American Indian Graduate Magazine Fall 2005

The Celebrating Success Building our Future

American Indian

GRADUATE Fall 2005

Inside this Issue: •

Partnering with Wells Fargo

•

AIGC All Native American High School Academic Team

•

A Lesson in Giving

•

Accenture Scholarship Awards

•

A Question of Accountability

The American Indian Graduate

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Table of Contents

The

American Indian

GRADUATE

The American Indian Graduate Volume 5, Number 1

Volume 5, Number 1 • Fall 2005

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A Publication of the American Indian Graduate Center 4520 Montgomery Blvd., NE Suite 1B Albuquerque, NM 87109 Phone: (505) 881-4584 Fax: (505) 884-0427

Celebrating Success

Measuring Success

By Norbert S. Hill, Jr. Developing new questions – and answers

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Website: www.aigcs.org Publisher

Wells Fargo

A New Partnership for Success

Norbert S. Hill, Jr. Executive Director

Wells Fargo and AIGC establish a new scholarship endowment

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Ric Armstrong Susan Duran Consulting Editors

Accountability

The Scorecard Forum

Jim Weidlein Production Editor

By Cheryl VanDenBerg Investment vs. Success – How do we rate it?

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Carolyn S. Tate Design & Layout

Alumni News

Starting Later — Moving Fast

AIGC Board of Directors

By Robert J. Miller An AIGC Alumnus reflects on his journey

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Louis Baca, President Santa Clara Pueblo

Shenan Atcitty, Vice President

AIGC Fellows Update

Diné

The Alumni Connection

David Mahooty, Treasurer Zuni

By Susan Duran Highlights and Comments from AIGC Alumni

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Joanne Sebastian Morris, Secretary Cauiga

About Giving

David Powless

The Honor of Giving… and Receiving

Oneida

By Nicole Wheeler An enlightening summer internship experiene

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Kathryn W. Shanley Nakota (Assiniboine)

Beverly R. Singer

The Brightest and Best

Tewa/Diné

AIGC’s All Native American High School Academic Team

By Molly Tovar Award recipient selected

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Elizabeth L. Washburn Chickasaw

Dee Ann DeRoin, M.D. Ioway Tribe of Kansas

The Quiet Partnerships

Cover Virginia A. Stroud Cherokee/Creek

Generosity — By the Book

By Sam Scinta

Cover Title: Three Navajos

Fulcrum Publishing’s continued gifts

Continued on page 4

The American Indian Graduate

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Table of Contents

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Council of One Hundred

Contact Us

Created to Succeed

By D.J. Vanas Building the warriors of tomorrow…today

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Gates Millennium Scholars

Paving the Road to Success

By Molly Tovar Inspiring GMS scholars experiences

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Paving the Way to College Dreams

The Gates Millennium Scholarship

By Karen Amend The experience at St. Michael High School

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Advertising: To advertise in The American Indian Graduate, please contact Ric Armstrong at (800) 628-1920, or send an e-mail to: ric@aigcs.org Article Submissions: Submit all articles to Ric Armstrong, Consulting Editor, for consideration.

E-mail: ric@aigcs.org Reprints and Permissions: Reprints of published articles and/or artwork are prohibited without permission of the American Indian Graduate Center.

American Indian Graduate Center, 4520 Montgomery Blvd., Suite 1B, Albuquerque, NM 87109, (505) 881-4584 phone, (505) 884-0427 fax

Exceptional Success

The Accenture Awards

Eleven student recipients to receive awards

38

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.

University News

Visit us On-Line! www.aigcs.org 2005 AIGC, Inc. All rights reserved.

The Graduate School Experience

By Ralph Ferguson, Ph.D. Do you have what it takes for graduate school?

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

2006-07 CHAVEZ/EASTMAN/MARSHALL DISSERTATION FELLOWSHIPS AT DARTMOUTH COLLEGE

T

hree Dissertation Fellowships will be awarded to scholars who plan a career in higher education and have completed all other Ph.D. requirements. The Fellowships provide a $25,000 one–year stipend and other privileges including a $2,500 research assistance fund. Fellows are expected to complete the dissertation during the tenure of the Fellowship and may have the opportunity to teach as either a primary instructor or as part of a team.

The goal of the Cesar Chavez/Charles A. Eastman/Thurgood Marshall Dissertation Fellowships is to promote student and faculty diversity at Dartmouth and elsewhere by supporting underrepresented minority scholars including African-American, Latina/o, and Native American scholars and other graduate scholars with a demonstrated commitment and ability to advance educational diversity.

Further details are available at: ����������������������������������������������������� �������������������������������������� ��������������������������������� Dartmouth College is an Equal Opportunity/Affirmative Action organization. Women and minorities are encouraged to apply.

Dartmouth College

Arts and Sciences Graduate Programs

Hanover, New Hampshire

4

The American Indian Graduate

Celebrating Success

Measuring Success

By Norbert S. Hill, Jr.

I

n this issue of The American Indian Graduate magazine, we celebrate the success of both students and alumni and promote partnerships in progress, while looking forward to these outstanding future leaders of Indian country building a strong and positive future.

The American Indian Graduate Center has a 36-year history of investing in our American Indian and Alaska native students and their education to build a strong future in Indian country. We must ask the question, “Is the amount of money raised and distributed the measure of our success?” or “Is the true measure of success the number of Native graduates and professionals “giving back” to Indian communities and helping other natives on their educational journey?”

In evaluating success, must we look at the outcomes and hold ourselves, tribal communities and higher educational institutions accountable for intervention, retention, graduation and success of our most valuable resource, our youth. Native organizations and tribes have provided millions of dollars for Native American students to attend colleges and universities throughout the country. Lower than average retention and graduation rates for these students are a cause for concern.

In June, AIGC hosted a two-day forum of tribal education leaders. The topic was the accountability of educational institutions to the tribes (and the students).

Vine Deloria, Standing Rock Sioux and AIGC Council of 100 Co-Chair, submitted the opening paper on the subject. Vine posed several questions, “Isn’t it time we devoted considerable time and energy to finding the best way to ensure success at the college and graduate level?”

“Why are we sending people to college if we have no way to encourage them to help build the tribe and reservation resources and communities?” “Aren’t we just allowing our best resource—educated people—to slip away?” “Are we building nations or dissolving communities?”

The American Indian Graduate Center does not believe success should be measured simply in dollars or numbers of scholarships awarded. The real outcomes are the numbers of American Indians graduating to become

Norber t S. Hill, Jr.

leaders and role models and contribute to Native communities. You cannot run from whom you are or where you come from.

AIGC and Native professionals, like Steve Stallings at Wells Fargo and Randy Willis with Accenture, are building opportunities and a path back home for new Indian graduates, professionals and future leaders. This fall, The American Indian Graduate Center is excited and honored to announce the inauguration of its ”American Indian Professional Association” (AIPA).

The AIPA is comprised of corporations, current graduate and undergraduate students, educational institutions, tribes, alumni, and other groups/individuals interested in promoting professional relationships among association members, linking to Native American communities and culture, building strong communities in Indian country and continuing to share the AIGC mission.

Founding members of the AIPA can offer leadership, career, educational and development opportunities. The American Indian Professional Association also offers both seasoned and new professionals a forum for new ideas, opinions and discussions on the limitless ways to give back to Indian country. We thank our founding members and invite you to join other professionals who share our vision and goals to support our graduates, professionals and future leaders on their path back home. ✦

The American Indian Graduate

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Wells Fargo

A New Partnership for Success Wells Fargo and AIGC Establish a New Scholarship Endowment

W

ells Fargo provided the American Indian Graduate Center with a grant of $300,000, to create an endowment supporting Native American college and graduate students nationwide. Beginning September 2006, the ‘Wells Fargo Scholarship for Native American College Students’ will be administered by AIGC to help fill unmet financial need, for up to four qualifying students each year.

“We’re making a meaningful gift to support deserving young Native American students who will become the future business leaders for industries which are important to tribal communities and to our customers,” said Steve Stallings, Senior Vice-President, Director of Wells Fargo’s Native American Banking Services and member of the Rincon Band of San Luiseño Mission Indians.

“Wells Fargo has a long history of supporting communities and programs in our marketplace that contribute to education and economic development. This partnership will help our students and graduates develop a career path back home to help build the gaming and hospitality industry within their communities”, said Norbert Hill, Executive Director of AIGC. Wells Fargo and AIGC will launch the new scholarship program at the AIGC National Conference, October 15, 2005, in Albuquerque’s Indian Pueblo Cultural Center. Wells Fargo has pledged $300,000 to fund the endowment that supports American Indian upper-level undergraduates (Juniors/Seniors) and graduate students with a 3.0 grade point average or better, majoring in the gaming and hospitality industries, business and finance.

Information, deadlines, and applications may be obtained on the AIGC website: www.aigcs.org.

Wells Fargo delivers capital and financial services, to more than 150 Tribal Nations, through a team of Native Americans and specialized relationship managers who make up its Native American Banking Services unit. As a leading financial services provider and home mortgage lender to Native Americans and to the tribal gaming industry, Wells Fargo has more banking stores

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The American Indian Graduate

“We’re making a meaningful gift to support deserving young Native American students who will become the future business leaders for industries which are important to tribal communities and to our customers.”

—Steve Stallings, Senior Vice-President, Director of Wells Fargo’s Native American Banking Services and member of the Rincon Band of San Luiseño Mission Indians.

on Indian reservations than any other financial institution. Through its targeted programs alone, Wells Fargo has lent more than $1.8 billion to tribes, Native American businesses and individuals and is one of the primary providers of financial services within Indian Country. A leading lender to the tribal gaming industry, Wells Fargo has dedicated business units serving the Native American community, through Wells Fargo Wholesale Banking and Wells Fargo Home Mortgage. Wells Fargo has over 1,800 Native American team members, with five Team Member Resource groups for Native Peoples in Alaska, Arizona, California, New Mexico and South Dakota.

Wells Fargo & Company is a diversified financial services company, with $435 billion in assets, providing banking, insurance, investments, mortgage and consumer finance to more than 23 million customers, from more than 6,000 stores and the internet (wellsfargo. com) across North America and internationally. Wells Fargo Bank, N.A., is the only bank in the United States to receive the AAA credit rating (the highest possible), from Moody’s Investors Service. ✦

Native American Banking Services Providing specialized financial services to Indian Country

Wells Fargo has more branches on reservations than any other bank and is the #1 home mortgage lender on Indian reservations.

A group of specialized relationship managers deliver services to Indian Country.

Call (866) 480-0637 for further information.

Š 2005 Wells Fargo Bank, N.A. All rights reserved. Member FDIC.

(8-05 92869)

Think about it.

Maybe you should be mentoring a generation.

If you’ve got a passion for higher education, and you’re a student or working professional of African-American, Hispanic-American or Native American descent—let The PhD Project be your guidance counselor.

The PhD Project provides access to key information and resources about doctoral studies in the business area, as well as a network comprised of current doctoral students, faculty and doctoral program directors… the very people who once walked in your shoes.

Perhaps the single greatest support provided by The PhD Project can be found at our annual conference in Chicago. Held every November and fully-subsidized, you’ll network with others who are considering a career as a professor, current doctoral students, professors and doctoral program directors. We invite you to share this "life-altering" experience by visiting our website, and imagining what it must feel like to devote your life, and your career to changing the face of corporate America. Visit www.phdproject.org for more information.

Becoming a business school professor isn’t just about diversifying the future business leadership of our country… it’s about mentoring a generation.

One of the 412 attendees at The PhD Project's 2004 Conference.

KPMG Foundation

Ford Motor Company

State Street Corporation

Graduate Management

AACSB International

Robert K. Elliott

AICPA

Goldman, Sachs & Co.

Abbott Laboratories

Hewlett-Packard Company

Admission Council 141 Participating Universities Citigroup Foundation

Merrill Lynch & Co. Foundation, Inc.

PhD

the To join the sponsors who seek a solution to minority underrepresentation, contact Bernard J. Milano at 201-307-7662, or email bmilano@kpmg.com

Pursuing Holistic Diversity

For more information, visit our website at:

www.phdproject.org

project

SM

A Question of Accountability

The Scorecard Forum

By Cheryl VanDenBerg Higher Education Director, Oneida Tribe of Wisconsin

R

ecently, I had the unique opportunity to attend a two-day forum to discuss the concept of an “American Indian higher education scorecard”, hosted by the American Indian Graduate Center in Albuquerque, NM. The roundtable discussion took place on June 27-28, 2005 and participants included seven other tribal education representatives from various parts of the United States. It was a pleasure to meet with them all and I wish we had had more time to share ideas, insights, opinions and thoughts.

It was an honor to be invited by the American Indian Graduate Center to participant in the examination of an assessment tool called the “Tribal Scorecard.” As education continues to be a priority for many tribes, the discussion began with various issues regarding the decrease in 2007 federal funds for all Indian Education programs. With less money and more students applying for college, some tribes are proposing tightening higher education requirements. With higher expectations and the prioritizing of grant dollars, exploring new and/or different strategies is essential.

The concept of developing a self-reporting tool, such as the tribal scorecard, is to assist with the relationship between tribes and higher education institutions. At present, there are many institutions marketing our tribal members. As we are all aware, educational institutions are also businesses and we do not want our students to be considered purely diversity numbers, or merely income providers. I believe each tribe has similar concerns regarding the success of their college students. We want to be assured our students are receiving the best education possible, with appropriate support and services, in order to be successful future leaders in Indian country.

What would the scorecard include? It could include a number of factors. For instance, the tribal scorecard could include, among others, such issues as: the number of American Indian students enrolled at the college; college graduation percentages; grade point averages; retention rates; average time it takes students to graduation; student

Cher yl VanDenBerg

profiles and intervention, support and mentorship programs. Additional information could include the number of Native American faculty advisors/counselors, financial aid services and grants. Each scorecard can be designed based on the tribe’s individual needs and concerns.

The scorecard can help determine what services are, or are not, being provided by the institution and whether or not the services are successful. It can be a useful tool to examine accountability and to determine what tribes can do to improve services. It would also be imperative to determine students’ needs, by asking the students themselves what is necessary for them to be successful in college and what was important to their success high school.

Are there other scorecard models out there? Can we develop a model? Participation in this forum has awakened many new ideas and goals. A scorecard would definitely be a benefit to our students, our tribes and the colleges.

A summary of the discussion and findings has been published in a ‘white paper’, which is available from AIGC, via their web site (www.aigcs.org). It was interesting to note that participants felt that tribal communities should not only demand the higher learning institutions be accountable for better retention and graduation rates of Native American students, but the tribal communities themselves need to take a more active role in the preparation and continued success of their future leaders. ✦

The American Indian Graduate

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An Alumni Profile

Starting Later — Moving Fast

By Robert J. Miller (Eastern Shawnee Tribe of Oklahoma) J.D. Lewis & Clark Law School, Portland, Oregon

B

ob’s decision to attend college and then law school came relatively late in life. He was forty years old when he graduated from Lewis & Clark Law School in 1991. Bob says, “I figured I could still have a twenty-five year legal career and that is long enough for anybody.” Well, during the past fourteen years, Bob has packed in a fair amount of activity and made a satisfying career for himself. When friends asked him what he wanted to be when he “grew up” after law school, he always said, “I’m moving fast, I just don’t know where I’m going.”

Bob has ended up in several places. After graduation, he clerked for a federal judge on the Ninth Circuit Court of Appeals. He then worked for a large Pacific Northwest law firm and began teaching Indian law as an adjunct professor at Lewis & Clark Law School and Portland State University. He continues working with Portland State today and is an instructor in its Institute for Tribal Government, which provides legal and governmental training sessions for tribal councils across the country. Bob then practiced Indian law for four years for Hobbs, Straus, Dean & Walker, before becoming a full-time professor in 1999. He is now a tenured associate professor of law at Lewis & Clark Law School, where he teaches Indian Law, Cultural Resources Protection and Civil Procedure. He is also the Chief Justice of the Court of Appeals for the Grand Ronde Tribe and sits as a pro tem judge for other Pacific Northwest tribes. Bob has written many articles and book chapters on various Indian law issues and has spoken across the nation at dozens of conferences. In 2003, his tribe appointed him to the Circle of Tribal Advisors for the National Lewis & Clark Bicentennial Committee. His research on the Lewis & Clark expedition and its involvement with the Indian Nations has led to a forthcoming book entitled “Native America, Discovered and Conquered: Thomas Jefferson, Lewis & Clark and Manifest Destiny.”

Bob has always been grateful for the support AIGC gave him in 1988-91, when it helped support him and

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The American Indian Graduate

Robert J. Miller

“Being an older student, I gave up a goodpaying job in 1988 to go to college and then law school. The financial assistance that AIGC provided helped me make the decision to go to graduate school and to finish my education. I will always remember that support.

Thank you AIGC.” his family through three years of law school and the bar exam. Bob has tried to repay that support by making regular donations to AIGC and by naming AIGC in his will. “Being an older student, I gave up a good paying job in 1988 to go to college and then law school.

The financial assistance that AIGC provided helped me make the decision to go to graduate school and to finish my education. I will always remember that support.

Thank you AIGC.” ✦

AIGC Fellows Update

The Alumni Connection Class of 1991

Class of 2002

Larry C. Daylight (Shawnee/Delaware/Miami), M.S., 1991, Northeastern State University

Danna Grumbles (Cherokee) M.A., 2002, University of Oklahoma “Thank you, AIGC!”

“Former Oklahoma Champion Fancy Dancer; Buffalo Bill’s Wild West Show Entertainer; Adjunct Instructor at Bacone College (1988-2004); Northeastern State University Tutor Coordinator of Student Support Services TRIO program (1993-2001); Assistant Professor of Art at Bacone College (2001-2004); rode horseback with the Montie Montana family in the 2005 Tournament of Roses Parade in Pasadena, California; inducted into “Who’s Who” Among America’s Teachers 2002, 7th Edition, Volume V and currently serving as Cultural Education Coordinator for the Miami Tribe of Oklahoma.”

Class of 1995

Class of 2003 Rusty C. Brown (Delaware Tribe of Indians), J.D., M.S., 2003, University of Tulsa “I have a new job with the Osage Nation, as their National Resource Specialist, and November 2004, I was elected Associate Judge for the Delaware Tribe of Indians. In August 2004, I started working on an advanced law degree, a LL. M., studying Native American Natural Resource Law, at the University of Tulsa. I should graduate in May of 2006.”

Bobby C. Martin (Muskogee Creek), M.F.A., 1995, University of Arkansas

Kimberlee M. Dunlop (Seneca), J.D., 2003, University at Buffalo School of Law

“The funding I received from the American Indian Graduate Center was an incredible blessing, allowing me to concentrate on my graduate art studies. I am now the head of an art program at a university with a large Native enrollment, where I am allowed to nurture future artists and designers. I would not be in the position I am today without the financial help I received from the American Indian Graduate Center.”

“I recently joined Holland & Knight’s Washington, D.C. office as an associate in the Indian Law Practice Group.

I represent Indian tribes on a variety of issues, including economic development, Indian health, legislative issues, trust reorganization, gaming, cultural protection, appropriations and litigation. Prior to joining Holland & Knight, I worked at Nordhaus Law Firm, where I focused on tribal sovereignty, federal government relations, environmental regulations and trust issues. I currently serve as Secretary of the Native American Bar Association of Washington, D.C.” ✦

Class of 2001 Renee C. Holt (Nez Perce), M.A., 2001, University of Idaho “I recently accepted a job closer to home in the Pacific Northwest but, interim, I am currently looking for Ph.D. programs and have an interest in OU in Norman, Oklahoma. My long-term goals include becoming a professor in hopes of also someday being a college president.”

Notes: In a previous issue of The American Indian Graduate magazine, we inadvertently referred to Shawn Olson Crawford as “Him” and “He”.

We would like to offer our sincere apologies to Ms. Olson Crawford for this error.

Daniel L. Dickerson (Eskimo) D.O., 2001, Western University of Health Sciences

To insure that we have your current information, please take a minute to visit our web site (AIGCS.org) or send us an email (susan@aigcs.org) to update your information (be sure to include your previous address so we know we have the right individual). Thanks very much.

“Currently, I’m a 3rd year resident in psychiatry. I’ve recently been awarded a residency fellowship through the American Psychiatric Association, in minority affairs, 2003 – 2005. I’m very grateful for AIGC, their inspirational assistance and commitment towards the future of Native Americans, nationwide, is tremendous.”

The American Indian Graduate

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UNIVERSIT Y OF NEBRASK A–LINCOLN

COR

Career Opportunities in Research Education and Training

The Great Plains Cultural Ways: Mental Health Careers Program Purpose of the COR Program

The purpose of the COR program is to help train the next generation of researchers to address the mental health needs of Native American people with cultural competence and cultural consistency.

Program Components • Financial Support — Individualized Funding Plan: Full funding through diverse resources — Trainee Stipends — Workshop/Conference Travel • Personal Support — Adjustment to university life — Form friendship networks • Specialized Seminars • Academic and community support — Study groups — Link to student organizations • Connection with Tribal Mentors • Mentorship to prepare for Graduate School • Research Internships on mental health incorporating culturally specific research approaches • Training from tribal elders and spiritual leaders

Program Eligibility

Among the criteria for program admission, the following will be considered: • Admission to UNL • Demonstrate general academic achievement (3.0 GPA or higher) • Has an interest in American Indian Mental Health Issues • Has a general interest in mental health services, research or practice • Has a history of personal hardship • Has a history of economic disadvantage • Has an American Indian heritage background • Is tribally enrolled • Plans to complete a bachelor’s degree program at the University of Nebraska–Lincoln • Plans to attend as a full-time student while in the COR program • Will be a junior by the Fall 2006 school term (transfer students encouraged to apply) • Demonstrates leadership, service, and commitment to the American Indian Community • Plans to attend graduate school ** Please note: Exceptional situations to the above requirements may be considered; please explain as thoroughly as possible in the essay.

Application deadline: February 15th

www.unl.edu/bosr/cor For More Information

732 Oldfather Hall • Lincoln, NE 68588-0325 (402) 472-6042 • (877) 622-1932 Fax: (402) 472-4983 E-mail: pathways@unl.edu

Nurturing highly qualified undergraduate students as the future generation of American Indian mental health researchers.

An affiliate of the: University of Nebraska–Lincoln and the Healing Pathways Project Funded by National Institute of Mental Health

The University of Nebraska–Lincoln is an equal opportunity educator and employer with a comprehensive plan for diversity.

About Giving

The Honor of Giving…and Receiving My Summer Internship Experience

By Nicole Wheeler

I

entered this internship with a little work experience, a finely tuned resume and a fabulous pair of expensive, designer sunglasses. My expectations were to gain a better understanding of how change is made and, armed with only two years of book knowledge and a day planner, I was swept up into a whirlwind of a business… changing the world.

Americans for Indian Opportunity (AIO) is a nonprofit organization committed to catalyzing and facilitating culturally appropriate initiatives and opportunities that enrich the cultural, political and economic lives of indigenous people. AIO recently broadened its scope, beyond Indian Country from the USA, and now assists indigenous groups from around the world in these areas.

Thanks to a very committed and enthusiastic staff and family-like atmosphere, I witnessed the impact of their efforts.

“Oh, Darling, I forgot my sunglasses” Ms. LaDonna Harris (Comanche) said as she scooted into her seat in my car. Without thinking, I simply reached into my purse and handed her my extra pair. As a genuine sunglasses connoisseur, I had been on a quest to find the perfect pair all summer and these were the ultimate in eye apparel. Since they were the latest fashion, I just knew they would please her. I handed them over with no problem, expecting her to leave them in my car upon arrival at our destination.

An hour later Ms. Harris was beginning her lecture—with my sunglasses in her purse. She opened her keynote address with these unforgettable remarks: “You should never own something that you can’t give away. Then your possessions own you, not you them.” She continued the presentation, expanding her opening statement: “The difference between the larger society and being Comanche is the value we place on our kinship system. We have a sense of responsibility to one another, and it is reciprocal. Within that kinship system and frame of reference, we don’t accumulate material wealth for ourselves; we accumulate things so we can do

Nicole Wheeler helping out at Maori gathering

“You should never own something that you can’t give away.

Then your possessions own you, not you them.” well for others. The Comanche have a very flat society.

The more honored and privileged you are, the more you have to give back. It is your responsibility to redistribute what you have.”

Listening intently to this powerful and insightful address gave me something to think about during the remainder of my internship. During the following three weeks, I spent the two weeks with Maoris, the indigenous people from New Zealand, (their visit is part of continued on page 34

The American Indian Graduate

13

The Brightest and Best

AIGC All Native American High School Academic Team

By Molly Tovar

I

ndian Country needs only to look around at these bright, eager new faces to figure out that these young students have again embarked upon excelling in their academic endeavors. What some people may not realize is how critical our young students are to the future of American Indian communities.

One organization that took notice was the Tommy Hilfiger Corporation Foundation, Inc., which recently awarded the American Indian Graduate Center (AIGC) a grant to implement the AIGC All Native American High School Academic Team. The purpose of the program is to give national recognition to American Indian/Alaska Native students who demonstrated superior success in academics, leadership and American Indian community service. The goal is to motivate academic excellence and the pursuit of higher education among American Indian and Alaska Native students and prepare them to be future leaders and role models. Ten outstanding American Indian students, from across the country have been named to the inaugural All Native American High School Academic Teams. Three teams were created: the Red, the White and the Blue. The Red Team is represented by three members, who have demonstrated outstanding academic and leadership ability. The four White Team members have exceptional records of service to their community, in addition to strong academic abilities, and the three-member Blue Team, in addition to having been highly recommended, excelled in all the academic team criteria—leadership, academic achievement and community involvement. All team members will receive monetary awards, to be used to attend the accredited college or university of their choice, and are invited to be special guests at the American Indian Graduate Center Annual Conference, in October 2005, in Albuquerque, New Mexico.

14

The American Indian Graduate

“When we open to the spirit of giving, the gift travels, moves in a great arc, and returns, increased a hundredfold.”

—Ronald Wells, author of The Honor of Giving: Philanthropy in Native America

These students have been given an opportunity to make a difference in their lives. Both public and private philanthropic organizations play an important role in the healing and re-emergence of Native culture in North American. Foundation grants, like that from Tommy Hilfiger, make educational scholarships programs, which would not otherwise exist, possible in Indian communities.

The Tommy Hilfiger Corporate Foundation, Inc. believes education is the cornerstone for today’s youth. They believe for America to remain competitive in the global marketplace, stronger emphasis should be placed on exposing youth to experiences in education and career-related opportunities. Their goal is to be a major force in improving education by focusing on preparing students for the demands of today’s global society.

Consistent with their mission, the Foundation’s philanthropy and education initiative focused some of their resources on supporting programs and the partnership with AIGC, which promote educational opportunities for diverse populations. The gift will move in a circle: As these students build successful careers, they will empower their own communities with their new knowledge, and as they become the next leaders, role models, and symbols of hope, they will nurture other young people. ✦

The All Native American High School Academic Team Sponsored by the TOMMY HILFIGER CORPORATE FOUNDATION

RED TEAM

Outstanding Academic and Leadership Ability: Wynonna Curley, Navajo Lia Jasperse, Navajo Shawntay Lupi, Sisseton Wahpeton Sioux

WHITE TEAM

Exceptional Records of Community Service: Tennille B. Begay, Navajo Caleb Fairey, Navajo Samuel E. Kohn, Crow Christy S. Webber, Spirit Lake Sioux

BLUE TEAM

Overall Exceptional Achievement: Roxanna Rae Billie, Navajo Sarracina D. Littlebird, Laguna Chelseay L. Yazzie, Navajo

Academic Achievement Leadership Community Service

About the Board of Directors

Welcome New Board Members and Officers New AIGC Board President and Vice President

New AIGC Board Members

Former Vice President of AIGC, Louis Baca, of Santa Clara Pueblo, has been elected President of the Board of Directors for the American Indian Graduate Center (AIGC) in Albuquerque.

Louis is an Alumnus of AIGC and has been involved in education for over 30 years. He is currently Director of Development for the Louis Baca Los Alamos National Labs Foundation, where his primary responsibility is to help plan and implement a major gifts campaign for increasing the Foundation’s endowment. The LANL Foundation provides educational enrichment, scholarship and community development support to individuals and communities in northern New Mexico.

AIGC/AIGCS Board members serve for eight years.

This year, two dedicated Board members, Ada Pecos Melton and Steve Stallings, reached the end of their service. (They will both remain as active members on AIGC Committees.)

Two new Board members have just begun the first of two 4-year terms. They are David Mahooty, Zuni and Dee Ann DeRoin, Ioway.

David Mahooty is a financial analyst for Wells Fargo’s Commercial Banking Group in Albuquerque. Dr. DeRoin is a member of the Ioway Tribe of Kansas and Southeast Nebras- David Mahooty ka and an American Indian Graduate Center alumna.

Following twenty years experience practicing family medicine and health education, Dr. Dee Ann DeRoin has been a consultant in community and women’s health since 2001, primarily with the National Indian Women’s Health Resource Center, based in Tahlequah, Oklahoma, as well as to tribes and other Indian organizations.

Dr. DeRoin earned her master’s degree in public health education from the University of California, Berkeley, and received her medical degree from Stanford University.

Mahooty, an AIGC alumnus, earned a bachelor’s degree Dee Ann DeRoin in economics and an MBA from the University of New Mexico, Albuquerque.

A member of the Zuni tribe, David is also Chair of the Wells Fargo Native Peoples New Mexico Team Member Resource Group (TMRG). For the past two years, Mahooty has also taught financial literacy at the Southwestern Indian Polytechnic Institute, through Native Peoples New Mexico TMRG. ✦

Shenan R. Atcitty, Diné, has been elected Vice-President of the Board of Directors. Shenan is an enrolled member of the Navajo Nation and is Senior Counsel with the law firm of Holland & Knight, LLP in Washington D.C. Her law practice focuses on representing Indian tribal governments before Congress and the Federal Agencies. She is a member of both the District of Columbia and New Mexico bars.

Shenan received her bachelor’s degree, in 1988, from the University of New Mexico and is a 1990 graduate of the PreLaw Summer Institute headed by the American Indian Law Center, located at the University Shenan R. Atcitty of New Mexico School of Law. She earned her law degree in 1993 from University of New Mexico School of Law as an AIGC fellow.

16

The American Indian Graduate

Thank You

AIGC Board of Directors Update

A

lthough no longer members of the Board, they continue to serve.

This year, Ada Pecos Melton and Steve Stallings completed two, consecutive, four- year terms on the Board of Directors of the American Indian Graduate Center. It is with great regret and immense gratitude for their service that the AIGC students, staff and fellow Board members see them retire from the board.

Ada served as Board President and Steve was Treasurer.

Both Ada and Steve assisted AIGC with the transition and development of the AIGC Scholars facet of AIGC that introduced the partnership with the Gates Millennium Scholars (GMS) program. The AIGC Scholars and GMS program opened the door to providing undergraduate scholarships and more than doubled the amount of financial assistance for American Indian and Alaska Native students offered through AIGC. Ada and Steve continue as leaders in Indian country

and remain committed to the mission and vision of the American Indian Graduate Center. Both continue to be invaluable resources and leaders “giving back” to Indian country and AIGC. Ada is a member of the Pueblo Jemez, in New Mexico, and President of American Indian Development Associates (AIDA). Ada continues to serve on AIGC’s Development Committee and her firm, AIDA, is a founding member of the AIGC American Indian Professional Association (AIPA).

Steve is Senior Vice-President, Director of Wells Fargo’s Native American Banking Services and member of the Rincon Band of San Luiseño Mission Indians. Steve continues to serve as a member of the AIGC Investment Committee. Along with Steve, Wells Fargo Bank, supports the AIGC vision of higher education and leadership development and has also become a charter member of the American Indian Professional Association. ✦

As the nation’s leading research and development facility, Los Alamos National Laboratory utilizes science and leading edge technology to assist the world with the challenges it faces today and tomorrow. We are able to achieve this through our commitment to a diverse and inclusive work force that attracts and retains the most qualified people. We understand it requires a diverse group of individuals practicing great science to accomplish our mission!

Besides enjoying a competitive salary and outstanding benefits, you’ll find Los Alamos’ temperate climate is perfect to enjoy year-round recreation. Our close proximity to Santa Fe and Taos offers not only a rich and thriving cultural and artistic community, but also some of the finest skiing in the world.

Put your brain to good use at Los Alamos National Laboratory and use your unique perspective to produce remarkable results for the Nation’s - and the world’s - most pressing challenges.

Check out current opportunities at www.lanl.gov/jobs.

The staff at Los Alamos National Laboratory recognizes that in order to maintain and cultivate a well-educated workforce, we must provide a quality learning environment for graduate and undergraduate students. The expectation is that we will successfully influence career objectives. For more information on internship opportunities, visit www.lanl.gov/education.

Operated by the University of California for the National Nuclear Security Administration of the Department of Energy.

AA/EOE

Remarkable minds.

Remarkable Results.

Biology Chemistry Computer Science Engineering Environmental Science Materials Science Physics

Put your brain to good use.

www.lanl.gov/jobs

The American Indian Graduate

17

The Quiet Partnerships

Generosity — By the Book Fulcrum Publishing and Native America

D

uring each of the past five years, Fulcrum Publishing has quietly donated $18,000 to $35,000, in books, to the American Indian Graduate Center (AIGC) for distribution to students of all ages, throughout Indian Country. AIGC staff members have personally distributed books to students and tribes, as they reach out to students across the country.

Participating tribes, schools and organizations have used the books to promote literacy and academic achievement. Donna Piño-Martinez, Director of Santa Anna Department of Education at the Pueblo of Santa Anna says, “We can offer students encouragement and incentives for a job well done, it has a positive impact on both our students and the community.”

Beyond Fulcrum’s generosity, is a commitment to publishing the works of some of Indian Country’s greatest established writers and upcoming authors and leaders. For most of its twenty-one-year history, Fulcrum Publishing has been a leader and innovator in the area of Native American publishing. Fulcrum recognized that other publishers were not telling the story of Native America and felt that, not only was this omission a great injustice to the rich cultural history of Native America, it also undermined literacy, both inside and outside Native American communities. Fulcrum produced books for both children and adults, relying on the diverse voices of many Native Americans, in areas such as history, spirituality, religion, art, culture and storytelling.

Fulcrum has endeavored to publish books by the best Native American authors in America. Throughout its history, Fulcrum has been proud to publish Vine Deloria Jr., Wilma Mankiller, Norbert Hill Jr., Joe Bruchac, Marilou Awiakta and Daniel Wildcat, among others, and has worked with organizations such as the National Museum of the American Indian (for which Fulcrum

18

The American Indian Graduate

“We can offer students encourage– ment and incentives for a job well done, it has a positive impact on both our students and the community.” was the first outside copublisher), the American Indian Science and Engineering Society (AISES) and Indian Country Today.

In addition to its commitment to publishing the most important Native American authors in the nation, Fulcrum has continued to exhibit its commitment to Native America through many outside activities, pushing for literacy by donating books to organizations such as American Indian Graduate Center and AISES, and supporting countless Native organizations. As the company moves into the future, it is developing relationships with a new generation of Native American authors, ensuring that the important past and present stories from Native America continue to be told well into the future. ✦

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American Indian Professional Association

AIGC American Indian Professional Association Soars

By Ric Armstrong

T

hanks to the vision, commitment and generosity commitment and generosity of the founding members of the newly formed AIGC American Indian Professional Association (AIPA), who share the AIGC’s vision for building the future of Indian Country, the AIGC American Indian Professional Association is soaring to new heights.

AIGC’s vision is an American Indian professional association that builds community and promotes and retains our talented graduates and professionals within Indian country. The AIGC American Indian Professional Association transcends professional fields and boundaries, linking Native professionals to culture and traditions, while providing leadership and professional development opportunities.

Vine Deloria, Co-chair of the AIGC Council of 100, may have said it best in his article for the inaugural issue of the American Indian Graduate magazine, “Among

the immediate concerns of the group is the recognition that we are losing our educated younger generation to the larger society; it was this recognition, by the AIGC, that prompted it to initiate the idea of the Council. When we send our young people to the various forms of higher education, we send, also, our hopes that they will return and assist us in strengthening the culture and institutions in our home tribal communities. Many young people have returned to work in tribal programs, but too many are not brought into the tribal and national community of Indians and, instead, are merged into institutions and employment in the larger society. “By partnering with our founding members, AIPA can offer leadership, career, educational and development opportunities, while providing Native professionals a forum and vehicle to return home and give back to Indian country. ✦ Register Today! www.aigcs.org

Thank you to all of our Founders and Charter Members

Howard Univ ersity Graduate School

Founding Alumni Members Charlene Avery, M.D. Angela M. Monquia David Nichols Elizabeth Washburn David Mahooty Individual Founding Members Ric Armstrong Louis Baca (Alum) Louis David (Bear) Christensen Norbert Hill Elizabeth Nedrow David Powless Steve Stallings

20

The American Indian Graduate

Council of One Hundred

Created to Succeed

By D.J. Vanas

D.J. Eagle Bear Vanas is an AIGC Council of 100 Leader. For the past decade, D.J. has used his dynamic programs to build warriors in 45 U.S. states and internationally, from over 1,500 audiences of tribal communities, governments, IBM, NASA, Hewlett Packard and hundreds of other organizations. When AIGC asked D.J. about success, leaders and building our future in Indian Country he was quick to respond:

“T

he best leaders aren’t the ones with the most followers, but the ones who create the most leaders—this idea has guided me for years.

People have called me a leader in Indian Country and I’m honored. But I’ve simply worked hard to set a good example and represent our people well—in doing that, others have followed. But, my goal is not to lead many people, but to create many leaders. I want to inspire people—not to understand and believe in what I can do for them- but to understand and believe in what they can do for themselves!

Our tribes have endured countless tragedies—but we’re still here! We’re excellent survivors; we’re created to succeed. It’s in our blood! Being a successful Native doesn’t mean we must sacrifice our identity. Remember who you are and where you came from—and then get the skills and education you’ll need to create your life according to your own values—that’s success!

And, when you get there, light a path for others. Our tribal values promote generosity and a willingness to help each other succeed. Remember: success is our history—it’s up to each one of us to make it a part of our future.” ✦

22

The American Indian Graduate

D.J. Vanas

D.J. Eagle Bear Vanas is a husband, father, internationally acclaimed motivational storyteller and success coach.

He is also the author of the celebrated book The Tiny Warrior: A Path to Personal Discovery & Achievement, which is printed in six languages.

D.J. is Odawa, from Michigan, and uses traditional warrior concepts and wisdom to inspire others to achieve their best in life and career. For over a decade, D.J. has delivered his dynamic programs to audiences worldwide.

He holds a B.S., from the U.S. Air Force Academy, and an M.S. from the University of Southern California. After serving ten years as an Air Force officer, he is now president of his own company, Native Discovery, Inc. D.J. says his mission is: “building the warriors of tomorrow... today”.

More information on D.J. Vanas and Native Discovery, Inc. can be found at: dj@nativediscovery.com.

LEADERS

Herman Agoyo Alan J. Allery Marge Anderson John Belindo W. Roger Buffalohead Sen. Ben Nighthorse Campbell Joann Chase V.F. Cordova Floyd Correa Nedra Darling John E. Echohawk Lucille A. Echohawk Lorraine P. Edmo Sam English Dwight A. Gourneau Kevin Gover Trudy Griffin-Pierce Carol Hampton Kelly Haney La Donna Harris Charlie Hill Rick Hill Tom Holm Donna E. House

Council of 100 Brenda Itta-Lee Valorie Johnson Julie Kidd Clara Sue Kidwell A. David Lester Ronnie Lupe Wilma Mankiller Phillip Martin Carlos Nakai Barney Old Coyote Sandra Osawa Ed Parisian Jamie Pinkham Al Qoyawayma Ann R. Roberts Helen Sanders Helen Scheirbeck Benny Shendo, Jr. Buffy St. Marie Ray Tracy Webster Two Hawk Mark Van Norman D.J.Vanas

Graduate Fellowships in Resource Management

Rick West Floyd Westerman Jeanne Whiteing Martha B. Yallup Peterson Zah

SCHOLARS

Joe Abeyta Sherman Alexie Lori Arviso-Alvord Robin Butterfield George Blue Spruce Vine Deloria Lloyd M. Elm Billy Frank John Herrington Charlotte Heth Jim Larimore Maxine Lewis-Raymond Leslie Marmon Silko Joe Martin Bea Medicine Joe McDonald

John Mohawk N. Scott Momaday Gerald “Carty” Monette Michael Pavel Howard Ranier Mary Ross Rick St. Germaine Jim Shanley Gloria E. Sly Clayton Small Lois Steele Charles E. Trimble Della C. Warrior Robert Warrior Robert K. Whitman

TRADITIONALS Horace Axtell Franklin Kahn Oren R. Lyons Henrietta Mann

A. Paul Ortega James W. Ransom Art Skenandore Albert White Hat, Sr.

Central Washington University’s Master of Science in Resource Management uniquely combines the study of natural and cultural resources. Our record of placement in jobs and Ph.D. programs is excellent.

Native Americans, Native Alaskans and Native Hawaiians may qualify for a monthly stipend and tuition (up to $15,000 per year); and summer research support. The fellowships are supported by the U.S. Bureau of Reclamation and renewable for a second year. All undergraduate majors are considered, but the sciences, engineering, geography, anthropology, economics, biology, geology and political science are most appropriate.

FOR FURTHER INFORMATION AND APPLICATION FORMS CONTACT: Dr. Morris Uebelacker Dept. of Geography and Land Studies 400 East University Way Ellensburg, WA 98926-7420 Phone: 509-963-1188 FAX: 509-963-1047 www.cwu.edu/~geograph/native.html

CWU is an AA/EEO/Title IX Institution. TDD 509-963-2143

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Scholarships for our Future Leaders “The American Indian Graduate Center Scholars (AIGCS) is dedicated to the futures and education of Native American scholars by providing scholarships and leadership development opportunities.”

The goal of GMS is to promote academic excellence and to provide an opportunity for thousands of outstanding students with significant financial need to reach their fullest potential by completing an undergraduate college education in any discipline area of interest. Continuing GMS scholars may request funding for a graduate degree program in one of the following discipline areas: mathematics, science, engineering, education or library science.

“The GMS Scholarship is a wonderful opportunity for high school seniors. The Gates Millennium Scholars Program provides a door to new people, places, and ideas”.

Elizabeth Cuellar, Eskimo, University of Arizona

GMS Eligibility Criteria An individual is eligible to be nominated as Gates Millennium Scholars if he or she: •

• • • •

•

is African American, American Indian/Alaska Native, Asian Pacific Islander American or Hispanic American; is a citizen or legal permanent resident or national of the United States; has attained a cumulative GPA of 3.30 on a 4.0 scale; will enter an accredited college or university as full-time, degree-seeking freshmen in the fall of 2005; has significant financial need (i.e., meet the federal Pell Grant criteria; and has demonstrated leadership abilities through participation in community service, extra-curricular, or other activities.

“Apart from the financial relief, the Gates Scholars program welcomes you into a community: one supportive of your choices, and appreciative of your talents”.

Matt Fernandez, Cherokee, Stanford University

For more information on the Gates Millennium Scholars Scholarship visit: www.gmsp.org Deadline: January 13, 2006 or contact The American Indian Graduate Center Scholars

4520 Montgomery Blvd. NE, Suite 1B Albuquerque, NM 87197 TOLL FREE (866) 884-7007 • www.aigc.com

• GMS Partner for American Indians & Alaska Natives •

The United Negro College Fund (UNCF) is the administrator of the Gates Millennium Scholars Program.

Gates Millennium Scholars

Paving the Road to Success

By Molly Tovar

C

hallenges involved in attending college can be overwhelming. For many students, the most difficult part of the college experience is the financial aspect. Success requires stamina, perseverance and the right attitude. Reflecting on these stories may help inspire others, who are dealing with similar circumstances and backgrounds, and demonstrate that anything is possible.

The Gates Foundation asked three current scholars to tell their stories about the decision to attend college and how the Gates Millennium Scholarship impacted each of them. As they describe their personal hardships and difficulties, it is evident that they have been given an opportunity that has paved their way to educational success!

Jenny Patten (San Carlos Apache) “No one in my family ever attended college; only a few even completed high school. Growing up in East Oakland has been tough. Pressures from the streets, friends and societal norms tested my strength every day.

Throughout my childhood, I was told that I would never make it. Some people said I was too poor or would probably get pregnant. Others belittled my intelligence, accused me of acting White, used racial slurs targeting my heritage and badgered me for being a poor woman.

Extended family members have even criticized my goals and accomplishments and accused me of thinking I was better than they are.

Recognizing the poor quality of the Oakland schools, my mother used an alternate address to place me in a school district outside of our immediate community.

Within this environment, I had to cope with criticism from some of my wealthy peers, who made fun of my clothes, my culture - even my car. As college admissions rolled around, suddenly people began to believe that, ‘Jenny could easily get into any school because she is a minority.’ Getting to college was a long and hard road.

The Gates Millennium Scholarship, provided by the Bill and Melinda Gates Foundation, has truly allowed me to believe I can do anything! Without financial con-

Pamela Mills visits with Norbert Hill at the GMS Leadership Conference

cerns holding me back, my confidence and self-esteem have increased; my dreams are much bigger and without boundaries.”

Chelsea Smith (Chippewa) “Ever since I was a child, all I wanted to do was help people. I knew that I could accomplish that by going to college and working in the health profession. As I grew older, I began to realize that the future I had envisioned might not be possible. My parents divorced, which left them both in unstable financial situations. Following their divorce, my father was laid off from his job. My mother worked longer hours, so that my sisters, niece, nephew and I had everything we needed. Once my father got back on his feet, he helped us as much as he could. Even with all of the effort put forth, during my junior year of high school, my mother was forced to file bankruptcy and we moved to Grove. I realized, early on, that my parents would not be able to pay the high cost of college tuition and probably would not be able to financially me in any way. I saw my dreams moving further and further away, until one afternoon I was called into the counselor’s office.

My counselor gave me the Gates Millennium Scholarship application and, with it, the hope that my future continued on page 35

The American Indian Graduate

27

Paving the Way to College Dreams

Our Story of the Gates Millennium Scholarship

By Karen Amend, Guidance Counselor

S

t. Michael High School doesn’t have a street address because it is located off a narrow, winding dirt road on the Navajo Reservation. However, this small school is definitely on the map when it comes to the Gates Millennium Scholarship. In 2003 and 2004, St. Michael had a total of six seniors who received the prestigious Gates Millennium Award. Those six students currently attend colleges across the country, thanks to substantial aid provided by the Gates Foundation and administered by the American Indian Graduate Center. This year, eleven of our twelve GMS applicants are finalists for the scholarship, each hoping it will provide a means of attaining her or his dream of a higher education.

The lengthy application can overwhelm students, which is a challenge that often causes them to procrastinate. My goal, as a guidance counselor, is to break down the process into manageable steps and help facilitate support for applicants during each step. Here is an overview of the steps taken this year for the Gates Millennium application:

October: Christa Moya, Coordinator of Financial Aid for AIGC, held a workshop at our school. With her help, all eligible students logged onto the GMSP website and began the application process. Christa walked each student through the lengthy process, giving helpful advice and encouragement. Students identified their choice for nominator and recommender. As I worked closely with the seniors, I offered to write the nominations for all of them.

I created a questionnaire that included all the questions applicants would be required to answer. The completed questionnaire provided source information, from which I could compose the nominations more accurately.

November: At senior parent meetings, I informed parents of their child’s progress with the GMS application. I held a follow-up meeting with students, in the computer lab, so they could continue working on their applications. Students were advised to request recommendations

April 2004: Juniors were given a copy of the GMS essay questions, in order to prepare over the summer. I made a presentation at a junior parent meeting, to discuss the significant benefits of the Gates Millennium Scholarship and review the application process.

September: I met with all seniors, with a cumulative GPA of 3.3 or higher, and informed them of their eligibility to apply for the scholarship. Students with a GPA slightly below 3.3 were encouraged to increase their GPA by the end of the fall semester to be eligible. (One student increased her GPA just so that she could apply for the Gates Scholarship; she is now a finalist.)

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St. Michael’s GMS Finalists Back row left to right: Neil Dodge, Anbar Najam, Zachary Charley, Karen Amend, Levon Thomas, Amanda Means, Neil Gorman.

Front row left to right: Wynonna Curley, Joshuaa Concho, Trish Yazzie Finalists not pictured:Samantha Johnson and Vanessa Stash.

by November, in order to give teachers ample time to respond. All students were encouraged to follow up with personal thank you notes to teachers; many instructors spent several hours writing each recommendation.

December: Prior to Winter Break, I surveyed students, in writing, about their application status. Students were asked to report difficulties and obstacles to completion of the GMS application. I asked students for permission to access their applications on-line in order to check and verify their status. This was a great help, because it allowed me to view their daily progress toward completion. With the approval of each student, I was able to review each application before submission.

January: St. Michael held a festive Gates Millennium Scholarship Day on Saturday, January 8th. Many parents and teachers came to assist students with their applications and essays. Due to the overwhelming success and need for more support, we continued on Sunday, January 9th. The week of the application deadline, I met with all applicants and realized that many needed additional support, so I received the approval of our principal, Sr. Kathleen Ries, to have students work with me all day on Monday and Tuesday. (Our rationale was that many students miss school for sports; surely this scholarship was much more important than sports to the futures of our students!) Later that week, due to snow, we had both a school delay and school closure. However, many students made the arduous trek to continue their applications. A few teachers, one English teacher in particular, Ms. Joan Levitt, came in before and after school to help with their essays and SMHS alumni and GMS Scholar, Anthony Anaya-Gorman, came to school many times to help seniors with applications. Students were so grateful for his support that they decided to make it an annual tradition to have our GMS Scholars return to St. Michael High School to help the seniors with their applications.

Deadline: When our first applicant was ready to push the “submit” button, to complete his application, I gathered the attention of all in the room. We counted down ten seconds, then applauded and cheered as he submitted the application. The students turned this into a ritual and, as time passed, teachers and students congregated from nearby classrooms to congratulate students on their completed applications. Some applicants even called family and friends on their cell phones, for that extra boost, as they pressed the computer button!

February: At our school awards ceremony for the fall semester, we recognized all 12 students who had perse-

Levon Thomas applies online

vered and completed the GMS application. As the entire audience cheered, students proudly stood before their peers. I heard several murmur to one another, “We did it!”

That moment helped educate and motivate all underclassmen about the wonderful opportunities available from the Gates Millennium Scholarship Program. The students took a group picture and were recognized in a school-wide newsletter.

March: I met with each senior to make sure they had completed the Free Application for Federal Student Aid (FAFSA) and received acceptance letters from their selected colleges. (I had conducted a financial aid workshop for all seniors and their parents during February.)

Many students, whose parents did not have access to the Internet, brought in their parent’s tax information to complete the FAFSA online at school.

April: Students gathered to plan a “THANK YOU CELEBRATION” for the many teachers who had supported them in the process of the GMS application. One student made a cake and all signed a “thank you” banner, which was presented at a faculty meeting. I maintained contact with each student as notifications of finalist status were received. All finalists gathered to celebrate, have their pictures taken and make sure they submitted the required documents to AIGC. Students contacted their colleges to confirm their Financial Aid Award Letters and to apply for re-evaluations, if necessary.

May: All GMS recipients will be recognized at both an end-of-the-year awards ceremony and the graduation ceremony. They will be reminded of their promise to come back to St. Michael High School to help next year’s class compete the Gates Millennium Scholarship. ✦

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Exceptional Success

The Accenture Awards Accenture Announces Scholarships to Benefit Eleven Outstanding American Indian Students

E

leven American Indian students, from across the United States, will continue their education with the help of scholarship funding from Accenture’s first annual American Indian Scholarship Fund.

Accenture partnered with the American Indian Graduate Center (AIGC) to administer the American Indian Scholarship Fund. “Accenture is helping us create American Indian citizens prepared to participate in the constructive revitalization of their respective American Indian communities. Indian country needs effective leaders as never before,” said AIGC Executive Director, Norbert S Hill, Jr. Over 100 students applied this first year of Accenture’s scholarship program, which searches out the brightest American Indian and Alaska Native students seeking degrees and careers in technology and business fields.

Applicants were evaluated based on academic excellence, demonstrated leadership ability and a commitment to preserving American Indian culture and communities. Each was also required to provide proof of enrollment in a federally recognized American Indian/Alaskan Native tribe and demonstrate financial need.

“Accenture is delighted to contribute to the higher education of these exceptional young men and women,” said Kedrick Adkins, Accenture’s Chief Diversity Officer. “While there were many deserving candidates, these eleven students stood out as exemplary, future leaders in the American Indian community.”

Accenture will host a celebratory event and workshops for recipients, in Santa Fe, New Mexico, on Saturday, October 15, 2005. In addition to the scholarships, recipients are eligible for summer internships, with Accenture, as first-year graduate students or junior-year undergraduate students.

These scholarships are just one part of Accenture’s global, corporate, citizenship program’s commitment to U.S. American Indian communities. The American Indian Scholarship Fund was created in September 2004, when Accenture played a role in the opening of the Smithsonian Institution’s National Museum of the American Indian,

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in Washington, DC. Accenture acts as management consultant and information technology services advisor to the museum. For additional information on Accenture and its programs, visit www.accenture.com.

Three Accenture Scholars will receive undergraduate scholarships towards completing four-year, baccalaureate degrees: • Samuel Kohn (Billings, Montana) will attend the University of Notre Dame • James Lays Bad (Porcupine, South Dakota) will attend the South Dakota School of Mines & Technology • Cassandra Toledo (Jemez Pueblo, New Mexico) will attend the University of Arizona Three Accenture Fellows will receive graduate scholarships towards completing advanced or professional degrees: • Wizipan Garriott (Washington, DC) will attend the University of Arizona • Melissa Holder (Lawrence, Kansas) will attend the University of Kansas • Jarrid Whitney (Redwood, California) will attend Harvard University Accenture named five finalists as part of the program, who will also receive funding towards their degrees.

Undergraduate finalist award recipients are: • Clinton Morgan (Poteau, Oklahoma) attending Washington University • Seth Pearman (Eagle Butte, South Dakota) attending Yale University • Kelsey Young (Claremore, Oklahoma) attending Miami University Graduate finalist award recipients are: • Glenna Stumblingbear (Anadarko, Oklahoma) attending Oklahoma State University • Delvin Yazzie (Tucson, Arizona) attending the University of Arizona ✦

Š 2005 Accenture. All rights reserved.

Do you test the wind?

Or do you use it?

Go on. Be a Tiger.

Choose a career at Accenture where every challenge is an opportunity.

High performers don’t merely recognize changing conditions.

They take advantage of them. To find out how you can help clients put analysis into action and become high performance businesses, visit uscareers.accenture.com

The Brightest and Best

Meet the AIGC All Native American High School Academic Team Members Red Team Wynonna Curly, Navajo High School: St. Michaels High School, St. Michaels, AZ University: Arizona State University, Tempe, AZ Major: Kinesiology Accomplishments: Who’s Who Among American Students-Freshman Year, Creativity Award Junior Year, Best Attitude Junior Year, Teaching Teams Program Participant, National Honor Society Junior and Senior Year, Academic Award for Volleyball, Basketball and Track, All American Scholar Freshman and Junior Year, Superintendent Award Freshman Year, Second Honors Award Junior and Senior Year, Community Service Club, Lia Jasperse, Navajo High School: Rehoboth Christian School, Rehoboth, NM University: Lewis & Clark College, Portland, OR Major: Psychiatry Accomplishments: May 2005 Senior of the Month, Ranked 3rd in class, Attended National Student Leadership Conference in D.C., Chief Manuelito Academic Excellence Award Scholarship 2005, Navajo Nation Basketball and Softball Team Participant, Navajo Times All Area All-Star Softball Team-Represented Rehoboth 2005, All-District Softball Team 2004, State Softball Tournament Participant, NM YMCA Youth and Government Model Legislature, 4th Annual Diabetes Alert Parade Participant, Habitat for Humanity Project in Visalia, CA Participant.

Shawntay Lupi, Sisseton Wahpeton Sioux High School: Little Wound High School, Kyle, SD University: South Dakota State University Major: Health Promotions Accomplishments: Student Council Representative; Senior Class President; Cross Country Team Captain; Volleyball Co-Captain; Basketball Team Captain; Track;

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National Honor Society; Community Outreach Program Volunteer; Cornerstone Rescue Mission Volunteer; Beverly Healthcare Volunteer.

White Team Tennille Begay, Navajo High School: Tuba City High School, Tuba City, AZ University: Haskell Indian Nations University, Lawrence, KS Major: Environmental Science Accomplishments: Varsity Cheerleader, Varsity Basketball Team member, Vice President STUCO 2005, Class President Junior Year, Vice President National Honor Society Junior and Senior Year, Vice President Spanish Club, Graduated Top 10% of her class, Academic Award in Volleyball and Basketball, Nizhoni Academy Participant for two summers, Math and Science Honors Program, Phillips Exeter Program Participant.

Caleb Fairey, Navajo High School: Rehoboth Christian School, Rehoboth, NM University: Wheaton College, Wheaton, IL Major: Kinesiology Accomplishments: All District Athlete, Junior Engineering Technical Society, National Honor Society, District Champion Runner-Up, Gatorade Award of Excellence, Coaches Award, Varsity Soccer Team Captain, Rehoboth Ropes Course Facilitator and Volunteer, Student Council-Student Representative, Representative of Spain in the Model UN, Boys and Girls Club Leader, Native American Ceremonial Volunteer, Catholic Soup Kitchen Volunteer, Parent-Teacher Conference Volunteer.

Samuel E. Kohn, Crow High School: Billings Central Catholic High School, Billings, MT University: Dartmouth College Duel Major: Film and Television Studies and Government Accomplishments: Named as one of the 20 Most Influential People Under 20; Japan U.S. Senate Scholarship Exchange Scholarship Recipient; St. Labre Indian Education Assoc. Grant Recipient; Named to Ventures Scholars Program; Awarded Kodak Young Leaders Award; Named to National Youth Minority Leaders association; Named to National Society of High School Scholars; Named to Who’s Who Among High School Students; Debate Team Captain, 3 yrs.; Business Professionals of America President, 4 yrs.; Student Council, 2 yrs.; Youth for Understanding Exchange Student, Tokushima, Japan; Kids Connecting Kids; Rotary Club Luncheon Speaker; Outward Bound Graduate; Young Artists’ Studio, Art Assistant.

Christy Webber, Spirit Lake Sioux High School: Pine Ridge High School, Pine Ridge, SD University: Dakota Wesleyan University, Mitchell, SD Major: Pre-Med Accomplishments: National Honor Society; Freshman of the year at the Native American Preparatory School; Student Council Treasurer and Senior Representative; Principals Cabinet; Female Athlete of the Year; Cross Country Team Captain; Basketball Team Captain; Mark K. Ulmer Native American Scholarship; First National Bank Scholarship; Youth Opportunity Scholarship; JROTC Overall Cadet Leadership award; Youth Opportunity’s B.E.A.R. Project; Youth Opportunity’s Red Ribbon Week; Elders Are Sacred Project; Campus Clean Up Committee; Holy Cross Episcopal Church Bazaars.

Blue Team Roxanna Rae Billie, Navajo High School: Shiprock High School, Shiprock, NM University: University of New Mexico, Albuquerque, NM Major: Dental Hygiene

Accomplishments: Senior Class Valedictorian, Cross Country Team member, Cross Country Team Captain, Cross Country State Champions Senior Year, Chief Manuelito Recipient for Shiprock Agency, All-Star for the Cross Country Team, Running Scholar Award for highest GPA on Cross Country Team, Five time Varsity Award, Member of National Honor Society-Senior, Junior and Sophomore Year, The Bridge to Success Scholarship Recipient, Northwest District Dental Scholarship Recipient.

Sarracina Littlebird, Laguna High School: Santa Fe Preparatory, Santa Fe, NM University: Columbia University, New York, NY Major: Physics and Dance Accomplishments: National Merit Semi-Finalist; Honor Roll; Cum Laude Society; New Mexico State Scholar; Sustainable Community Development; Senior Leader for Junior TAP; Native American Art Event: Teen Native Night; Moving People Dance Space; The School of the Aspen Santa Fe Ballet.

Chelseay Yazzie, Navajo High School: Monument Valley High School, Kayenta, AZ University: University of Arizona Major: Environmental Health Accomplishments: National Honor Society; All Region Volleyball Team; Student Council Vice-President; Top Ten Sophomore Scholar; All-Area All-Star; Science Bowl President/Captain; A.I.S.E.S. Treasurer; Math Club Treasurer; Elder Appreciation Day Volunteer; Catholic Church Volunteer; After-School Tutoring at Kayenta Community School; Door-to-Door collection of canned goods for the homeless; Monthly Donations of hygiene products to the Women’s shelter and the Homeless Shelter; Community clean-up volunteer. ✦

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About Giving Continued from page 13

AIO’s worldwide commitment) helping guide them through the politics, systems, cultures and traditions that make up New Mexico, only to find confirmation in AIO’s philosophy that world views among indigenous peoples are very similar. Days in the office were divided among many tasks: drafting letters to Congress, speaking to tribal and state officials, and updating a database. To be honest, I also spent a little of my time thinking of polite ways to retrieve my sunglasses. After all, Ms. Harris, too, seemed to have an affinity for sunglasses, having a matching pair for every outfit; surely she would understand my moderate materialism?

Amidst the mailings, hosting of gatherings, and organizing conference calls, I LaDonna Harris addressing Maori gathering at the Indian Pueblo Cultural also had the wonderful opportunity of driv- Center in Albuquerque, New Mexico ing the President of the Board, Ms. Harris, to and from several events. LaDonna has a schedule that would challenge anyone. Her life is multi-faceted that it This experience instilled me would seem difficult to juggle the role of mother, professional, leader and mentor. I eagerly awaited these special with new discipline, strength time, since I would have her all to myself and could listen and insights. I have gained new to her comments on important issues of the day, as only a women’s perspective could help me understand them. thoughts and perspectives.

It was during these times that her words of wisdom and seemingly limitless energy eliminated any of my reservations about the long days, weekends, and full workweeks.

Adorned with fabulous sunglasses, this time from her own new discipline, strength, and insights. I have gained new thoughts and perspectives. I learned to give my opinion, collection, she would recollect, with detail, her efforts offer my expertise when necessary and share knowledge dealing with civil rights, environmental conservation, education, economics, and everything else imaginable. Ms. and what I have learned through experience, for these Harris embraced all situations with grace and expertise. are the things that I truly own. Perhaps this is the most poignant lesson learned during my summer internship at On one occasion, she told me not to remedy the symptoms Americans for Indian Opportunity. of a problem, but to go directly to the source. Our visits My sunglasses are long gone, but there is more to together helped me recognize the strengths and how much of herself she gives to her community. It was evident to me than oversized sunglasses with tortoise shell designer me that her giving of time, determination, energy, comframes. I am a young woman filled with ideas, hope and passion and ideas had helped change policy on many levels initiative. I must learn to share what I have in order to prothroughout Indian Country. pose change. Ms. Harris is rightfully regarded as a champion of Indian rights. She is generosity personified, and This summer I learned how to merge documents, benevolence is her way of life. I will always cherish Ms. organize international gatherings, set up volleyball nets and successfully network. But, more importantly, I Harris’ giving of her time, values and patience. The truth learned how to win battles with awareness and to give of is, I owe her a lot more than a pair of sunglasses! ✦ myself. I learned that I need to accept sacrifices and pre(Ms. Wheeler is a Junior at Cornell University) pare to endure hardships. This experience instilled in me

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Gates Millennium Scholars Continued from page 27

was not entirely lost. I realize how fortunate I am to have been given this opportunity.”

Pamela Mills (Cherokee) “I am a first generation college student. Both my parents graduated from high school, but did not go on to complete college. My grandparents attended elementary school, but did not attend high school. My family members were unable to continue their educations because they had to work and help support their families financially. Because of my background, I realized that higher education is a valuable opportunity. In high school, I knew that scholarships would determine which school I could attend. With two older sisters attending college, I was aware of the financial obligation that college would create. I saw the sacrifices my dad was making to ensure that my sisters and I would have the opportunities that he never did. When I heard about the GMS scholarship, I knew that it would be a blessing for both my family and me. Not only does it help me pay for books, my scholarship allows me to also help my sister pay for her books.

Without the financial support of GMS, neither my sister, nor I, would have had the opportunity to further our educations. My first year of college was difficult, both emotionally and academically, but my scholarship has motivated me to stay in school. Knowing that someone believes in me and is willing to invest in my future gave me the confidence I needed to continue my education through very difficult circumstances.”

Jenny, Chelsea and Pamela are just a few of the scholars on the road to success, despite their backgrounds. It is evident, to even the casual observer, that there are many more challenges one may experience in making the decision go to and stay in college. As the educational cost of attendance continues to rise for colleges and universities around the country, the Gates Millennium Scholarship is designed to meet those rising costs. The Gates Millennium Scholarship brings a culturally diverse group of students together to network, share experiences and support each other with the transition of leaving home and learning how to navigate a college campus. The benefit of being a Gates Scholar has not only paved the way to educational success, but to lasting networks, graduate opportunities and lifelong friendships. ✦

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New Faces In Our Camp

Meet the Newest AIGC Staff Members Sweeney Windchief, Coordinator of Graduate Fellowship and Special Programs

management, systems administration, web hosting, and software development.

Sweeney received his B.S. degree in Liberal Arts & Sciences from the University Central Oklahoma, and his M.A. in Counselor Education from the University of Montana-Missoula as an AIGC fellow. Prior to joining AIGC Sweeney held the position of Multi-ethnic Admissions Counselor and Academic Advisor at Idaho State University, and Minority Admissions Counselor at The University of Montana. Sweeney’s area of concentration is in BIA-Funded Fellowship and Loan for Service Programs as well as Implementing Special Projects

Rebecca Malone, Clerical Assistant, Diné.

Ric Armstrong, Director of Development

Adele has an AAS degree in Networking Technology and joined AIGC in August of 2004. She has two children and has lived in Albuquerque for six years.

Ric brings 18 years of non-profit and development experience. He was previously Vice-President of Fund Development/Marketing for Catholic Charities of the Diocese of Galveston-Houston, and the first Development Director for Catholic Charities of Central New Mexico. Ric is enthusiastic about creating a successful development program and annual campaign for AIGC.

Paul Duke, Director of Information Technology Paul has over 20 years of Information Technology expertise as an employee of world-class companies such as Seimens and Digital Equipment Corp, as a key contributor to smaller companies, and as an entrepreneur who understands the demands of business and how I.T. can address some of those needs. His experience spans many industries and roles including those of internal/external consultant, project

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Rebecca earned a B.A with a double major in Psychology and Women Studies from the University of New Mexico in 2004.

She worked at the UNM Women’s Resource Center as a Peer Educator assisting staff, students, and community prior to joining AIGC.

Adele Dixon, IT Support Technician, Navajo from Shiprock, New Mexico

Joseph Moreno, Senior Advisor, Gates Millennium Scholarship Program Joseph is a recent graduate, spring 2005, from Colorado College, where he earned a Bachelor of Arts degree in Southwest Studies with academic honors. He has studied in Oaxaca, Mexico and has worked as a student residential advisor for the Upward Bound/ Talent Search and Daniel’s Fund programs at the Southwestern Indian Polytechnic Institute in Albuquerque, New Mexico. His thesis was entitled: The Tradition Continues: The Matachines Dance of Bernalillo, New Mexico. Joseph was a recipient of the Gates Millennium Scholarship while attending Colorado College. He believes that any student can achieve their goals stating, “the greatest contribution to my success, as a student, was the support provided by the Gates Millennium Scholarship Program.” ✦

A GRADUATE DEGREE IS YOUR PATH TO LEADERSHIP. UNC-Chapel Hill’s graduates return to their communities to become leaders in education, health care, business, science, law, public service, and the arts.

BE ONE OF THE LEADERS. The University of North Carolina at Chapel Hill • Fellowships and funding for American Indian students • Exceptional research facilities and opportunities • Support from prominent faculty in American Indian Studies • Active American Indian student organizations • Intellectual, social and cultural activities including a national conference for American Indian scholars • Support from our state, home to the largest American Indian population east of the Mississippi River • Tours for students interested in attending Carolina • For more information, visit

www.gradschool.unc.edu

Contact Deborah Makemson, 919-843-3494 or makemson@email.unc.edu or Sandra Hoeflich, 919-962-6323 or sandra@unc.edu

University News

Graduate Education: Where Bumps May Be Lifts

By Ralph Ferguson, Ph.D.

T

exas Tech University is a research institution, with a variety of academic programs that expand the horizon opportunity for students. Attendance at the Texas Tech University Graduate School has grown exponentially over the last several years. The growth in the Graduate School, since 1998, has been approximately 5% per year. Students contributing to this growth cycle are traditional and nontraditional students, seeking an advanced academic credential.

The importance of graduate education may be greatly understated among professionals, in both the public and private sectors. In The Texas Tech Graduate School, students may select a specialization from one of 103 masters programs offered by the university. If the student is interested in completing a doctorate, the University offers 59 doctoral programs, in fields ranging from science to music. The Graduate School is well aware of the importance in human capital investment when a student decides to seek a graduate education.

Though tuition and fees are escalating, the decision to pursue a graduate education remains one of the best human capital investments a student can make. Students with a Bachelor’s degree begin their careers, depending on the particular field, at $50,000 or less; with a master’s degree, depending on the field, graduates start new positions at $50,000 or more. Over an average of 20 years of employment, a student with the master’s degree may earn $200,000 more than the student who elects not to pursue the advanced higher education credential.

A student that decides to complete the doctorate or an advanced professional, depending of the field, may earn $600,000 or more than the student that did not pursue graduate education. The earning potential is one important component of graduate education, but it is not the most important component.

Graduate education at Texas Tech University, or any other institution, is an extremely rigorous under-

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taking that challenges the mind and will to succeed.

Every student is not destined to be a graduate student.

Students, who are graduate student caliber, have a tremendous responsibility to use their knowledge to serve and enhance the well being of their community. A graduate student cultivates higher level thinking and research skills that can contribute to science and civility.

Students that come from underrepresented populations must be personally accountable, with their knowledge and resources, in encouraging others to seek higher levels of success, through advance academic programs. Change occurs in a community when there is support for someone who recognizes and understands that there can be something different in the future. An advanced education makes a person more capable of better serving the community that nurtured them.

In conclusion, Texas Tech University is always in search of excellence among students for its numerous graduate programs. Many of the leaders within our nation possess advanced higher education training, which assists them in understanding complex domestic and global issues. There are many bumps traveling through and completing graduate school, but the emotional lift of completion is immeasurable. ✦ (Ralph Ferguson, Ph.D. is Associate Dean of the Texas Tech Graduate School and a member of the AIGC Consortium of Graduate Deans. Texas Tech University Graduate School has joined the list of prestigious organizations and individuals that have chosen to become founding Members of the AIGC American Indian Professional Association.)

University News

Member of AIGC Consortium of Graduate Deans

D

r. Ralph Ferguson is the Executive Director for Enrollment Management and Associate Academic Dean, Graduate School at Texas Tech University.

He manages the academic affairs of over 4000 domestic and international students. Dean Ferguson is an effective advocate for programs that enrich the quality of undergraduate and graduate experience. Dean Ferguson speaks frequently to groups about the impact of the rising cost of education, personal financial planning and debt, globalization of education, and disfranchisement.

A management generalist and futurist with more than twenty years of experience in the public and private sector, he consults with businesses and public officials about the values of populations in transition. His publications study complex issues associated with the expansion of the marketplace to encourage the inclusion of the disenfranchised.

Dr. Ralph Ferguson

With a keen understanding of global issues, Dr. Ferguson has traveled around the world to visit developed and less developed nations. Dr. Ferguson brings a wealth of knowledge to his work and research from careers as a successful entrepreneur, corporate executive, Court Administrator, Magistrate and Municipal Court Judge.

Dr. Ferguson holds a Masters in Public Administration from the University of Southern California and a Ph.D. in Personal Financial Management from Texas Tech University. âœŚ

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The American Indian Graduate Center 4520 Montgomery Blvd., NE Suite 1-B Albuquerque, NM 87109

NON-PROFIT ORG. U.S. POSTAGE PAID PERMIT NO 8 Topeka, KS