledge to AIGC, CFC #11514.

Thank you for supporting Higher Education for American Indian and Alaska Native Students!

We Are Proud to Support the American Indian Graduate Center.

Because we believe in Tribes Protecting Tribes.

P R O P E R T Y . L I A B I L I T Y . W O R K E R S ’ C O M P E N S AT I O N . E M P L O Y E E B E N E F I T S .

Call Us at 505.404.5000 or TribesProtectingTribes.com

The American Indian Graduate

7

Getting to Know Angelique Albert

AIGC’s New Executive Director

by Stephine Poston (Sandia Pueblo)

Photo Credit to Gonzaga University

T

he American Indian Graduate Center (AIGC) welcomes our new Executive Director, Angelique Albert (Confederated Salish & Kootenai Tribes).

Ms. Albert’s 20-plus years experience in executive management of non-profits, philanthropy, business, Indian gaming and tribal education are a perfect fit for the organization’s new mission: We provide financial support for American Indians and Alaska Natives seeking higher education and support them in attaining undergraduate, graduate and professional degrees. We partner with Tribes, the federal government, foundations, corporations and individuals to ensure the growth and sustainability of scholarships.

Most recently, Ms. Albert served as Executive Director of Salish Kootenai College Foundation, ensuring the future of “the tribal college” through capital fundraising efforts, collaborative partnerships and legacy initiatives.

Angelique Albert

has three sons and two grandsons. Some things people don’t know about her is that she owned an art gallery and is a national award-winning artist.

Rose Graham, AIGC Board of Directors President summed it up best in a recent press release. “AIGC is

“AIGC is not your ordinary scholarship provider. It prides itself in providing services and resources to ensure students stay in college successfully. This requires an understanding of Indian students’ unique circumstances. We view Ms. Albert’s appointment as a sign of our commitment to being the premier scholarship provider for Indian students.”

Additionally, Ms. Albert was the Associate Director of the National American Indian Business Leaders Organization, the only American Indian non-profit solely dedicated to empowering business students in the United States. Her service in various roles in philanthropy, including Lead Native American Program Officer for the Beaumont Foundation of America, and External Grant Reviewer for the Case Foundation, will be beneficial to AIGC’s overall fundraising efforts.

She graduated from Salish Kootenai College with a BA in Human Services and Gonzaga University with an MBA in American Indian Entrepreneurship. Ms. Albert

8

The American Indian Graduate

not your ordinary scholarship provider. It prides itself in providing services and resources to ensure students stay in college successfully. This requires an understanding of Indian students’ unique circumstances. We view Ms. Albert’s appointment as a sign of our commitment to being the premier scholarship provider for Indian students.”

Ms. Albert is committed to empowering tribal communities through higher education. She believes in inclusiveness and collaborative partnerships that build upon AIGC’s “nearly half-century legacy.” We hope you will join AIGC in welcoming Angelique Albert! ✦

Providing Graduate and Undergraduate Scholarships to American Indian and Alaska Natives Undergraduate Scholarships

Graduate Scholarships

Includes bachelor’s and associate degrees and some certificate and licensure programs.

High school diploma or GED is generally required.

Includes masters, doctoral and professional degrees. A bachelor’s degree generally is required.

Accenture American Indian Scholarship All Native American High School Academic Team Flintco Construction Scholarship REDW Native American Scholarship in Accounting Wells Fargo American Indian Scholarship Wilson-Hooper Veterinary Medicine Assistance Program

AIGC Fellowship BIE—Loan for Service Dr. Beryl Blue Spruce Memorial Scholarship Dr. George Blue Spruce Dental Fellowship Elizabeth Furber Fellowship Gerald Peet Fellowship Jeanette Elmer Graduate Scholarship

Eligibility requirements n

Pursue a vocational, associate, bachelor, master, doctoral or professional degree

n

Attend as a full-time student at an accredited, U.S. school

n

Demonstrate financial need

n

Member or descendant of any U.S. federally recognized tribe

John Rainer Fellowship Katrin Lamon Fund Lynne Ruth Lafin Elmore Sucher Scholarship REDW Native American Scholarship in Accounting Ruth Muskrat Bronson Fellowship Science Post Graduate Scholarship Fund (STEM Loan for Service) Wells Fargo AI Scholarship Wilson-Hooper Veterinary Medicine Assistance Program

apply at aigcs.org Go to aigcs.org for eligibility requirements, award amounts, opening and closing dates.

AmErIcAN INDIAN GrADUAtE cENtEr 3701 San mateo Blvd. NE, #200, Albuquerque, Nm 87110 1 (800) 628-1920 (toll-free) | (505) 884-0427 (fax) | aigcs.org

S2017

Recognizing AIGC’s Roots Through Our Donors

Funders and Donors Are the Core for Scholarships for Indian Students

by Joan Currier AIGC Chief Operating Officer

A

merican Indian Graduate Center was founded in 1969 to provide financial support to American Indians and Alaska Natives pursuing masters, doctoral and professional degrees. After securing a startup grant from the Donner Foundation, the founders approached the Bureau of Indian Affairs and secured federal funding that would increase the number of Native people earning graduate degrees, and bringing expertise back to tribal communities. The Bureau of Indian Education continues as the most significant provider of funds for AIGC graduate students, having contributed more than $67,000,000 to the program since 1971.

In 2001, AIGC Scholars was established as the American Indian/Alaska Native partner in the Gates Millennium Scholars program. Staff became proficient in reaching out to tribes and working with community members to identify potential Gates Millennium Scholars, and in helping students earn the prestigious award. We developed services and resources to ensure that students receiving the unmatched financial commitment of the Gates program were well supported. Our students became more diverse and our programs grew stronger.

Joan Currier

As our work has progressed and the achievements and contributions of our scholars and fellows are noticed, we welcome the interest and investment that tribes, foundations, corporations and individuals have made to join us in our mission to “provide financial support to American Indians and Alaska Natives seeking higher education and support them in attaining undergraduate, graduate and professional degrees.”

In this and upcoming issues of The American Indian Graduate we will highlight some of the scholarship programs that our partners have helped AIGC to develop, both for graduate students and to continue our support of undergraduates far beyond the sunsetting of the Gates Millennium Scholarship program. With hope and gratitude we recognize our “Champions of Higher Education.” ✦

As our work has progressed and the achievements and contributions of our scholars and fellows are noticed, we welcome the interest and investment that tribes, foundations, corporations and individuals have made to join us in our mission.

10

The American Indian Graduate

Attention AIGC alumni, friends and supporters!

AIGC cordially invites you to its 9th annual reception that will be held at the beautiful Sandia Event Center (30 Rainbow Rd, Albuquerque, NM 87113) on April 26, 2017.

We are requesting donations for silent auction items. Please consider donating artwork, pottery, sculpture, jewelry, baskets, weaving or any other Native American items, as well as gift certificates to golf courses, restaurants, resorts, special events, etc.

Additionally, we are looking for sponsors for the event. If you would like to be a sponsor or donate an auction item, please contact the AIGC development office at our toll-free number, 1(800) 628-1920 or email mario@aigcs.org.

Thank you and we hope to see you at the reception.

Please join us for the 9th Annual Honorees: Cora Gaane, Indian Country Advocate Veronica Geronimo, AIGC Alumna

Reception & Silent Auction Wednesday, April 26, 2017 Silent auction 5:00–6:30 pm Reception 5:00–8:00 pm

Rita Locklear, Higher Education Advocate Pueblo PhD Cohort—Leadership Institute Dr. Shawn Secatero, Higher Education Advocate Matthew Shoulders, AIGC Alumnus

…and meet AIGC’s new Executive Director Angelique Albert!

The Event Center at Sandia Golf Club 30 Rainbow Rd. NE, Albuquerque, NM

RSVP online at aigcs.org or call: 1 (800) 628-1920 toll-free The American Indian Graduate

11

Being Responsive to the Communities of New Mexico

Creating an Indigenous-based Doctoral Cohort to Lead Our Communities

by Robin Starr Minthorn, PhD (Kiowa)

T

he idea of creating an Indigenous-based doctoral cohort began when I was in the interview process and prior to my arrival at the University of New Mexico (UNM). Upon being hired I was asked to help with the already started masters in Native American Leadership in Education and to later start a doctoral cohort. My research and professional background is in Indigenous leadership. After my first year at UNM, I began thinking about how to approach the creation of a doctoral cohort for Native communities in New Mexico.

I thought if I am charged with this and not being from New Mexico – I am Kiowa from Oklahoma – it was essential to have a process done with the community’s feedback. I was adamant that I would have to get their feedback first before I began planning the doctoral process. The educational leadership program was in agreement and support of this. Thus began the formation of NALE (Native American Leadership in Education) doctoral cohort.

Overview of the Purpose of NALE The purpose of the creation of the NALE cohort is to enable UNM COE, TEELP and the educational leadership program to address the specific needs within the tribal and broader Native American educational leadership needs in New Mexico. NALE will demonstrate UNM’s commitment to the Native American tribal, rural and urban communities’ needs surrounding Indian education. The intentional curriculum and program development will look to address the unique needs of the communities across the P-20 pipeline while increasing the number of Native American administrators across the educational spectrum in New Mexico, nationally and internationally.

Planning Process The needs assessment included gathering and incorporating feedback from Native American faculty, tribal leaders and education directors, tribal college

12

The American Indian Graduate

Robin Starr Minthorn

administrators, current Native American administrators (urban and tribal), Native American student affairs professionals, non-profit Native American education organizations and Bureau of Indian Education officials. An overall report of the needs assessment results were shared with these entities and the feedback informed the curriculum development process. A meeting with these community/educational stakeholders took place highlighting the findings and to ensure incorporation of voice was accomplished. A NALE advisory board was formed to ensure perspectives across the tribal and educational communities were represented and to uphold accountability to the process and cohort.

Overview of the Feedback So who did we receive feedback from?

• Made initial request and started meetings in spring 2014 to tribal leaders and educational entities in New Mexico and sent Native American faculty surveys in spring 2014 • Presented at spring 2015 NMIED (New Mexico Indian Education Division) Governance-toGovernance meeting • Distributed surveys at NM Native American Education Leadership meeting in October 2015 • Made additional requests in Fall 2015-Fall 2016

Uniqueness of NALE The uniqueness of NALE is that it was and is guided by the Native American community’s input, whereas most cohorts for Native Americans are set by those who lead them rather than getting community input first. There is also a concerted effort to have Native faculty teaching all of the NALE doctoral cohort classes and when the main faculty member is not Native American to have a Native American professional in the class as a co-instructor to center an Indigenous perspective. Another unique approach is to offer flexible offerings rather than setting them and having students conform to the university. We are flexible in how we offer courses by getting cohort feedback and input. There is also a concerted effort to match each cohort member with a Native American professional that has a doctoral degree and working in the educational field to help provide extra support and guidance through their doctoral process. During the cohorts first meeting, we also provide a ceremonial process where we ask cohort members to invite their family members that evening. We are able to have each cohort member introduce their family

and we honor them and include them in the beginning of the doctoral process in understanding they are an intricate part of that process and sacrifice during these years of coursework. It was beautiful to see husbands, wives, moms, dads, grandmas, aunties, children, brothers, sisters, nieces, nephews and grandchildren in attendance, which made it an intergenerational event. During the first two summers NALE cohort members will visit the communities where I received feedback from those who consented to working with the cohort to show them their strengths in Indigenous-based education and strengthening their networks across the state of New Mexico.

Introducing the first NALE doctoral cohort After over two years of planning, it was surreal to see the first cohort go through the admissions and selection process. We were honored to invite and have seven Native American doctoral cohort members begin their doctoral journey this August 2016.

Continued on page 14

Catherine Montoya, Kim Benally, Cindy Higgins, Zane Rosette, Aaron Billie, Deborah Belone, and Jodi Burshia

The American Indian Graduate

13

Being Responsive to the Communities of New Mexico, continued The first NALE doctoral cohort members are: • Deborah Belone (Navajo), Principal at Newcomb Elementary School • Catherine Montoya (Diné), Student Programs Specialist for Native American Studies at UNM • Aaron Billie (Navajo), Principal for Mariano Lake Community School • Zane Rosette (Chippewa and Cree from Rocky Boy Reservation), Head of School for NACA (Native American Community Academy) Elementary • Jodi Burshia (Laguna Pueblo, Diné, Hunkpapa Lakota), Instructor SIPI (Southwest Indian Polytechnic Institute) • Kimberly Benally (Navajo), Director of Training and Development with the Coalition to Stop Violence Against Native Women • Cynthia A. O’Dale-Higgins (Navajo), Education Specialist SR. and Instructor at Utah State University-Eastern First NALE cohort member Deborah Belone said, “After the first semester of my doctoral journey, I found myself to have a higher sense of my Indigenous identity.

I always portrayed myself to be a proud Diné woman, but never realized how much more I was connected to

Dollars and Sense Looking to make a difference? Consider joining the Congressional Budget Office, the nonpartisan agency that provides economic, policy, and budgetary analysis to the Congress. CBO seeks:  Analysts to do cost estimates of legislation,  Economists to conduct studies on important economic and policy issues, and  Summer interns to participate in the agency’s analysis and to observe budget and economic policymaking.

Visit www.cbo.gov/careers for detailed information.

Congressional Budget Office An Equal Opportunity Employer

14

The American Indian Graduate

the Western philosophy of education. As a graduate student in the NALE program, my cultural identity, cultural consciousness and cultural pride has been enlightened and enhanced. I am finding myself to be more connected to my students, my staff and my community in a more personal way. I am consciously looking towards my community, our elders and my family for stories of the “old ways” and building on them to help heal the educational colonization and trauma that they experienced. The NALE program has enlightened me and enhanced in me many ways of being a stronger Diné woman.”

Outreach to Communities for NALE Cohort Applications We encourage tribal members to apply and participate in the cohort. We would like a diverse group of NALE applicants and students to help address educational/ community needs in New Mexico, as well as, recruit students in surrounding states. The recruitment process will also include distributing information through BIE schools, tribal schools, TCU’s, New Mexico universities and colleges, tribal communities and non-profit Native American education organizations. We will keep a record of individuals who have demonstrated interest in the program of potential students for the 1st and future cohorts.

We have continued this for the second NALE cohort recruitment process. We are currently accepting applications for the 2nd NALE cohort. The deadline for applications is March 15, 2017. ✦ For more information go to the NALE website: https://coe. unm.edu/departments-programs/teelp/education-leadershipprogram/nale/index.html For questions please e-mail Dr. Minthorn at: rminthorn@unm.edu Ah-ho for giving me the opportunity to share about the creation of the NALE cohort at UNM and for your time in reading this article.

“After the first semester of my doctoral journey, I found myself to have a higher sense of my Indigenous identity. I always portrayed myself to be a proud Diné woman, but never realized how much more I was connected to the Western philosophy of education.”

~ Deborah Belone

184 NATIONS

COME TOGETHER. More than gaming, this is about WINNING As the longest running gaming trade show in history, the Indian Gaming Tradeshow & Convention delivers the insight and strategies you need to navigate the gaming industry landscape to success. Meet the industry leaders, access the cutting-edge trends and learn how to win in your market.

Products of Poverty – Gates Millenium Scholar/Dakota Thompson

Instilling Hope in My Hometown

by Dakota Thompson (Cherokee Nation)

O

siyo, my name is Dakota Thompson. I am a member of the Cherokee Nation and I live in my hometown of Stilwell, Oklahoma. I am a Gates Millennium Scholar from the cohort class of 2007. I received a Bachelor’s of Arts degree in Mental Health Psychology in 2011 and a Master’s of Education degree in School Counseling in 2013, both from Northeastern State University in Tahlequah, Oklahoma. I will soon be starting a Doctorate of Education degree in Educational Administration, Curriculum and Supervision at the University of Oklahoma in June of 2017.

I am a woman of many roles: wife, mother, daughter, granddaughter, educator, mentor, lifelong learner, just to name a few. I live in the small town of Stilwell, Oklahoma. Stilwell is known to be one of the most Cherokee communities in the United States. Stilwell marks the spot of the end of the infamous Trail of Tears.

My hometown bears the weight of the forced removal of our Cherokee ancestors as the new “Indian Territory.”

Intergenerational poverty is alive and well in the town I was raised in, work in and live in. Our unemployment rate is currently 8%, twice the national average. We are ranked first in the state with 41% of our children liv-

Dakota Thompson

where I am so drained emotionally, physically and mentally. There are days where I cry on the way home. There are nights where I cannot think of anything else besides the struggles of what students go through and I ponder the ways I can try to help make it better, if it is possible.

To say I am the only educator in my county who feels this way is underestimated. Educators, administrators and school staff members all over our county are doing great things with less funding and less state support in the classroom; implementing strategies that promote

High-risk populations are high-need populations and I was born and raised to help my people; help those in need and to value each person’s life like my own. ing in poverty, we’re ranked 73rd in the state in Median Household Income, and 23% of our adult population has less than a high school diploma, over twice the state average according to the 2015 Oklahoma Policy Statistics. To say Stilwell has a high-risk population is an understatement. High-risk populations are high-need populations and I was born and raised to help my people; help those in need and to value each person’s life like my own. My upbringing, the community in which I was raised, and my passion for education is what drove me to become a school counselor.

Being a school counselor in a high-need, high-poverty, school is not for the faint of heart. There are days

16

The American Indian Graduate

independent learning, self-sustenance and achievement.

But, even though we may work at different sites or districts, we seem to all have something in common: the impact of poverty. When you’re teaching or counseling a child who goes hungry at night, who doesn’t have basic necessities at home, or whose family can’t afford blankets let alone heat, education takes on a whole new meaning and strategy.

It often seems as though we as educators are often in the “belly of the beast” so to speak, especially in my state of Oklahoma. Oklahoma continues to lead the nation in education cuts as high as 27%. We are in crisis mode; we’re in the trenches, we’re fighting for higher per pupil

spending and competitive teacher pay. The majority of teachers in the state live just above the poverty line but yet we still give; we still endure; we still fight for the sake of the students who are in desperate need of quality teachers and a quality education.

I am a firm believer in the bible verse “to whom much is given, much will be required.” As a Gates Millennium Scholar, I have grown as a person and experienced things in my life that many never do. My outlook, world view and values have been shaped by the experiences that this extraordinary gift Bill & Melinda Gates has provided. Without it, I would not have had the opportunity to obtain three degrees, without it I would not have had the opportunity to meet thousands of GMS Scholars of color from around the nation whose life stories helped me grow as a person and helped me to see the bigger picture. I would not have had the chance to gain professional development from a wide range of diverse, national leaders and I wouldn’t have had the opportunity to study abroad not once, but twice during my time at Northeastern State University.

I bring these experiences into my office at school. I help students see the light at the end of the tunnel, overcome obstacles, find solutions to problems and help them attain ways to pay for college, internships and summer programs. I’m constantly searching for ways to improve the lives of my students. I take students whose family can afford to make sacrifices for years, to worldwide destinations so they can witness education brought to life and to have the opportunity to see the world. Ultimately, I try my best to find ways for my students to see their potential and to find hope when hope seems lost. Instilling hope and purpose is always the end goal. Many of my students do not believe there’s life outside of poverty, the everyday struggle. But I will continue to stay and help build my community that is in desperate need in the ways I know. I look to sharpen my skillset and knowledge base by obtaining my doctorate degree in hopes of bringing about more change for the next generation, my son’s generation. I carry my son and my students along this doctoral journey with me, to serve as a symbol: a symbol that represents weathering the storm, serving, and achieving no matter your gender, race, socioeconomic status, upbringing or location. Like so many educators who continue to break barriers with less and less, I continue to take it one student at a time. ✦

READY TO MAKE THE MOST OF YOUR WORLD? DO THE UNEXPECTED. Learn more: peacecorps.gov/volunteer

The American Indian Graduate

17

Using Higher Education to Impact Policy for the Underserved

Native Leaders Advocating for Change

by Krystian Sisson (Muscogee, Creek Nation)

A

s a young person, I was naĂŻve to the background of many challenges Native people and millions of other Americans face. I accepted the way things were as status quo. As I grew older, I began to learn the history of those challenges. I learned that policy decisions often have a heavy hand in creating these issues and also, optimistically, that policy has a role to play in correcting the issues. I never imagined my sensitivity to the challenges people face would draw me to social work and to policy work, yet, it has done just that. As a member of the Muscogee (Creek) Nation, solutions for Native specific issues are among the core of what I am interested in addressing.

I received my bachelor of science degree in psychology at Texas A&M University in August of 2015. A year later, after doing case management for homeless families and individuals in Bryan, Texas, I chose to pursue my master of social work (MSW) degree. I made the decision to attend the George Warren Brown School of Social Work at Washington University in St. Louis for two reasons: their reputation as the top school of social work in the country and the Kathryn M. Buder Center for American Indian Studies. Before formally receiving word of my

Krystian Sisson

18

The American Indian Graduate

Krystian Sisson

acceptance to the school, members of the Buder Center had reached out to me to congratulate me and inform me of the amazing support system the Buder Center has for Native students as well as the opportunity to learn about Native issues through the lens of social work.

I was amazed to learn that Washington University in St. Louis has held more presidential and vice presidential debates than any other university in the United States. I was one of just over 300 Washington University students who had the unbelievable opportunity to attend the Second Presidential Debate between Hillary Clinton and Donald Trump on October 9, 2016. While this election cycle was electric and historical, it overall left me dissatisfied with the lack of substantive discussion of real issues and truths in our country from our candidates.

The nature of the first debate held at Washington University in October of 1992 between President George H.W. Bush, Arkansas Governor Bill Clinton, and independent candidate Ross Perot contrasts the most recent debate held at the University between Donald Trump and Secretary Hillary Clinton to a stark degree. Attacks made by the candidates in the Bush-Clinton-Perot debate were on the merit of the other candidates’ solutions to the questions asked. Though questions were raised regarding serious foreign and domestic concerns (the Affordable Care Act, the humanitarian crisis in Aleppo, energy policy and Islamophobia), this debate was dominated by personal attacks rather than the candidates’ plans to

move this country forward. Even with the visibility of the protests against the Dakota Access Pipeline, no Native issues (the Dakota Access Pipeline itself, Native healthcare, etc.) were discussed in the debates.

Donald Trump’s slogan “Make America Great Again” appears to be a call to enhance the quality of life for Americans. If Americans in positions of power are only looking through the lens of individualism, the advancements they make will certainly only boost positive effects for those in those positions and those like them. This I was amazed to learn that highlights the need for us to get our Native voices heard.

As future leaders in our communities, states, and this Washington University in St. Louis country, it will become our moral obligation to act as liaisons between people in power and those we represent has held more presidential and vice to bring to light the issues we know to be prevalent in the Native community. I am pursuing my MSW with a spepresidential debates than any other cialization in policy to bring a social worker’s perspective university in the United States. into the policy arena. I will not allow certain populations of people to go overlooked but will advocate for change that enhances the lives of all. You do not have to be a American political narratives pit individualism and colsocial worker or a policymaker to do the same. Realize lectivism against one another, as if there is nothing in and do not underestimate the influence you can have as a between. The reality is that all Americans live in between professional and utilize it. Do not accept the current narthe two ideologies, and finding the middle ground is ratives as status quo. Speak up for yourself, speak up for American Indian Graduate Center (AIGC) Ad the only way the country will move forward to improve your communities, and speak up for those whose voices the well-being of this nation and all who call it home. are not heard. ✦

Become a Field Site Supervisor to MSW students through our Social Workers Advancing Through Grounded Education (SAGE) Program The SAGE program recruits, trains, and financially supports Native and non-Native students as they complete 360 hours of their concentration practica. The SAGE students are awarded paid practicums and complete their field education in Indian Country or with American Indian/Alaska Native populations, providing students with the necessary experience to transition into employment in Indian Country.

SUPERVISOR REQUIREMENTS: Hold a Masters Degree  Two years post graduate experience Have worked at your agency for more than 1 year Practicum must serve AI/AN populations, including children and/or transitionalaged youth (15-25) GOAL To train culturally-competent social workers to be evidenced-based mental and behavioral health providers serving American Indians and Alaska Natives To request an application or for additional information contact Kellie Thompson, Assistant Director of the Kathryn M. Buder Center for American Indian Studies, at 314-935-4804 or kellie.thompson@wustl.edu.

The American Indian Graduate

19

Business Degrees Boost Tribal Economics – Gates Millennium Scholar/Nicole Johnny

Reservation Roads: The Bumpy Ride to Education and Economics

by Nicole Johnny (Navajo Nation)

T

ake one look at any of the federally recognized tribes and sooner than later, the phrase “economics” pops up. Why are tribal nations so concerned with this word? I believe it lies with sovereignty; the “freedom from external control” is how MerriamWebster defines this term. For many tribal nations, this word means more. It invokes our inherent right of governing ourselves and a nation established before the existence of the Unites States of America.

As a Navajo woman pursuing a career in the finance industry, it has been both a struggle and an achievement.

Looking around classrooms to find me as the one of the few or only women in finance and economic classes and on top of that, as one of the few Native Americans on campus; the culture shock was almost unbearable.

Coming from the Navajo reservation to the city of Los Angeles then moving across the world to Oxford, England, to attend Oxford University was a huge change.

Those difficulties of coping with homesickness and navigating through different cultures made me stronger in my identity as a Navajo woman. It pushed me to commit even more to understanding the way tribal economics flows and morphs with tribal politics and culture.

As a Navajo woman pursuing a career in the finance industry, it has been both a struggle and an achievement.

During my undergraduate years, I was able to intern with St. James Place Wealth Management Group in London, England, one of the UK’s leading wealth management groups. There I gained invaluable experience with private wealth management and took these skills and applied it to my first job with the Navajo Nation

20

The American Indian Graduate

Nicole Johnny

in helping manage the tribal portfolio of $3 billion.

Firsthand, I saw the operations of financial management, investment analysis, and even bond financing. I saw how the funds and portfolios such as the Veteran’s fund and the general expense fund are vital to the survival of the tribe and for the continuance of sovereignty. This had come from the tribal perspective – before I had only seen this from the advisor and investor view.

Around this time, I also decided to learn more about my Navajo government and applied to be a member of the Commission on Navajo Government Development in hopes of assisting management change that would promote economic opportunities. It brought to light the unique balance of government and business. Tribes might have tribal economic offices, but what does this mean for Native entrepreneurs? These are the questions and answers I sought throughout my time with the Commission. I also accepted an invitation to be part of an education advisory board for the Native American Finance Officers Association (NAFOA). NAFOA brought to my attention how education becomes even more vital to tribal communities. Without leaders that Continued on page 37

From High School Dropout to Summa Cum Laude – REDW Scholar/Aynjil Baca

Aynjil Baca, My College Journey (REDW Native American Scholar)

by Aynjil Baca (Pueblo of Santa Clara)

I

am a high school dropout. I left school my junior year so I could support myself. My journey hasn’t been easy thus far. I have learned what the word resilience means and that you must work hard to get what you want in life. Another thing I have come to realize is that it’s okay to ask for help when you need it. Everything I learned while I was on my own has brought me to where I am now. I received my Associate of Arts in Business Administration, Summa Cum Laude, in May 2014.

This May, I will be receiving my Bachelor of Business Administration in Accounting, Summa Cum Laude.

An accomplishment my former 17-year-old self wouldn’t have believed was ever possible. I have also been inducted into the Phi Theta Kappa Honor Society and the Golden Key International Honour Society. Accomplishments I am extremely proud of and I plan to keep adding more in the future.

If there was one piece of advice I could offer my former 17-year-old self, it would be “Don’t be afraid to ask for help.”

My journey began when I decided I wanted a different future, one that I could be proud of. Realizing that I wanted to help my tribe, Santa Clara Pueblo, in a way that would be meaningful helped me decide to pursue accounting. It was something I was great at and I knew this path could benefit my community in some way.

After receiving my Bachelor’s degree, I plan to continue my education at New Mexico Highlands University for my Master of Business Administration with an emphasis in Accounting. With this degree, I want to help Santa Clara Pueblo with anything that has to do with finances, hopefully help our tribe become more self-sufficient and totally sovereign in business affairs.

Grandparents usually play a central role in Native American families and my Grandmother Angela was

22

The American Indian Graduate

Aynjil Baca

no different. She helped me get back on my feet when I asked for support and she encouraged me to pursue my education by driving me to class every day. Another hard obstacle that I’ve had to overcome is her passing in February of 2014. Even though she is gone she is still my support and motivation.

I am successful with my college education because I have asked for help from anyone who was willing to help.

From friends who gave me rides to class, teachers who would stay after class to help me with problems, advisors who kept me on the right path to get my degree, emotional support from friends and family, bosses who let me work around my class schedules so I could keep my job while going to college and the numerous grants and scholarships I have received along my journey. This includes the REDW Native American Scholarship in Accounting awarded through the American Indian Graduate Center.

With this financial support I have been able to pursue my college education debt free. I will be forever grateful (for this resource). And all I had to do literally was ask.

My name is Aynjil Baca, first name pronounced Angel. I am from Santa Clara Pueblo, Laguna Pueblo, Acoma Pueblo and the Apache Nation. If there was one piece of advice I could offer my former 17-year-old self, it would be “Don’t be afraid to ask for help.” Learning this has brought me much prosperity and success. I hope to repay the blessings I’ve received to anybody and everybody who may need help. ✦

Wells Fargo and Know Before U Go

Wells Fargo: Corporate Social Responsibility At Work

by Joan Currier AIGC Chief Operating Officer

H

ow does it feel when someone offers you $3,000,000 to invest in the good work that you do, to ensure that your impact is remarkable, lasting, and sure to result in a permanent shift in Indian communities?

This is the situation in which AIGC found itself three years ago. Wells Fargo recognized the remarkable work that AIGC has done in more than 47 years of administrating scholarships and fellowships for American Indian and Alaska Native students from all tribes, concentrating their studies in every field imaginable, and bringing talents and college degrees back to tribes and tribal entities to be a part of growth and excellence in the social, economic and educational development of tribal communities.

Forging similar relationships with scholarship leaders serving African American, Asian Pacific Islander and Hispanic people, Wells Fargo, through its Corporate Social Responsibility program, is promoting educational excellence and leadership development training for Native youth with goals that include diversifying its own workforce, and developing community leaders that will impact economic growth at home.

Scholarships: Through AIGC, Wells Fargo is funding more than $600,000 in scholarships this year. AIGC announced the first cohort of Wells Fargo Scholars in January 2016. The application, available online through the aigcs.org website, attracted over 750 students who inquired about the opportunity and started the application. Four hundred and sixty-three students completed an application for the Wells Fargo Scholarship which was offered to students enrolled full-time in an undergraduate program. Incoming freshmen through rising seniors are eligible to apply. Our applicants are members or descendants of federal and state recognized tribes, and we ask that the applicant possesses a minimum cumulative 2.7 GPA in their current educational arena. Importantly, AIGC and Wells Fargo agreed while the student should be able to demonstrate financial need, we wanted to make this opportunity available to students who may not qualify

24

The American Indian Graduate

for the dollars awarded by strictly need-based programs.

The applications for Wells Fargo Scholarships is currently open and can be accessed at the AIGC website, aigcs.org. The application deadline is May 1, 2017. To qualify, a student must: 1. Be an enrolled member or a descendent of a member of a state-recognized or federally-recognized tribe.

2. Be attending a U.S. accredited college or university.

3. Be enrolled full-time in a bachelor degree program.

4. Demonstrate financial need as determined by the institution’s financial aid office

Icebreaker at Know Before You Go, South Dakota School of Mines & Technology in December 2016

KBUG – College Readiness and Financial Education: AIGC recognized the capacity AIGC Scholars staff and leadership had developed in reaching out through high schools and high school students to touch families and educators with opportunities provided by the Gates Millennium Scholars Program. The Wells Fargo grant enabled AIGC to assume community outreach with the Know Before You Go (KBUG) program, a one day college readiness and financial education workshop for high

schools students, parents and guardians and high school counselors. Co-hosted by AIGC and Wells Fargo, and partnering with a local college or university site, participants are engaged in presentations about affording college, scholarships and financial resources, transition to campus life, college curriculum and academic success. Presenters include current undergraduate and graduate degree students and alumni, as well as academic and financial aid advisors and professional financial institution staff.

Preregistered student attendees are entered into a drawing for a computer and other prizes.

To date AIGC has brought the KBUG program to Phoenix, Pembroke, Seattle, Rapid City and Tahlequah, and is currently developing a webinar series to give wider access to high schools and communities. Wells Fargo’s sponsorship of this program through the grant to AIGC, and including curriculum designed and provided by Wells Fargo, has resulted in thank yous and rave reviews from students and parents who have joined us on Continued on page 26

Full Listing of 2017 Wells Fargo Financial Education and Personal Branding Webinar Series Topics • • • • • • • • •

March 23: Preparing for a job interview April 20: Savings and investing May 11: Mentorship vs. Sponsorship June 15: Managing student debt July 20: Beyond a salary: Things to consider with your new job August 17: Building your leadership brand September 14: Learn about 2018 Wells Fargo internships and full-time opportunities October 19: Building credit November 16: Social media do’s and don’ts

If you are interested in registering for one or more of these webinars (all at once), you may do so using this link: https://engage.vevent.com/rt/wellsfargobankna16/ index.jsp?ecid=161

Know Before U Go Update Know Before U Go continues to be a success and has generated more interest among students, parents and educators. In the fall, Know Before U Go was held at the University of Washington in Seattle and the South Dakota School of Mines and Technology in Rapid City.

Students, parents and educators travelled to these locations from around the state to learn about the financial aid and scholarship process, college admissions and transitioning from high school to college. Supported by a generous grant from Wells Fargo, AIGC is able to partner with local colleges and travel to areas where American Indian and Alaska Native students would benefit from a day-long session about the journey to college.

On October 15, 2016, AIGC was at the University of Washington where the storm of the century was about to slam Seattle with rain and high winds but was not enough to deter participants from learning about being successful in college. Fast forward to December 12, 2016, at the South Dakota School of Mines and Technology, temperatures dipped as low as 1° F (-17.22° C) causing AIGC staff to dress in layers. We were honored to have Dr. Heather Wilson, President of South Dakota School of Mines and Technology, welcome the students to the event and provide encouraging words for pursuing a higher education.

On March 4, 2017, Know Before U Go was held at Northeastern State University in Tahlequah, Oklahoma. Working in partnership with the Center for Tribal Studies, this opportunity was the largest turnout of 9th-12th grade students and parents.

To find out when Know Before U Go will be in your area, go to our website, aigcs.org, or speak to an AIGC staff member.

The American Indian Graduate

25

Wells Fargo and Know Before U Go, continued campuses across the United States. AIGC will continue to present KBUG programs live in many communities in 2017 and upcoming years.

Developing Technology: AIGC will use part of the Wells Fargo grant to develop a highly web-based resource for “all things higher education.” Including a library of higher education access and success programs and information, the website will also incorporate communication strategies for rising and current students and alumni, tribal, government and corporate employers, teachers, counselors and college and university staff.

Currently, Wells Fargo has committed to its fourth year of funding, and a special scholarship opportunity for high achieving students will be announced soon.

Additionally, Wells Fargo offers access to its highly successful webinar series to all AIGC scholars and fellows.

Webinars are held on the third Thursday of each month and cover topics ranging from careers at the bank to interviewing, resume development and social media dos and don’ts. The potential for leadership and accomplishment as a result of this partnership in education is undeniable.

So how does it feel to be the $3 million partner of Wells Fargo’s generous investment in Native people? It is responsibility. It is opportunity. It is hope. AIGC and Wells Fargo are working together to advance students and communities. And it will be transformational. ✦

Donate Now! https://donatenow.networkforgood.org/ American-Indian-Graduate-Center AIGC needs your help to provide scholarships to American Indian and Alaska Native Students

Please donate at aigcs.org

Wells Fargo scholarship for Undergraduates Accepting Applications!

Closes May 1 t t t t t t t t t t t t t t t t t tt t t t t t t t t t t t t t t t t t t t t t t t t t t

The Wells Fargo Scholarship for undergraduate American Indian and Alaska Native Students funds full-time and degree-seeking college freshmen, sophomores, juniors and seniors who hold a current GPA of 2.7 or higher with up to $5,000 for one year of study in any chosen major at any accredited institution in the United States.

3701 San Mateo Blvd. NE #200 Albuquerque, NM 87110 Tel: 1 (800) 628-1920 toll-free Fax: (505) 884-0427 E-mail: fellowships@aigcs.org

26

The American Indian Graduate

apply now:

aigcs.org

In Memory of James Gabbard Jr. American Indian Graduate Center’s Accounting Assistant

J

ames Gabbard Jr., passed away on August 29, 2016.

He was an accounting assistant at AIGC for 13 years. James’s humor made him an office favorite.

He will be remembered for bringing laughter to staff meetings and organizing work functions that brought a sense of community and fun to the AIGC office.

He is survived by his wife, Marveline Vallo Gabbard; daughter, Brittany Vallo, and granddaughter, Vanessa Vallo of Albuquerque; sisters, Sheryl L. Gabbard Brewer and Laurie Gabbard Coats from Anadarko, Oklahoma.

James was born on February 8, 1956, in Norman, Oklahoma, an enrolled member of the Wichita and Affiliated Tribes, and Caddo and Delaware descent of Oklahoma. He was proud to claim his Okie heritage.

James attended Haskell Indian Junior College. He started his career with Indian Health Service headquarters in Rockville, Maryland, and returned to Albuquerque to work with the Bureau of Indian Affairs in finance. He ended his career in accountJames Gabbard Jr. ing with the American Indian Graduate Center. James’s interests included camping, fishing, boating hunting, competitive bowling and golf. He greatly enjoyed professional and college sports including football, baseball, tennis and golf. ✦

The American Indian Graduate

27

Master of Tribal Administration and Governance (MTAG) program

MTAG: A Program for Future Tribal Leaders

by Professor Tadd M. Johnson

“The MTAG program has been the perfect vehicle for me to learn about tribal administration and governance while still being able to commit the necessary time to stay active with my family life, my work and my community involvement.” ~ Joe S. Nayquonabe

J

oe Nayquonabe came to the Master of Tribal Administration and Governance (MTAG) program at the University of Minnesota Duluth (UMD) already armed with an MBA and business experience at his home, the Mille Lacs Reservation in Minnesota.

In the fall of 2011, Joe excelled in Cohort 1 of the new MTAG program. After graduating in 2013, he headed the corporate division of the Mille Lacs Band as the Band expanded into new business ventures, and the Band now owns three hotels in the Twin Cities.

Knowing business was one thing, but Joe wanted to know the nuances of tribal governance – and so he found MTAG. “The program design has been successful in improving both my breadth and depth of knowledge in Indian law, sovereignty, tribal management and ethics,” Nayquonabe recalls.

The MTAG program emerged after two years of exhaustive tribal consultation by UMD faculty and staff from 2009-11. The consultation revealed that people wanted a better understanding of the complex issues tribal governments face on a daily basis. From the consultation, several ideas and areas of focus rose to the top and the faculty responded by developing corresponding courses. Courses include a year-long course on tribal sovereignty examining the entire history of federal, tribal and state relations; a year-long course in tribal leadership and ethics; a series of courses in tribal management (strategic planning, operations, human resources and project management); tribal finance, accounting

28

The American Indian Graduate

Tadd M. Johnson

and budgets; and federal Indian law. Faculty tailored each course specifically with tribal governments in mind. The MTAG program was designed for tribal governments by tribal governments. The 35 tribes of the Midwest Alliance of Sovereign Tribes (MAST) endorsed the program with a resolution in 2010, and the University of Minnesota Regents approved MTAG in February of 2011.

Is the Master of Tribal Administration and Governance (MTAG) program at UMD the new key to success at the tribal polls? We can’t say for sure, but since the program graduated its first cohort in 2013, at least seven MTAG graduates have become elected tribal officials in the Minnesota and Wisconsin regions.

Most recently, Melinda Jo Young (MTAG ’16) successfully ran for the Tribal Council at the Lac du Flambeau Reservation in Wisconsin and Vanessa Northrup (MTAG ’15) won a Council seat at the Fond du Lac Band of Lake Superior Chippewa. Jason (Jay) Schlender (MTAG ’13) and Jason Weaver (MTAG ’16) are on the Lac Courte Oreilles Band of Lake Superior Chippewa Tribal Council.

Carolyn Beaulieu (MTAG ’13), who had served as a tribal administrator at the Mille Lacs Reservation, won the Secretary-Treasurer position for the Mille Lacs Band in 2014. That same year, Annette Johnson ran for and won the Treasurer position of the Red Lake Nation. The Class of 2014 included sitting Tribal Councilman Brooks Big John who stated: “The curriculum is relevant, the

professors are knowledgeable, and the staff is professional. The diverse experience and expertise of my classmates has made learning again a pleasure, not a burden or challenge.” Brooks served for many years on the council of the Lac du Flambeau Band.

MTAG now has over 70 students or graduates in California, New Mexico, Oklahoma, Michigan, North and South Dakota, Utah, Wisconsin, New York and Minnesota. One 2014 MTAG graduate is completing a PhD in history at the University of Paris (the Sorbonne). The MTAG program has also included several tribal Executive Directors or people who became head administrators after graduating. Rising to Tribal Executive Director is not uncommon for MTAG grads.

From Tiger Brown Bull at the Pine Ridge Reservation to Corey Strong at the Bois Forte Reservation, the program is a last stop prior to promotion for many students.

Bill Rudnicki, Tribal Administrator for the Shakopee Mdewakanton Sioux Community, reflected on his MTAG experience: “New friends, new concepts, new look at Tribal government. I have been involved with Tribal Government for over 20 years; the course lessons, instruction and interactions with my cohort members have exceeded my expectations. I am extremely satisfied

as a father of kids in sports, my job and still have time to spend with my significant other, all the while still getting the full effects of a Master’s program. The part that was the most enriching was the relationships formed with my fellow cohort. The collective talents and personal experiences of my classmates made each class come alive as we talked about the important issues and events in Indian History. I highly recommend the program to anyone who wants to learn more, be pushed, and make a difference in their community.”

MTAG graduates its fifth Cohort in the spring of 2017, and is now recruiting for MTAG Class of 2019. If you want a strong foundation in tribal administration, governance, law, budgets, policy and history – geared for leading tribal governments – consider applying to MTAG. The application process is online and scholarships are available. The MTAG faculty is devoted to the students and to teaching the best practices in tribal governance and administration for the 21st Century. ✦ Prof. Tadd Johnson is the Director of the MTAG program at UMD. For more information on MTAG, please go to www.umdmtag.org or contact Tami Lawlor at 218-726-7332.

MTAG now has over 70 students or graduates in California, New Mexico, Oklahoma, Michigan, North and South Dakota, Utah, Wisconsin, New York and Minnesota. to be a part of the program.”

Also in response to the consultation process, faculty and staff developed MTAG into a two-year program with five synchronous meetings each semester, which can be attended in person or remotely – the rest of the program is delivered online. Bill Blackwell Jr. (MTAG ’14), a member of the Grand Portage Band of Chippewa, who was recently appointed the Director of the American Indian Learning Resource Center at Bemidji State University, stated: “The structure of the MTAG program is the perfect blend for the person who is working with a family. The majority of the program is online which allowed me to fulfill my responsibilities

Bachelor of Arts Degree in

Tribal Administration & Governance (TAG)

OFFERED ENTIRELY ONLINE

Master of

Tribal Administration & Governance (MTAG) OFFERED PARTIALLY ONLINE

www.d.umn.edu/~umdais

“The University of Minnesota is an equal opportunity educator and employer.”

The American Indian Graduate

29

Gates Millennium Scholar/Bah Bigman

From Enduring Big Mountain Living to Dreaming Pennsylvania Living

by Bah Bigman (Navajo)

S

lowly sipping on my Navajo tea, I can finally conclude my first week of spring semester in relief. My brain is utterly fried from hearing my professor lecture about the synthesis and breakdown of polymers in my cell biology class earlier. Every day when I am alone and studying, I definitely think about home. It is a battle every Native will face while they are thousands of miles away from home. Learning in such a new atmosphere is a challenge, but as you know the cliché, what doesn’t kill you makes you stronger.

The week before fall semester began, I was afraid of this “new world,” everything seemed to be caving in on me looking up at the trees. But soon enough, it became a once in a lifetime changing experience that I am aesthetically pleased with. I attend Susquehanna University, a predominately white institution in Selinsgrove, Pennsylvania, studying in the sciences. A diverting, healthy campus filled with tall American beech trees and green grass everywhere. Atypical, compared to my home, the Navajo reservation, where the ground is sheltered by sand, never ending red canyons and small juniper trees.

A huge challenge I face as a Native American college student on campus is being the only one of my own. It is so rare; students mistake me for being Hispanic or Asian.

However, later in my college career, I plan to establish a Native American club on campus and start to build a sense of a Native community for not only myself but others too.

Growing up, I had no running water and electricity in my household. I recall heading to the chapter house everyday afterschool with my mother to get 300 gallons of water for the livestock back home. It is and was a common hardship growing up without utilities that most Navajo people endured being raised on the reservation. As I witnessed my mother push herself in school and strongly emphasizing getting an education, I knew that I must pursue a postsecondary education. Everything that I have achieved this far in my life, is all for my mother.

Importantly, I gained all my strength and momentum from where I am from – Big Mountain, Arizona,

30

The American Indian Graduate

Bah Bigman

it is located 19 miles east off of highway 26. It is where my identity is buried heavily. History was made there 40 years ago and is still continuing. This is the historical piece of land where families were forced to be relocated.

My family rejected this idea, because this was the original land their grandparents and parents lived and died on. This land is their soul, and now my soul. But, living on the Hopi Land Partition (HPL) has its consequences.

This past summer, I spent my time at home before leaving for college and during this time, my life changed. I witnessed Hopi rangers confiscate my uncle’s cows that were living on the HPL. About 60 cows were forcibly impounded. These cows were the only thing my uncle made his living income off of. I bring awareness to this matter because it is injustice for my people who lived on this land forever.

During my senior year at Monument Valley High School in Kayenta, Arizona, I wanted my voice to be heard. When applying for scholarships, I mentioned every life story that made me who I am today. While applying for scholarships, I applied to the mother of them all – the Gates Millennium Scholarship. I was so scared and anxious to see what was coming at me, I prayed perpetually. About three months went by and I received a huge white envelope at the post office. What

could this be? April 27, 2016 is the day I became a Gates Millennium Scholar. A day when all my voices were heard.

I thank all my mentors that helped me. Especially my mother, the loving person who gave me the experience of my interest in medicine by paying for all my summer programs I attended in Maine, Hawaii and California.

She gave me the luxury of doing anything academically throughout the country to make me a better person. I am on a journey my mother prepared me for.

Today, I view myself as a Navajo advocate and scholar for my people. My people have sacrificed so much for us young Diné students to become better people. They beg us to go to school, to better our lives and most importantly, bring back the ideology concept to the community. I am committed to Chief Manuelito’s plan. I shall continue to climb the ladder. ✦

Accenture Committed to growing the number of American Indian students pursuing business-related degrees Since 2004, Accenture has partnered with the American Indian Graduate Center to provide significant scholarships to American Indian and Alaska Native students enrolled in undergraduate degree programs in business-related fields. In addition to financial support, the Accenture American Indian Scholarship provides its awardees with opportunities to explore careers in business, consulting and technology through internship and mentorship opportunities. To date, Accenture has provided more than $872,000 to 141 graduate and undergraduate degree-seeking students.

To date, Accenture has provided more than $872,000 to 141 graduate and undergraduate degree-seeking students.

The Accenture Scholarship is awarded to incoming college (undergraduate) freshmen who are seeking degrees and careers in business, technology, engineering, operations management, management, finance, marketing and other business-oriented fields.

Damon Clark (Diné) is an Accenture Scholar recipient. He is a senior at Harvard University writing a thesis on Diné Entrepreneurship because of his interest in economic development. “I am so thankful to Accenture for this scholarship opportunity. I know my college education will open many doors for me,” said Mr. Clark.

Accenture has an outstanding track record of solving clients’ toughest challenges by providing unsurpassed services in strategy, consulting, digital, technology and operations. They partner with more than three-quarters of the Fortune Global 500, driving innovation to improve the way the world works and lives. With expertise across more than 40 industries and all business functions, Accenture delivers transformational outcomes for a demanding new digital world.

AIGC is proud to call Accenture a champion for higher education!

The American Indian Graduate

31

Connecting with My Community After College – Fellowship Alumna/Alicia Ortega

Next Steps: Maintaining Cultural Values

by Alicia Ortega (Pueblo of Pojoaque and Santa Clara)

I

am from the pueblos of Pojoaque and Santa Clara where I grew up developing a very strong sense of connection to the meaning of community and what it represents. Growing up in the pueblo, we are taught that we are all interconnected to each other and to the earth, and therefore have an obligation and a duty to live our life in accordance, following the principles of love, respect, compassion and service. I have spent my life trying to uphold these principles as the fabric of my being and find ways in which I can share them with others, not just as a reflection of me but of where I come from.

Every year, since I was a child, I dance for the pueblo of Pojoaque and Santa Clara feast days. It is my promise to my community to honor my culture and show that I am thankful for another year of life and the ability to dance in honor of those who cannot, those that have gone, those that are here and those yet to come. I am also an artist. I come from a family of artists and I learned to create art at the age of eight. I paint, draw, bead jewelry and make pottery. I create every piece as an expression of my heart and culture as my ode to help promote,

Alicia Ortega

Management in 2010. After graduating, I went right back the following semester and eventually earned two Master of Business Administration degrees in Marketing and Management of Technology (MOT) from the UNM Anderson School of Management. While in school, I was

Thank you, AIGC, for the support you have given me and so many other students throughout the country that opened the doors for student, professional and life success. preserve and share our way of life with the world. It is also important to me to give back when I can so I donate my art to help support the American Indian Graduate Center during their yearly fundraising initiatives. I know that if it weren’t for organizations like AIGC, I would not have been able to have spent time being fully engaged in school and involved with the various student and community organizations that I was able to connect with while I was in college.

I consider myself very fortunate to have been afforded the opportunity to go to college and complete my Bachelor of Business Administration degree with a concentration in Entrepreneurial Studies and Organizational

32

The American Indian Graduate

the President at different times, for both the American Indian Science and Engineering Society (UNM AISES Chapter) and the American Indian Business Association (AIBA). During those times, I learned a lot about the needs, the wants and the curiosity of students when it came to feeling involved and heard at the community, business and entrepreneurial levels. Through these organizations, we attended several conferences and events throughout the country. Although some conferences and events did a great job of reaching out to the younger generation for their input, suggestions and insight, others were not there yet. So as soon as I graduated and joined the American Indian Chamber of Commerce

(AICCNM) and the Minority Business Development Agency (MBDA), and I was finally in a position to help include students and youth in the ways that they wanted to be included, I did. I worked for the AICCNM/ MBDA for three years and in that time introduced the first Native American Youth ‘Impact’ Summit to coincide with the Annual New Mexico Native American Economic Summit in 2014. The youth summit included a T-shirt design competition, a Shark Tank Challenge business/service plan competition affording students the opportunity to earn up to $1,500, and sessions on financial literacy, leadership, entrepreneurship, art and Science, Technology, Engineering and Mathematics (STEM).

The goal ultimately being that every student walks away with either an internship, mentorship, scholarship, an entrepreneurial award, a job opportunity, networking experience, and at the very least, a sense of belonging and acceptance from the community that encourages them to pursue higher education, take on leadership roles and get involved in a positive way.

Today, I work on behalf of the All Pueblo Council of Governors, which represents the collective body of the 19 Pueblo Governors of New Mexico and Ysleta del Sur in Texas. The 20 governors meet every month to discuss critical issues affecting our tribal communities in the areas of health, education, economic development, infrastructure, natural resources, Native youth initiatives and state/federal legislation. I am a staff of one focused on maintaining a strong relationship, good communication and coordination with each of the 20 governors, their community members and administrative staff. Together, we have been able to create and pass several resolutions in support or against various issues that our tribes face, issue letters of support on matters of importance to our communities, conduct government-to-government consultations, meetings and events regarding situations where meaningful communication and collaboration is necessary. I work directly with the governors, community members and their constituents at the local, state and federal levels.

Last year I was moved by a cause that was not in New Mexico. My heart led me to the Standing Rock reservation in North Dakota, where I made two trips to deliver donations of clothing, water, toiletries, and various other supplies to the water protectors behind the “Water is Life” NODAPL movement. My journey to Standing Rock really opened my eyes. It allowed me to tap into another level of emotions that have truly helped me critically understand the historical trauma, injustices and atrocities that we as Native people have faced for hundreds of years – that have made us exactly into who

we are and what we stand for today. The experience I received helped me realize just how much it means to me to be doing the work that I am doing right now and the power of unity. The world watched as so many tribes, nations, environmentalists and people came together to defend the sacred and stand up for our human rights, for our earth, for our families, for our future, for our culture, for love, for life and for water. It was over all of this that I knew in my heart that I will always advocate for those who need it and I will always walk in love, respect, compassion and understanding for the betterment of not just Native people but all people, for the youth, for our community, for our state, for our nation and for humanity.

This is the day our ancestors fought for, prayed for, died for and no matter what challenges lie ahead, there is one thing I know for sure now and that is we are the people, we are the power and when we come together, anything is possible. Thank you, AIGC, for the support you have given me and so many other students throughout the country that opened the doors for student, professional and life success. ✦

Exercise Healing: Mind. Body. Spirit.

Sherry, a member of the Pawnee Nation of Oklahoma, made a commitment to herself to begin and maintain an exercise program. You may see her walking with her husband at their local park. Sherry makes physical activity a priority for her health, and encourages you to do the same.

The Program for the Elimination of Cancer Disparities (PECaD) recommends men and women work towards regular physical activity to reduce your risk of cancer.

For more research-proven ways to lower your cancer risk:

8 ways .w ust l.e du

SCC25978_PECaD Ad-Sherry exercise-QuarterAd.indd 1

12/20/16 12:27 PM

The American Indian Graduate

33

Gonzaga MBA-AIE

Gonzaga MBA-AIE: A Business Evolution Beyond Casinos

by Malcolm Macleod and Victoria Lackey

L

ast Spring Tashina Rama had submitted applications to various MBA programs across the country.

Understanding the needs of the workforce on the Pine Ridge Indian Reservation through her position as Executive Director of Advancement at Red Cloud Indian School, Tashina wanted a degree that would help her better the community. Then she came across an ad in The American Indian Graduate magazine. “I knew pursuing the Gonzaga MBA-AIE would be a life-changing program for me. Applying was a no-brainer.” She was on the phone with Stacey Chatman, AIE Program Manager, within a few days.

The MBA in American Indian Entrepreneurship (MBA-AIE) provides Native American students with a rigorous and relevant MBA grounded in Native issues, connected to Native communities and taught by members of the academic, professional and Native communities. More than 50 Native students have received their MBA since the program’s inception and many of them have returned to their respective communities to take on significant leadership roles.

Gonzaga MBA-AIE students

different tribes in diverse parts of the country. Jordan Thompson, a staff attorney for Confederated Salish and Kootenai Tribes and a member of Tashina’s cohort notes, “The cohort model offers Native students a community with others who are interested in business. We learn from each other. Without the other members of my cohort, the program would not be as fulfilling.” Another advantage of the small cohort is that students get greater individual attention from their teachers.

The MBA in American Indian Entrepreneurship (MBA-AIE) provides Native American students with a rigorous and relevant MBA grounded in Native issues, connected to Native communities and taught by members of the academic, professional and Native communities.

The MBA-AIE is delivered by Gonzaga University in Spokane, Washington. Students study at distance during the fall and spring semesters and attend classes on campus in Spokane for six weeks during the summer.

Spokane is warm and sunny in the summer. Housing is available on campus and married students are encouraged to bring their families. Scholarships are available.

Student cohorts are small, and the students derive support from each other. Their friendships endure and they become connected to a network of peers from

34

The American Indian Graduate

The MBA-AIE is unique. There is nothing like it anywhere else. The story of its creation and development is worth telling. It began with the Johnson Scholarship Foundation, which was founded in 1991 by Theodore and Vivian Johnson to “assist disadvantaged people to obtain an education.” Mr. and Mrs. Johnson thought that they had been lucky in life and wanted to help people who hadn’t been as fortunate. They thought that education was the best way to help people. It had served them well in their lives.

The Johnsons had a special place in their heart for American Indians and part of the Johnson Scholarship Foundation was dedicated to help the cause of American Indian education. Mr. Johnson died in 1993 and it was left to his son, Ted, and the Board to decide how this newly formed Foundation would help.

Ted Johnson, his wife Diane, and other Foundation Board members visited Reservations in different parts of the country and sought advice from community leaders and educators. The advice was to concentrate on economic development. Indian people want to work. They need to work. But there are not enough opportunities.

The Foundation decided to concentrate on business education in Indian Country, with the idea that Native entrepreneurs and business people would grow the economy and provide opportunities for members of their respective communities. The Foundation began a scholarship program for Tribal College students who wanted to study business and entrepreneurship. That program continues to this day and the MBA-AIE is an outgrowth from it.

The first cohort of students arrived in Spokane in the summer of 2001 and graduated in May 2004. The program and the theory behind it have evolved with

experience. It quickly became apparent that ideal candidates would come from all walks of Indian life and not just Tribal College faculty. And graduates from this program would contribute to community and business in many different ways.

The Johnson Scholarship Foundation has invested over $18 million in its American Indian strategy and the MBA-AIE is a key part of that investment. The Foundation and Gonzaga University have taken steps to secure the future of the MBA-AIE. In 2014 they signed an agreement and committed funds to permanently endow a scholarship fund for its students.

As of this writing the MBA-AIE has 58 graduates.

How have these students done? What have they achieved?

The overwhelming majority have returned to their respective communities. As expected, many are teaching and working at Tribal Colleges, including department heads and one Tribal College President. Many of the graduates have started their own businesses. Graduates occupy senior positions in local and federal government. Some head up local businesses or non-profit organizations. Others have started consulting or professional practices.

When Tashina graduates, she plans to apply the knowledge that she’s gained in her position at Red

MBA | AIE AMERICAN INDIAN ENTREPRENEURSHIP

IMPACT YOUR COMMUNITY Significant tuition, travel & housing support A nationally ranked, native-focused, MBA Scholarships available Now accepting applications for summer 2018 MBA-AIE cohort.

Learn more at:

gonzaga.edu/mba-aie

Tina Trujillo, MBA | AIE ‘14 Navajo Nation, New Mexico Clearwater River Casino & Lodge, Hotel Director

The American Indian Graduate

35

Gonzaga MBA-AIE, continued Cloud. Halfway through the program, she’s already seen how her degree is helping the community. “I share what I learn with the community. We need more degrees and intelligent capital. And we need it from within.” She – and several others in her cohort – hope their degrees will inspire another generation of learners who will work hard for the benefit of the community.

Business development in Indian Country is no longer a fond hope. It is happening now, and there is still much to be done. If you are American Indian

or Aboriginal Canadian and want to be part of this story, then you should consider the MBA in American Indian Entrepreneurship. It will help you to get the knowledge, connections and credentials you need to be of service to your community. This is a Native business evolution beyond casinos, and students like Tashina are working hard to make Native business sustainable into the future. ✦

2016 Graduates

Attention AIGC Alumni Attention AIGC Alumni: To insure that we have all your current information, please take a minute to visit our web site (aigcs.org) or send an email to (news@aigcs.org) to update your information. Be sure to include your previous address so we know we have the right individual.

We’re very proud of all our alumni, so… while you’re updating your information, please let us know what’s been going on with you. Also, if you would like to submit an article for our magazine, about your educational experience and how education has changed your life, we would welcome your story.

36

The American Indian Graduate

Flintco Scholarship

Flintco Scholarship

by Stephine Poston (Pueblo of Sandia)

F

lintco was founded by a Native American family and continued under that ownership for more than 100 years. The Native American heritage strongly influenced their business interactions and it is this same culture that continues to drive the company today. Their work in Indian Country contributes to improving the quality of life through buildings that meet the community’s needs, including gathering centers, schools, healthcare facilities, hospitality and leisure projects as well as commercial projects. Flintco’s first construction project in Indian Country was the Redbird Smith Health Center in Sallisaw, Oklahoma; since then they have enjoyed developing successful and long-term relationships with more than 65 Indian Nations.

Flintco is actively seeking ways in which they can help support the communities where they work and reside. This includes working effectively with Tribal Employment Rights Offices to provide employment and training opportunities. Flintco has a long track record of helping to develop Native American subcontractors and implementing proactive programs to hire and train Native American workers. These training programs are centered on giving Native American workers the ability

Reservation Roads/Nicole Johnny

to develop skills in management, carpentry and other crafts they can take back to their communities – skills that last a lifetime.

Flintco deepened their commitment to capacity building in Indian Country when they partnered with the American Indian Graduate Center (AIGC) in 2015 to provide undergraduate level scholarships to full-time incoming college (undergraduate) sophomores, juniors or seniors seeking a degree and career in fields of study including construction management, construction science, various engineering and safety or related fields.

The Flintco Scholarship is a one-year scholarship with the possibility of renewal through program completion.

Peer mentors are provided to each awardee throughout the academic year. Internships will also be provided to awardees in the Flintco offices in Albuquerque, Austin, Memphis, Oklahoma City, Springdale and Tulsa. Flintco has provided more than $7,500 in scholarships to undergraduates.

AIGC looks forward to its continued partnership with Flintco and thank them for supporting capacity building in Indian Country through scholarships. ✦

Continued from page 20

understand how investments, financial statements, and economics works, tribes exercise less self-government and rely on non-Native advisors.

Amongst these roles and perhaps the oddest – I had the privilege to serve as the 47th Miss Indian New Mexico, an ambassador for all tribes in New Mexico.

Now pageantry and finance may sound like they do not work together, but they do. With this title, I was able to share the importance of finance and economics. Our tribes need our members to fulfill the roles of CFO, CEO and Director of Finance because we know what these trust fund investments and economic policies mean for our families and communities. We are aware these funds contribute to language revitalization programs, for our elders, and culturally significant programs.

Currently, I am pursuing an MBA at Pepperdine University while working full-time with the U.S. Department of Interior. Working full-time and maintaining a full-time graduate course is a new challenge.

I find myself spending lunches doing homework and late nights reading. Sometimes it seems like I cannot do both, but before frustration comes in, I remember why I started. My determination is to graduate and with my background in finance, I want to contribute to the wellbeing of my tribe with its investments and further economic development so that our tribal resources continue to flourish. This is why I am grateful for scholarships from AIGC and the Gates Millennium Scholarship program; these scholarships are stepping stones to building brighter futures. ✦

The American Indian Graduate

37

Wilson-Hooper Veterinary Medicine Assistance Program

Wilson-Hooper Veterinary Medicine Assistance Program Awardees for the AY 2016-2017

by Marveline Vallo Gabbard (Pueblo of Acoma)

T

he American Indian Graduate Center is proud to administer the Wilson-Hooper Veterinary Medicine Assistance Program, a scholarship which honors Jane Wilson Hooper and Colonel Philip L. Hooper. The goals of the scholarship are to identify and assist high school seniors and college graduates who love animals and who possess the desire and ability to pursue learning how to care for animals in the best way possible.

AIGC awarded the first cohort of scholarship recipients for the academic year 2016-2017. The WilsonHooper Veterinary Medicine Assistance Program supports students who are pursuing a degree in Veterinary Medicine (DVM) or Veterinary Technology (Associate of Applied Science degree).

Congratulations to all AIGC 2016-2017 Wilson-Hooper Veterinary Medicine Assistance Program scholarship recipients!

The Wilson Hooper Veterinary Medicine Assistance Program application for the Academic Year 2017-2018 is now open.

To be eligible, an applicant must be pursuing a degree in Veterinary Medicine (DVM) or Veterinary Technology (Associate of Applied Science degree), be enrolled full-time in a nationally accredited college or university and be enrolled or be a descendant of a U.S. federally recognized American Indian tribe. Awards are merit-based with opportunities for multi-year funding.

To apply visit aigcs.org. âœŚ

This year’s selection of the Wilson-Hooper Veterinary Medicine Assistance Program are: Doctor of Veterinary Medicine (DVM) Degrees Alexandra Myhal (Sault Ste. Marie Tribe of Chippewa Indians of Michigan) - Ohio State University Ellen Jones (Cherokee) - Oklahoma State University Kaitlyn Johnson (Suquamish Indian Tribe of the Port Madison Reservation) - Texas A&M University Karson Walker (Chickasaw) - University of Oklahoma Rachele Bochart (Cow Creek Band of Umpqua Indians of Oregon) - Oregon State University Roxanne Benally (Navajo Nation) - Colorado State University Associate Degree in Veterinary Technology Deidra Waueka (Navajo Nation) - Navajo Technical College Dynai Abrahamson (Spokane Tribe of the Spokane Reservation) - Pierce College at Puyallup

38

The American Indian Graduate

Wilson-Hooper Veterinary Medicine Assistance Program Scholarship Recepients

Ellen Jones

Roxanne Benally

Alexandra Myhal

Rachele Bochart Kaitlyn Johnson

Deidra Waueka Dynai Abrahamson Karson Walker

The American Indian Graduate

39

AIGC’s Student of the Month Program

#MakingTheGrad

AIGC Announces Student of the Month Program

by Sara LaBarge (Menominee Nation)

A

IGC is proud to announce that we will be selecting two students a month to honor and recognize for academic excellence and community engagement. As a part of the program created to spotlight our scholarship recipients, our goal is to showcase our scholars and their achievements from the vast array of scholarships that AIGC offers (both undergraduate and graduate). Each month, the Student of the Month selection committee will choose one undergraduate student and one graduate student. The selected students

will receive a certificate, a $50 prepaid debit card and the opportunity to be showcased in our magazine, on our social media, as well as on our website.

AIGC is committed to serving our students through graduation; thus the #MakingTheGrad hashtag. When you see our stories about our students, please feel free to share them and include the hashtag. ✦ To apply for AIGC’s Student of the Month program, please complete the form located on our website. Follow the link www.aigcs.org/makingthegrad

Crystal Tulley-Cordova Blue Gap, AZ, Navajo Fellowship University of Utah, PhD – Geology, GPA 3.88 Crystal Tulley-Cordova grew up on the Navajo Nation; the vast area where she grew up afforded her the opportunity to be an explorer and scientist. Her interest in science began in the fourth grade with a water filtration science project. She has a Bachelor of Science in Earth and Planetary Sciences and Master of Water Resources with a concentration in Hydroscience from the University of New Mexico. Currently, she is a PhD Candidate in the Department of Geology and Geophysics at the University of Utah. Her research interests include learning more about the interactions of precipitation, surface and ground waters. For the past three years, she has led water research projects collaborating with the Navajo Tribal Utility Authority and Navajo Nation Water Management Branch examining precipitation at 40 sites, and ground water at 200 well sites. Last year Crystal was recognized for her research and awarded the Environmental Protection Agency’s STAR Fellowship.

40

The American Indian Graduate

Aside from being in school, Crystal has worked at the National Energy Technology Laboratory, CH2M HILL, former NM Senator Jeff Bingaman’s Office, Los Alamos National Laboratory, Lawrence Livermore National Laboratory, Bryant Middle School, Highland Park and Escalante Elementary Schools. In 2014, she was awarded a Sequoyah Fellowship and third place for her research from the American Indian Science and Engineering Society, and an Environmental Science/Studies award for her research from the Society for the Advancement of Chicanos and Native Americans in Science. ✦

Gavin Brucklacher Philip, SD, Pine Ridge – Oglala Sioux, Gates Millennium Program Black Hills State University, Business Administration – Economics/Finance & Entrepreneurship, GPA 3.96 Born and raised in a town of 800 people, I have always enjoyed the “small town” life. Moving from Philip to Spearfish, South Dakota, I was given brand new opportunities to meet life-long friends and watch my career objectives inch closer. The community that surrounds Black Hills State University (BHSU) is a one-of-a-kind, ranking as the #7 university for outdoor adventures and making another showing as one of the top 200 colleges for Native Americans. Blessed with having a town and community that supports students at BHSU with scholarships and donations, one never has to feel like they are left out.

Making the BHSU Dean’s List five semesters in a row, I am constantly being pushed to excel and make the most out of my undergrad stay in Spearfish. Being an avid hunter and fisherman, I have met several friends and neighbors that

enjoy the sports as well, making the weekends well worth the wait. When I’m not in the wood shop or taking a ride through the Black Hills on my four-wheeler, I’m working as a Network and Computer Programming Assistant or studying for my many finance and business classes. Volunteering my time as a Presidential Student Ambassador from five to ten hours a week, I get to converse with BHSU alumni and donors as well as my professors and friends. With an anticipated graduation date of May 2018, I am contemplating the idea of graduate school or taxidermy school. Time will tell where I’ll be in a year and I know I will be satisfied with the choices I’ve made. ✦

Ernie L. Stevens Jr., Joins AIGC Board of Directors

by Stephine Poston (Pueblo of Sandia)

A

IGC enthusiastically welcomes Ernie L. Stevens Jr., to the American Indian Graduate Center Board of Directors. Mr. Stevens is currently serving his eighth two-year term as the Chairman and national spokesperson for the National Indian Gaming Association (NIGA). “Mr. Stevens has a phenomenal record of advocating for sovereignty and economic development and is a huge proponent of education for building tribal capacity. He’s a respected, results-driven tribal leader and we are excited to have him on the Board,” said Rose Graham (Diné) AIGC Board President.

Ernie Stevens Jr. stated, “Creating paths to educational opportunities has always been a professional priority for me. My commitment to serve on the AIGC Board is driven by the teachings of my father, Ernie, Sr., who was on the ground floor of this organization making higher education for Indian students attainable through scholarships and student services. I am excited to build on that legacy.”

Ernie L. Stevens Jr.

Mr. Stevens joins a diverse, experienced and dedicated Board. Rose Graham (Diné) is Board President, Joel M. Frank, Sr., (Seminole Tribe of Florida) is Vice President and Steve Stallings (Rincon Band of Luiseno Indians) is Secretary-Treasurer. Board Members at Large are Stacy Leeds (Cherokee), Danna Jackson (Confederated Salish and Kootenai Tribes), Walter Lamar (Blackfeet, Wichita), Dana Arviso (Diné) and Holly Cook Macarro (Red Lake Band of Ojibwe). ✦

The American Indian Graduate

41

San Manuel Band of Mission Indians

San Manuel Band of Mission Indians (SMBMI)

Steady Champion of Higher Education

by Stephine Poston (Pueblo of Sandia)

S

an Manuel Band of Mission Indians (SMBMI) is a federally recognized American Indian tribe located near the city of Highland, California. Since time immemorial, the San Manuel tribal community has endured change and hardship. Despite these challenges the tribe continued to maintain its unique form of governance. The tribe seeks to provide a better quality of life for its citizens by building infrastructure, maintaining civil services and promoting social, economic and cultural development.

Over time, SMBMI has made great progress toward becoming a self-sufficient tribal government with an established economic and social outlook. San Manuel is active in supporting projects in neighboring communities. Nearby cities and towns receive support from the San Manuel Band of Mission Indians in the way of monetary donations for cultural, social and economic projects.

San Manuel goes far beyond its ancestral lands in southern California and is at the forefront of championing causes across Indian Country. The tribe has been

partnering with AIGC since 2009 to provide more than $405,000 in scholarship support to Native American graduate students who qualify and have a need.

In the last 10 years there has been a substantial increase in students looking to AIGC for help. With the steady and consistent help of funding from San Manuel, AIGC is able to provide meaningful resources to these students. The tribe holds education as one of its declared values. “Education: Knowledge is the doorway for enlightenment and excels all people.” San Manuel truly lives their values.

Please join AIGC in applauding a true champion of higher education for Indian students – the San Manuel Band of Mission Indians. The contributions are truly meaningful and will positively impact Indian Country for years to come – an investment in education is empowering on so many levels. Much respect and gratitude to the people and leadership of San Manuel Band of Mission Indians. ✦

The tribe holds education as one of its declared values. “Education: Knowledge is the doorway for enlightenment and excels all people.” San Manuel truly lives their values.

42

The American Indian Graduate

NON-PROFIT ORG U.S. POSTAGE PAID BLS

The American Indian Graduate Center 3701 San Mateo Blvd., NE, #200 Albuquerque, NM 87110

AIGC Alumni: What will your legacy be?

Thank you, AIGC, for the support you have given me and so many other students throughout the country that opened the doors for student, professional and life success.—Alicia Ortega, AIGC alumna

DoNAtE toDAy Call: 1 (800) 628-1920 toll-free n

Donate on our website: aigcs.org

n

Mail your check to: American Indian Graduate Center 3701 San Mateo Blvd. NE #200 Albuquerque, NM 87110

n

Make an in-kind donation

n

Become a corporate/event sponsor

n

Advertise in The American Indian Graduate magazine

n

Make a gift through planned giving

n

Make a Combined Federal Campaign Pledge (CFC #11514 )

Your contribution to AIGC may be tax-deductible under Section 501(c)3 of the IRS code.