PDF - American Indian Graduate Center

Transcription

The
American Indian
GRADUATE
Fall 2003
Inside this Issue:
•
Next Generation
Business Leaders
•
Giving Back to
Tribal Community
•
Gates Millennium
Scholars
•
Graduate and
Professional
Programs
•
The Successful
College Transition
The American Indian Graduate
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Heinz School
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Tribal Affairs Fellowship
To promote the advancement of the American Indian population and tribal affairs,
the Heinz School offers full-tuition fellowships with a research assistantship for the
Master of Science in Public Policy and Management (MSPPM) program. The number
of fellowships awarded varies depending on the number of qualified applicants. The
deadline for applying is January 15, 2004. For more information, visit our website at
http://www.heinz.cmu.edu.
The Heinz School’s current Tribal Affairs
Fellow, Clara Pratte, was selected to
participate in the Udall Native American
Congressional Internship Program in
Summer 2003. Clara’s strong interest in public policy combined with her
desire to work on important legislation
for the Native American community is
a perfect match with the Heinz Tribal
Affairs Fellowship and the Udall Internship Program. In her Udall Internship,
Clara worked with Congressman Raul
Grijalva’s office on the Tohono Oodham
bill, which is seeking to get Tohono
Oodham tribal members living in Mexico
recognized as U.S. citizens.
Table of Contents
The
American Indian
GRADUATE
Volume 3, Number 1 • Fall 2003
4
Graduate Education
Next Generation Native American Business Leaders
By Todd Lemoine
An interview with Columbia Business School MBA graduate, Bill Lomax.
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8
Tribal Community
By Dr. Raphael Guillory
Molly Tovar
JoAnn Melchor
Consulting Editors
Gates Millennium Update
Jim Weidlein
Production Editor
Gates Scholars Profiles:
Excellence in Education
Carolyn S. Tate
Design & Layout
Two students are profiled as Gates Millennium Scholars.
AIGC Board of Directors
Collaboration Leading to New Understandings
Ada Pecos Melton, President
Washington’s Native American Reciprocity Bill
Council of One Hundred
George Blue Spruce, Jr., DDS, MPH
By JoAnn Melchor
Dr. Blue Spruce wants the dreams of Indian students to become reality.
Graduate and Professional Programs
Arizona State University
By Patricia Lazo
An overview of ASU programs for American Indian students.
15
Publisher
The power of giving back to the community can serve as a motivating force
for completing college or graduate school.
A cooperative effort between WSU and Affiliated Tribes of Northwest Indians
helps increase number of Indian graduate students.
14
Website: www.aigc.com
Norbert S. Hill, Jr.
Executive Director
By Steven R. Burkett
13
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
Giving Back to Community:
A Factor in College Persistence
By Jeannie Baca
10
Volume 3, Number 1
Future Leaders
The Successful College Transition
By Peter Cochran
Jemez Pueblo
Louis Baca, Vice-President
Santa Clara Pueblo
Steven Stallings, Treasurer
Rincon Luisen Band of Mission Indians
Joanne Sebastian Morris, Secretary
Cayuga
Shenan Atcitty
Diné
David Powless
Oneida
Libby Rodke Washburn
Chickasaw
Beverly Singer
Santa Clara Pueblo/Diné
Kathryn Shanley
Nakota (Assiniboine)
3
Graduate Education
Next Generation Native American
Business Leaders
By Todd Lemoine
H
istorically, the number of business student applications from Native American students has been
low. In 2003, out of 443 applicants who applied
for assistance to pursue graduate degrees, the AIGC
received 11 applications from Native American students
pursuing MBAs. The Native American community must
encourage more young men and women to consider
business as a viable career.
Bill Lomax is one example of the next generation of
Native American business leaders. While an attorney,
he realized that business training and leadership were
in short supply within the Native American community. Bill just completed his MBA at Columbia Business
School, and has switched careers from one in law to
finance. He hopes to use his advanced degree and contacts within the finance community to provide American Indian tribes with much-needed access to financial
analysis and investment services.
As a Robert Toigo Foundation Fellow, Bill is one
of the 50 MBA candidates in the Class of 2003 who
attended 15 of the nation’s top-ranked business schools.
AIGC recently sat down with Bill and asked him
about his experiences at Columbia and his own insights
into the business and Native American communities.
How has the university’s partnership with The Robert Toigo Foundation added to your MBA experience, your ongoing advancement in business school,
as well as internships, networking etc.?
As a Toigo Fellow, I had the advantage of tapping
into a network of both incoming students and current
CBS students prior to the start of school. There were
eight Toigo Fellows at Columbia in the Class of 2003,
and I consider them all to be among my closest friends.
As a Toigo Fellow, I was assigned a mentor who is in the
finance profession. This relationship has provided me
with valuable insights into banking operations, services
and other market issues. As a Toigo Fellow, doors have
opened for me that would not have otherwise been available—or known—to me. The Toigo Fellowship is not
a “free ticket,”— I get out what I put in and the more
active I am in participating in Toigo events, programs
and leadership development sessions, the more I benefit.
Why are mentors and “building your own board
of directors” initiatives particularly important to
minority students?
For me, mentors provide a valuable, objective sounding board. While I have many caring and thoughtful
people in my life, I did not have family members or mentors with business experience to guide me as I made career
decisions. As a Toigo fellow, I am encouraged to build
Why did you choose to pursue an MBA and career
in financial services—a field noticeably lacking in
diversity?
I realized first-hand there is a serious lack of financial expertise among
Native American communities. In
my experience, Tribes have a great
number of political leaders, as well as
plenty of legal expertise. In fact, many
Tribes have graduated a significant
number of lawyers, but finance and
business skills [among graduates] are
much less common. One of the best
ways forward for Native American
Tribes will be by concentrating on
economic development. Financial and
business expertise and leadership will
be an essential part of that growth.
Bill Lomax, Robert Tiogo Foundation Fellow
4
my own board of directors and establish a network of
contacts that can provide valuable insights, introductions
and advice. For my own board, I have recruited a small
group of well-established people in the banking field who
offer honest and insightful advice. Their experience in the
financial world represents a valuable perspective that I
could not access otherwise.
How would you like to provide a helping hand to
future students?
I plan to be a mentor to other Toigo Fellows. Additionally, I hope to work with the Columbia admissions
office to make CBS the “school of choice” for Native
American MBA candidates.
About Robert Toigo Foundation
The Robert Toigo Foundation supports the ongoing
advancement of exceptional minority business degree
students and alumni within the finance industry through
scholarships, mentoring, internships and job placement.
Working in partnership with the nation’s leading aca-
Bill Lomax (Gitxsan, Canada) and Professor Sharovan
demic and financial institutions, the foundation’s goal
is to increase diversity in business and deepen business
leadership skills by promoting ethics, integrity, and community service through the careers of talented minorities.
For more information about the Toigo Foundation, visit
www.toigofoundation.org. 
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6
Tribal Community
Giving Back to Community:
A Factor in College Persistence
By Dr. Raphael Guillory
Dr. Raphael Guillory hails from the Nez Perce Indian
Reservation in Lapwai, Idaho. He is currently an Assistant
Professor of Counseling, Educational, and Developmental
Psychology at Eastern Washington University in Cheney,
Washington. Dr. Guillory is also a Gates Millennium
Scholars alum.
o
I
n the 2001-2002 academic school year, a study
conducted across three states and three land-grant
universities examined the similarities and differences
between what Native American students say helps or
hinders their progress towards college completion and
what state boards of regents, university presidents, and
faculty members believe helps or hinders Native American students. The study’s central goal was to assess what
Native American students say serve as the strongest
persistence factors towards completing a college education, at both the undergraduate and graduate levels. The
majority of the students interviewed claimed that “giving
back to the tribal community” is a primary driving force
toward earning a college education.
Students frequently reported that giving back to their
home communities was a powerful persistence factor. “I
wanna [sic] go back to my reservation, and help my Indian people,” claimed one Indian student. Another Indian
student wants “just to help out the people…help out other
students that are coming up, to teach them and help them
out…strengthen their minds.” Student participants grew
up on or near Indian reservations and were all too familiar with the negative conditions prevalent in their home
communities. High rates of poverty, unemployment, drug
and alcohol abuse, as well as under-funded public schools
and substandard education appear to be signature features
of these places they call “home.” These students believe
a college education empowers them to combat these detrimental conditions. One student stated, “I have a lot of
family that still live on the reservation, and most of my
cousins don’t have high school degrees, and just having
the fact that I can help them, maybe serve as a role model
or make them proud of what I have been doing and my
achievements, serve[s] as a driving force.”
Dr. Raphael Guillory
The tribal community is also a source of encouragement and motivation. Some Indian students stated there
have been so many people within the community that
have given them support emotionally, psychologically,
and financially that they owe it to the tribe to succeed.
One student claimed, “Every time I go back home [to the
reservation], [community or tribal members are] asking
me about school…how’s everything going…they want
me to succeed. If they saw me not continue my education, they’d be disappointed.”
These narratives are just a glimpse into the power of
how giving back to tribal community can serve as a motivating force for the student to persist through to college
completion. The desire to make a positive contribution
back to the community – whether acting as a role model
or applying new job skills to serve the people – can make
the difference on whether an American Indian student
decides to stay or leave college. These American Indian
students demonstrate that education is about more than
just personal accomplishment and material gain; for
them, a college education is about stewardship, self-sacrifice, and a commitment to the advancement of Indian
people. 
7
Gates Millennium Update
Gates Scholars Profiles:
Excellence in Education
By Jeannie Baca
E
very year, the Bill and Melinda Gates Foundation
helps several American Indians fulfill their collegiate promise through highly competitive scholarships. The Gates Millennium Scholarships, administered
through the American Indian Graduate Center Scholars,
help create opportunities and open academic and professional doors that might not have normally existed or
been possible.
Tim Stuart
Tim Stuart earned his
doctorate in education
from Seattle Pacific University as a Gates Millennium Scholar Tim is
a member of the High
Plains Saponny tribe of
North Carolina.
Tim has currently
been named as Principal
at Rehoboth Christian
High School in Gallup,
Tim Stuart
New Mexico. He is a
1991 graduate of Wheaton College in Wheaton Illinois and has held teaching
and administrative positions at the Tarsus American
School in Turkey and the Leysin American School in
Switzerland. At Washington State University, he taught
education courses and served as an Associate Director.
As a Native, he has an intense interest in education
for young American Indians. He is excited about his new
role as principal as he and his family look forward to
becoming part of the Rehoboth community. “Rehoboth
o
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Christian School embodies three of my passions in life:
faith, culture, and education.” Tim believes that young
people are “at promise” rather than “at risk” because
they bear the likeness of their Creator, which brings deep
hope and optimism for their future.
Tim recently co-authored Children at Promise,
published by Jossey-Bass, a book that discusses the
“P.R.O.M.I.S.E character,” of children. By learning and
practicing Perseverance, Responsibility, Optimism, Motivation, Integrity, Service and Engaged play, young people
can live fuller lives and better fulfill their potential.
Cassie Chance
Cassie Chance, currently
a sophomore at Mississippi State University,
has embraced the college experience! She is
an exceptional student,
majoring in Journalism
and Media. She supplements her studies by
working in the athletic
department at the university as a journalist
covering athletic events Cassie Chance
for the student paper.
Cassie is a volunteer and speaker with the Mississippi
Fellowship of Christian Athletes. Among other activities, the group organizes summer camps for teens and is
actively involved in fundraising events for the Steve Hull
Memorial Foundation, a non-profit organization. 
“The future of our nation’s economy, democracy, and quality of life
is dependent upon the preparation of a diverse cadre of leaders who
will help build a stronger society.”
— Gates Millennium Scholars (GMS)
Thank You
Thank You to Our Friends
T
z
he American Indian Graduate Center Scholars would like to thank the following individuals for their hard
work and dedication to the Gates Millennium Scholars Program over the past year. They have been instrumental in the success of our recruitment efforts and to the collegiate success of Native Americans.
Alaska • Sharon Lind • Lou Ann Palgelio • Ben Lopez • Luke Land • Andrew Angaiak • Arizona • Filmer Lalio • Calbert Seciwa
• Cecilia Celaya • Debbie Golden-Davis • Ray Begaye • Grace Nakaidinae • Peterson Zah • Michael Begaye • Veronica Algeo
• Roxanne Gorman • Gwen Isaac • Sister Geraldine Mikulec • Debi Nalwood • James Peshlakai • Laurence Gishey • Cecilia
Celaya • Debbie Golden-Davis • California • Bridget Wilson • Krista Caballero • Jarrid J. Whitney • Adrienne Colegrove-Raymond • Carmen Foghorn • Colorado • Hubert Williams • Clint J. LeBeau • Roberto Garcia • David Sanders • Eric Tippeconnic • Connecticut • Jennifer H. McTiernan • Florida • Miguel Rodriguez • Sol Maury • Idaho • Randy’l Teton • Indiana •
Wesley K. Thomas • Kansas • Lou-Harra • Bruce Martin • Maryland • Stacy Callahan • Massachusetts • William Vanderhoop
• Lee Bitsoi • Sabrina Marsh • Michigan • Jeanne Donovan • Laura Carson • Minnesota • Sheri Johnson • Lorne Robinson
• Sharon Eagleman • Dwight Gourneau • Mississippi • Julia Cole • Missouri • Silke Sen • Montana • Mandy Moccasin •
Sweeney Tallchief • Rene Dubay • Arleen Adams • Iris HeavyRunner • Mike Jetty • Nebraska • Ricardo Ariza • Tami Buffalohead • Linc Morris • Terie Dawson • Judi M. gaiashkibos • Amber Hunter • Helen L. Longsoldier • New Hampshire • Jim
Larimore • Angela Parker • New Mexico • Joaquin Baca • Star Feather Drum Group • Donovan Gomez • Kevin Shendo • Sandy
Freeland • Pueblo of Picuris Governor Gerald Nailor • Benny Shendo • Angie Riley • Allen Riley • Barbara Grimes • Alexander
Aragon • Kirby Gchauchu • Jennifer Bitsie • Joseph Martin • Joe Carpio • Larry Clendenin • Julie T. Abeyta • Curtis Esquibel
• Terry Babbitt • Geri Trujillo • Sandra Ray • Christine Suina • Ryan Weiss • Mat Perez • Heather Townsend • Pauline Jo Hunt
Histia • Ron Solimon • La Donna Harris • Tassy Parker • Alex Sando • Melissa Candelaria • Oran LaPointe • Whitney Laughlin
• Laura Jagles • Donald Pepion • Pam Agoyo • Nancy Martine-Alonzo • Sandra Ray • New York • Lonnie Montour • Danielle
Terrance • Elizabeth Pili • Kelly Herrington • North Carolina • Mickey Locklear • Sam Lambert • April Whittemore • Laura
Lunsford • Anthony Gurley • Diane O. Jones • Margaret Chavis • Greg Richardson • Jackie Clark • Tanya Deese • Sharon Blue
• North Dakota • Melvin Monette • Donna Brown • Ardith Marsette • Margaret Azure • Oklahoma • Carla Guy • Mark Wilson • Lindy Waters, Jr. • Michael Burgess • Todd Essary • Virginia Thomas • Dolores Mize • Gerald Williamson • Quinton M.
Roman Nose • Stuart Tonemah • Armando Pena • Joy Culbreath • Dale Miller • RJ Testerman • Lou Kerr • Carol Young • Carol
Rhodes • Ray Kling • Oregon • Paul Marthers • Rhode Island • Panetha Ott • Texas • Dana Smith • Curtis Meadows • South
Dakota • Bryan Brewer • Ida Fastwolf • Karla Provost • Donald Ball • Sonja Dressel • Gnene Fordyce • Washington • Jonathan
S. Tomhave • Michael Vandiola • Michael Pavel • Augustine McCaffery • Raymond Reyes • Phil Lane • Wisconsin • Ashley
Hesse • Judith Hanks • Barbara Miller • Karen Martin • We sincerely apologize to anyone who was missed inadvertently •
9
Collaboration Leading to New Understandings
Washington’s Native American
Reciprocity Bill
By Steven R. Burkett
I
n 1994, with the passage of the Native American
Reciprocity Bill into law, the State of Washington
formally recognized tribal rather than state boundaries to determine whether an individual would pay
resident tuition to state universities. This legislation was
first initiated following discussions between the Nez
Perce Tribe and Washington State University. Request
bill filed a WSU with the state legislature at the direction of then WSU President Samuel H. Smith. More
importantly, at the time the bill was filed it represented
a cooperative effort between WSU and the Affiliated
Tribes of Northwest Indians (ATNI) and individual
tribal councils. Principal actors included Mr. Larry Ganders, WSU Assistant to the President, who was the
point lobbyist, Terri Parr Wynecoop of the Spokane
Tribe and WSU alum who served as a liaison between
the ATNI, tribal councils and WSU. Then WSU viceprovost, Geoffrey Gamble drafted the language for the
bill including naming the tribes that were included from
outside of Washington. Also involved from the beginning was David Bonga who had been a counselor for the
Native Center at WSU and was then an attorney working for the Kalispel Tribe.
Once filed, the bill received support from the Council of Presidents which represents all of Washington’s
public baccalaureate institutions. However, according
to Ganders, even with this support “…it was a tricky
lobbying effort at times, especially in the Senate, where
the issue got mixed up in non-related gambling and
salmon legislation that also affected tribes. Then there
were issues of which tribes to include and which to
exclude….” Ultimately the bill passed and was incorporated into law as RCW (Revised Code of Washington)
28B.15.0131. In October, 1994 passage of the bill was
celebrated at a dinner on the WSU campus in Pullman,
Washington attended by more than 80 people from most
of the 33 affected tribes along with WSU administrators
and staff.
According to the law, resident students include,
first, American Indian students who have lived in Idaho,
Montana, Oregon, or Washington for a period of one
10
The MOU seeks “to create a structure
to strengthen the relationship between
them, and to improve the quality of
educational services and opportunities
for Native Americans.”
year prior to enrollment at one of Washington’s colleges
or universities. Second, they must be members of one of
the several “American Indian tribes whose traditional
and customary tribal boundaries included portions of
the state of Washington, or whose tribe was granted
reserved lands within the state of Washington….” As
noted, now this includes 33 tribes, each of which is specifically identified in the RCW.
It is difficult to determine how passage of this bill has
affected enrollments and degrees awarded at Washington
State University. However, the information provided in
the chart below does show that graduate enrollments and
numbers of masters and doctoral degrees have increased
since the bill went into effect. Using the years 1991 to
1993 as a baseline, enrollments have increased steadily
since enactment of the Native American Reciprocity Bill.
Further, the number of Master’s degrees, which usually
take approximately two years to finish, increased substantially in the period 1994-1996. Finally, the number
of doctoral degrees awarded increased during the following period. These numbers, though still much too
small, have increased even though graduate enrollments
in general remained fairly flat during these same time
periods, although expansion of newer urban campuses in
Spokane, the Tri-Cities and Vancouver, Washington have
contributed to a recent overall increase in the number of
masters degrees awarded.
More recent initiatives and programs will, hopefully,
result in greater increases in American Indian graduate
students at WSU. A Memorandum of Understanding
(MOU) has been signed by WSU and several tribes
throughout the Northwest. The MOU seeks “to create
a structure to strengthen the relationship between them,
and to improve the quality of educational services and
opportunities for Native Americans.” Under
this agreement WSU has been working toward
the establishment of the Plateau Center for
American Indian Studies within the College
of Liberal Arts. According to the CLA strategic
plan “the Center will sponsor research, teaching, and outreach focused on Native American
issues.” Consistent with the MOU the primary
focus will be on “the local Plateau peoples and
their reservations.”
Also consistent with the MOU, the WSU
Center for Multiphase Environmental Research
(CMER), with funding from the National Science Foundation’s Integrative Graduate Education and
Research Training (IGERT), is committed to seeking
“significant collaboration with tribes” with the MOU “as a
foundation for this interaction.” The CMER is engaged in
ground-breaking interdisciplinary environmental research
and is actively recruiting American Indian graduate
students in the related areas of chemistry, geology, mathematics, microbiology, chemical engineering, civil and
environmental engineering, biological systems engineering,
mechanical engineering, and crop and soil sciences.
Information regarding the Center for Multiphase
Environmental Research and applications for graduate study can be found at http:/www.cmer.wsu.edu.
Information about graduate study at WSU and all other
graduate programs can be found at http://www.wsu.edu/
~gradsch/. Finally, information about on-campus
organizations and activities can be found at the WSU
Native American Student Center web page: http://
www.wsu.edu/~naschome/. 
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11
HOWARD UNIVERSITY
OFFICE OF UNIVERSITY RESEARCH AND
THE GRADUATE SCHOOL
A National Leader in Graduate Research and
Education
Doctoral/Research University-Extensive, highest
classification of doctoral granting universities
of the Carnegie Foundation for the
Advancement of Teaching
Nation’s largest producer of African American
Ph.D. recipients
Multicultural, racially diverse faculty and
student body
27 P h.D., 30 Master’s, 9 M.D./Ph.D.
Degree P rograms
Competitive tuition
On-campus housing with Internet connectivity
Application Deadlines
February 15 –
Fall Semester;
October 1 –
Spring Semester;
March 1 –
Summer Sessions;
February 1 –
Psychology/Clinical Program;
April 1 Financial Aid
A wide variety of financial aid packages
Access to national health, science, educational, and
policymaking resources
ht t p: //w w w. gs . ho w ard. ed u
2 0 2-806-7469/6800
American Indian Program
• Student Support : caring staff provides academic, financial, & personal counseling
• American Indian Studies : a multidisciplinary academic program serves students
with diverse interests & goals
• Akwe:kon : The American Indian Residence House : offers a supportive & welcoming
multicultural living environment
• Community Outreach : connects University resources with problems & concerns of
Native communities
• Akwe:kon Press : publishes journals of American Indian issues
450 Caldwell Hall, Cornell University
Ithaca, New York 14853
Phone: (607) 255- 6587 • Fax: (607) 255- 6246
e-mail: [email protected] • www.aip.cornell.edu
12
Council of One Hundred
George Blue Spruce, Jr., DDS, MPH
By JoAnn Melchor
D
r. George Blue Spruce, a member of the American Indian Graduate Center’s Council of One
Hundred, believes that we all need help in
pursuing our dreams. His dreams of becoming a dentist
and helping American Indian people have become a reality. In 2000, The Society of American Indian Dentists
(SAID) held their annual conference in Phoenix, Arizona. During this conference, a long-time member
of the SAID, Dr. Herman
C. Fredenberg, with the
support of the SAID
members, established the
“Dr. George Blue Spruce,
Jr. Scholarship” to assist
eligible American Indian
students that are enrolled
in an accredited dental
school.
Dr. Blue Spruce
and the SAID established
this scholarship with support from the American
Dr. Geroge Blue Spruce
Indian Graduate Center
in Albuquerque, New Mexico (AIGC). The AIGC will
be administering the scholarship funds.
Dr. George Blue Spruce, Jr., is the first full blood
Pueblo (San Juan Pueblo/Laguna) American Indian
Dentist in the United States. Many people told Dr. Blue
Spruce that his dream of becoming a dentist was unrealistic. But he knew that in order to make this dream
come true he needed to graduate from high school, leave
his home community and go to college. With hard work,
determination, support from his parents, and financial
support from the Elks Association and the U.S. Navy, he
was able to achieve his goal of becoming a dentist. This
enabled him to:
• Treat Patients on 12 Indian Reservations
• Treat Navy Submarine crews
• Serve as a Consultant for the World Health
Organization
• Serve as Director of Dental Services at the US
Merchant Marine Academy
• Become an Assistant Surgeon General in the
US Public Health Service
• Become a Regional Director of Indian Health
Services
• Become President of the Society of American Indian
Dentists
• Become Assistant Dean of the Arizona School of
Dentistry & Oral Health
The Need for American Indian Dentists
Dr. Blue Spruce indicates that there is a serious need for
American Indian Dentists. “It has been 27 years since
the Indian Health Care Improvement Act was enacted.
Title I under this act provides health career scholarships.
It has been disappointing to see how very few American
Indian students apply for scholarships to pursue a career
in dentistry.”
Dr. Blue Spruce shares the following data:
• There are 400 dentists employed by the Indian
Health Service and 150 dentists employed by tribal
health programs. Of these 550 dentists, less than 70
are known to be American Indian dentists.
• There are less than five American Indian Dentists in
9 of the 10 largest tribes.
• If the American Indian patient population were to
have the same number of Indian dentists providing
services as the non-Indian population has non-Indian dentists, there would have to be 1,200 American
Indian dentists
• The Society of American Indian Dentists can document only 85 American Indian dentists in the United
States! These dentists are enrolled members of their
respective federally recognized tribes.
• There is only ONE American Indian Dentist for
every 35,000 American Indian people. 
h
Dr. Blue Spruce wants the dreams
of American Indian students to
become reality.
13
Graduate and Professional Programs
p
Arizona State University
By Patricia Lazo
A
rizona State University is committed to providing
professional development, research, and educational opportunities to Native American students.
ASU is proud of its historical links with Native communities (Arizona is home to twenty-one American Indian
tribes and nations) and its growing number of partnerships. We welcome American Indian students and are
pleased to offer dynamic and varied pathways to meet
their career goals.
Education and Community Partnerships
Founded in 1959, the Center for Indian Education is
an interdisciplinary research and service organization
housed in the College of Education. The Center has
gained a national and international reputation for scholarly and academic leadership through the publication of
the Journal of American Indian Education, an international periodical which has served the Indian Education
field since 1961.
The Center houses two professional Native teacher
development programs which train cohorts of Native
teachers to meet the growing demands of Indian students
in public schools in urban environments. A complementary program conducted in partnership between the
Center and the Navajo Nation is designed to construct a
comprehensive, on-reservation school wide teacher training project focusing on Navajo culture, language and
proficiency in English language learning.
Another example is the Arizona Tri-Universities for
Indian Education Network Project, a Native-led consortium of Arizona educators. This program was created to
strengthen ties between Tribal communities and universities. Website: http://www.coe.asu.edu/cie
Law Degree Attainment
The College of Law’s Indian Legal Program (ILP) at
ASU prides itself in its aggressive recruiting of talented
Native college graduates. One of the goals of the program is to have a tribally diverse student population.
The ILP targets students from the ASU Honors College,
Ivy League Schools, tribal colleges, colleges with large
native populations, AISES (American Indian Science
and Engineering Society), and Native students who have
14
taken the LSAT. Sending ILP materials and representatives to these students not only gets the ILP’s name out
to Indian Country but it also lets students know that
our program cares about their education. Website: http:
//www.law.asu.edu/Programs/Indian
New Certificate in American Indian Studies
Proposed!
The American Indian Studies Program (AIS) proposes
to offer a graduate certificate in American Indian Studies beginning in the spring of 2004. This certificate will
allow graduate students to acquire an advanced understanding of the principles of sovereignty and indigenousness, as well as allowing graduate students to approach
their individual graduate degree programs from an interdisciplinary standpoint. This certificate allows current
students to augment or supplement their graduate degree
programs and offers professionals in the community an
opportunity to expand their expertise. Website: http:
//www.asu.edu/copp/americanindian
Academically-Based and Community-Supported
Institute
Established in 1989, the American Indian Institute (AII)
is committed to assisting American Indian students in
the pursuit of academic success through coordinated
recruitment and retention efforts. It strives to improve
the academic and cultural diversity of Arizona State
University and provides support for American Indian
students to ensure a quality educational experience. AII
provides a variety of services to assist American Indian
students throughout their college careers.
Website: http://[email protected]
To learn more about graduate and professional
programs at Arizona State University’s 48 doctoral programs, 95 master’s degree programs, and 15 graduate
certificates, please access the Graduate College’s website
at http://www.asu.edu/graduate. You may send your
specific questions to Patricia Lazo, ASU Graduate College Contact, at [email protected]. 
Future Leaders
The Successful College Transition
By Peter Cochran
Attending University of Pennsylvania, Philadelphia
A
s a recent high school graduate and current college undergraduate, I know from personal experience that the college transition can be grueling.
Going to college is not something any person can plan
for completely; there are always unexpected obstacles. A
successful transition into college relies not only on the
amount of preparation for college life, but also the ability to adapt to new surroundings.
Accepting a New Life
Many new college students think they have everything
figured out before they come to college: What classes
they will take, what kind of friends they will have, etc.
The reality is they have no idea. To some, this uncertainty can be invigorating; to others, it is paralyzing.
This uncertainty is especially tough for American Indian
students because they come from a place where their
lives are fairly customary and routine. Many students
drop out because they do not fit in, or because their life
isn’t going the way they planned. The key point is that
to be successful in college, one has to have an open mind
to every interaction one encounters. Patience is a virtue,
and being patient with cultures other than yours means
you are trying to become a better, more well-rounded
person. American Indians struggle with college because
it is tough for them to understand other cultures. Learning to accept and understand others is a valuable asset,
however.
For those who have no idea what to expect from
college, you are on the right track. You shouldn’t know
what to expect from college because you have not been
there yet. And you aren’t alone; your 200, 2,000 or
20,000 classmates don’t know what to expect either!
Planning Ahead
This is not to say that one should not even attempt to
prepare when entering college. There are many things
you can do before leaving home to make your college
life a little easier: First, while still in high school, take as
many AP (advanced placement) or community college
courses as possible. These extra classes may seem superfluous now, but when you are trying to cram classes into
a tight schedule, having a taxing introductory class is an
unnecessary source of
stress that an extra
AP credit can alleviate. Second, bring as
many supplies, tools,
hardware, toys, and
novelties as you can
fit in your suitcase.
You never know
when you might
need
something,
anything for any
situation. Clothes Peter Cochran (Nav
ajo, Apache )
and your brain will
not suffice! Last,
keep an open mind. College is a time to explore things
you haven’t experienced before. It is a time to open doors
to new ideas and experiences.
While this advice may not be complete, in my experience it is extremely valuable. College never goes the
way you want it to, but if you give it a chance, it can be
one of the best and most rewarding times of your life. 
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 Norbert Hill at (800) 628-1920 or send an e-mail to:
[email protected], or JoAnn Melchor at [email protected]
Article Submissions: Submit all articles to Molly Tovar,
Consulting Editor, for consideration. E-mail: [email protected]
Reprints and Permissions: Reprints of published articles or artwork is not allowed 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
Visit us On-Line! www.aigc.com
2002 AIGC, Inc. All rights reserved. Published submissions
and advertisements do not necessarily reflect the views of AIGC, Inc.
15
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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

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