TheAmerican Indian Graduate Spring 2010

Inside this Issue:

• President’s Message Higher Education: Key to Improving • From the Director: Health in Indian Country Obama Administration Indian Education Initiative

• Overcoming Challenges: Clinical Psychology

• The DETS Project: Diabetes Education in Tribal Schools

• Healthcare Shortages: The Need for More Native Healthcare and Dental Professionals

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

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President Obama hosts Tribal Nations Conference on November 5, 2009

An easy way for federal employees to donate — 11514 American Indian Graduate Center (AIGC) NOMINATE AN OUTSTANDING STUDENT FOR THE GATES MILLENNIUM SCHOLARS PROGRAM

Scholarships for our Dallas Lopez, Pima/Hopi Future Leaders Westmont College

"Learn to love learning on your Eligibility Criteria own, then you will find it a joy and a blessing to be learning at Students are eligible to be considered for a college." GMS scholarship if they:

• Are African American, American Indian/Alaska Native, Asian Pacific Islander American or Hispanic American; • Are a citizen, national or legal permanent resident of the United States; To schedule a GMS presentation at your school or in your • Have attained a cumulative GPA of 3.3 on a 4.0 scale (unweighted) or have earned a community for 2010, visit GED; www.gmsp.org • Will be entering a U.S. accredited college or university as full-time, degree-seeking or contact freshmen in the fall; The American Indian Graduate Center Scholars • Have demonstrated leadership abilities through participation in community service, 4520 Montgomery Blvd. NE, Suite 1B extra-curricular, or other activities, and Albuquerque, NM 87109 • Meet the Federal Pell Grant eligibility (866) 884-7007 • www.aigcs.org criteria (Eligibility for Federal Pell Grant can only be determined through the • GMS Partner for American Indians & Alaska Natives • submission of a Free Application for Federal Student Aid (FAFSA) to the U.S. Department of Education).

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

Nominator: High school principals, guidance counselors or teachers may serve as nominators. In addition, any professional educator; for example, an educator at a scholarship assistance organization, education assistance agency or educational outreach program may also serve as nominator. The person who agrees to serve as a nominator must be familiar with the student’s academic background.

Recommender: Individual familiar with community service and leadership activities. A supervisor at work, a community group leader or any other adult familiar with student’s non‐academic activities could serve as recommender. If nominator is also familiar with the student’s non‐academic activities, he or she may serve as both nominator and recommender.

Table of Contents

The American Indian Graduate Volume 9, Number 1 Volume 9, Number 1 • Spring 2010 A Publication of the American Indian Graduate Center 4520 Montgomery Blvd., NE Suite 1B 5 AIGC Board of Directors Albuquerque, NM 87109 Message from the President Phone: (505) 881-4584 Fax: (505) 884-0427 6 Message from the Director Website: www.aigcs.org Obama Administration Indian Education Initiative by Sam Deloria Publisher Sam Deloria 8 Graduate Horizons 2010 Director Arizona State University to Host Graduate Horizons Susan Duran by Michele St. George Stephine Poston Editors 12 AIGC 2009-2010 Academic Year Jim Weidlein All Native American High School Academic Team Production Editor Carolyn S. Tate by Marveline Vallo Design and Layout

15 Internships AIGC Board of Directors A Unique Opportunity Elizabeth Washburn, President by Erick Rhoan Chickasaw 16 A Blueprint for Success David Mahooty, Vice President American Indian Well-Being Model in Higher Education Zuni by Shawn Secatero, Ph.D. Melanie P. Fritzsche, Treasurer Pueblo of Laguna 19 Overcoming Challenges Dee Ann DeRoin, M.D. Clinical Psychology Ioway Tribe of Kansas by Billie Jo Kipp, Ph.D. Grayson B. Noley Choctaw 20 dr. George Blue Spruce Jr. Michael E. Bird One Man’s Destiny Santo Domingo/San Juan Pueblo by Dr. George Blue Spruce Jr., DDS, MPH Assistant Surgeon General (SSPHS) Retired Rose Graham Navajo 22 Personal Motivation Finding a Cure Cover: President Obama hosts by Walter G. Besio, Ph.D. Tribal Nations Conference on November 5, 2009 (Photo courtesy of the National Continued on page 4 Indian Gaming Association)

The American Indian Graduate 3 Table of Contents

25 Webster University 40 diversity in Healthcare “Have You Considered…?” Considering a Healthcare Career by Ellen Driber-Hassall, Gerontologist and Senior by Dee Ann DeRoin, M.D. Director, Webster University 42 Indian Health System 26 World Eskimo-Indian Olympics trahant: The Business Model for this is Our Tradition an Indian Health System by Michael Jerue by Mark Trahant 30 The DETS Project 44 40th Anniversary Celebration diabetes Education in Tribal Schools AIGC’s 40th Anniversary – by Susan Duran A Huge Success 32 An AIGC Alumnus Serving Others 45 Opportunities My Gift of Service and Education 2010-2011 Academic Year by Daniel Nagasawa

AIGC Fellows Update 34 Healthcare Shortages 46 the Need for More Native Alumni Connection Healthcare and Dental Professionals 47 uNM School of Medicine by Ken Lucero Native American Enrollment 36 Oweesta Doubles at UNM Medical School Financial Education as the by Luke Frank, UNM Media Relations Manager Foundation for Personal Growth and Economic Development for Native Nations by Heidi Davis 38 Public Media Filling in the Gaps for Public Media Contact Us by Kim Baca 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 Leander Bekaye, or send an e-mail to: [email protected] Article Submissions: Submit all articles to Susan Duran, Consulting Editor, for consideration. E-mail: [email protected] Reprints and Permissions: Reprints of published articles and/or The American Indian Graduate artwork are prohibited without permission of the American Indian Graduate Center.

American Indian Graduate Center, Now available online at 4520 Montgomery Blvd., Suite 1B, Albuquerque, NM 87109, (505) 881-4584 phone, (505) 884-0427 fax www.aigcs.org Visit us On-Line! www.aigcs.org 2010 AIGC, Inc. All rights reserved.

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

4 The American Indian Graduate AIGC Board of Directors

Message From the President

by Elizabeth Rodke Washburn

s I write this final letter as President of the Board of Directors for the American Indian Graduate A Center magazine, I find myself reflecting on an incredible number of memories. The past seven and a half years have been a remarkable personal experience. I would like to let all of you know how thankful I feel to have had this opportunity to represent such a great organization. Along with my fellow board members, I wit- nessed many goals accomplished and faced several interest- ing challenges. With the help of my board colleagues, none of the challenges proved insurmountable. The responsibili- ties shouldered by boards are incredible – members often Elizabeth Rodke Washburn work very hard behind the scenes without recognition or accolades. I would like for all of these wonderful individu- als to know they are deeply appreciated. be a part of this fine organization, its mission and the It has also been a privilege knowing and working with very special people who make it work and I look forward Sam Deloria, as well as the rest of the dedicated people to hearing about new programs, new approaches and new staffing the organization, an impressive group of scholar- adventures in the future! I am also confident that the ship recipients and alumni, and our generous and dedi- board will be in good hands with David Mahooty and cated supporters, contributors and volunteers. I’d like to will continue to plan and manage strategically for the express my appreciation to all of these people for making future. my tenure an enjoyable and rewarding experience. Please rest assured that I will continue to support This past year, we celebrated our 40th Anniversary AIGC’s mission and ask that you continue your support and we awarded our 15,000th scholarship! I take great as well. ✦ pride in being part being part of the organization that has accomplished so much in 40 years. Without excep- tion, the successes at AIGC are tied directly to the excel- Sincerely yours, lent work done by our Director and staff members. Elizabeth Rodke Washburn It’s bittersweet to think of not being directly involved with AIGC after this year, but as an alumna, I will always

This past year, we celebrated our 40th Anniversary and we awarded our 15,000th scholarship! I take great pride in being part being part of the organization that has accomplished so much in 40 years.

The American Indian Graduate 5 Message from the Director Obama Administration Indian Education Initiative

by Sam Deloria

recently attended a meeting called by Secretary of the Interior, Ken Salazar, and Assistant Secretary for IIndian Affairs, Larry Echo-Hawk, that included Sec- retary of Education, Arne Duncan, along with a host of their top staff members (and Kim Teehee from the White House), to talk about what the Obama Administration can do to improve education for Indian students. The non-governmental people attending the meeting includ- ed a cross-section of people working at charter schools, public schools and universities, and representatives of Sam Deloria tribal colleges and Indian education organizations. Before anyone gets all excited about who was there and who wasn’t, I want to caution everyone to think somewhat impatient and, some feel, too direct. I have carefully about how we are going to respond to the been working in Indian affairs at all levels since the Ken- Administration’s promise of consultation – we must nedy Administration, sometimes in education, sometimes have a workable and useful consultation system. No one in law and policy, sometimes for tribes, the government, presumed to speak for anyone but themselves and their universities and non-profits. I have often been wrong, but organizations at this meeting, nor did the government I try to be wrong in a clear and instructive way. I have people seem to be laying the groundwork for claiming, seen administrations come and go, and each one, at some at some future time, that we “spoke for” the Indians. point, says it wants to provide a first-class education for To the degree the meeting might have been helpful, it Indian students; but it must be said that despite their best would be to orient the Administration people on some efforts, things don’t improve all that much over time. The of the issues in Indian education and some of the things failure to achieve hoped-for results is sometimes the result that are going on in the field at the moment. Over the of the notoriously short attention span in Washington but, years, we have become so focused on consultation and even if we were governed by Zen masters, this particular representation at every meeting that the result has been set of problems is horrendously complex. So, while I came government people too often coming to subsequent real to the meeting with an open mind, I also came with 50 consultation meetings unprepared because they have years of skepticism as well. been reluctant to have meetings like this. Then they feel What does one look for at a meeting like this? Well, blind-sided when tribal representatives turn out to have for starters, is it going to be a drop-in on the part of the their own views and opinions. Elected leadership has Big Shots, a welcoming speech and hasty departure, leav- the power to speak for the communities and to represent ing us with the same nice, hard-working people we can them and they decide what “the Indian position” is. But, and do meet with any time? Not this one. It is rare, we also have a lot of experienced people who have much indeed, that two cabinet Secretaries, an Assistant Secre- to offer and, because they are not elected officials, their tary, their top staff members and the Senior White House views are often not sought in the policy process. Advisor on Indian Policy are there and listening for one At times like this, my nearly 50 years experience in the and one-half hours. Second, are they setting us up for field must be packaged in a useful and not cynical way if I some Good Idea that they want to promote? Not that I am to add something helpful to the discussion, something could tell. They presented no solutions, threw ideas out at which I’m not always really good. I have always been freely and listened to what we had to say. The next step,

6 The American Indian Graduate and next clue, is whether there will be follow-up and what or even influence the few links you have in your hand. form it will take. I’m sure all the non-governmental peo- Moving the rest of the chain is another story. ple at the meeting would be eager to assist in shaping a I also hope that, somehow, we come out of this with a new initiative and, at the same time, the Administration’s stronger sense of our own responsibilities. Ultimately, the effort to come up with something will eventually involve federal government can’t give our young people hope and many additional people and organizations as well. pride: we have to do that. The Pre-Law Summer Institute What are my hopes? Well, to be a little self-serving, that my old organization, the American Indian Law Cen- I have to make our case. Our organization provides ter, runs is the most successful program in history (with a what can only be called token funding to Indian and 90% rate of law school completion) because we demand Native grad students – you know, the people who will and get maximum effort from the students and they fin- work for the tribes to achieve all this self-determination ish the program and continue their lives saying it was we have been promised. Our average grant is only about the most rigorous program they ever attended. All of our $4,000 and our students average an annual shortfall of schools and programs should approach our students with $18,000!!! Among other things, this means that their the same high expectations and the same confidence in ability to work at low-paying tribal jobs upon graduation their abilities. Those bogus “scholars” and administrators, is constrained by the need to pay back their educational who have a stake in portraying Indian students as incom- loans. Yet, we can’t seem to get a budget increase out of petents with their language and culture like millstones the system – BIE, the Department, OMB and the Con- around their necks, should be called out. And we need gress. Indian students are shovel-ready, if that is still an to look at the accountability of our own programs and operative phrase. A lousy $2 million increase – chump institutions. I am tired of seeing school boards politicize change in Washington – would DOUBLE the scholar- the schools, hire their unqualified relatives and rip off the ships we are able to give out! So, I hope that somewhere funds. We fought hard battles to establish our right to run along the line someone will conclude that adequate our own affairs 40 years ago and we have not made the scholarship support for students at all levels is an impor- most of those opportunities. We should have no dropouts tant component. But, nationally, we also have the leaki- and no suicides. No kid should feel alone or abandoned. est pipeline in the country, the worst dropout rate at all We brag about our traditional social support system – levels; we have systemic issues to address. where is it for these kids? On the larger scale, I hope, as the process continues, Rapid strides in improving Indian education are a distinction can be made between the technical govern- only going to be accomplished by our people in the com- mental issues and the more abstract issues of substantive munities demanding it of their own institutions, as well educational policy. Curriculum, teacher training and all as government agencies, and bringing it about. High-lev- that are very important and require attention. But, we el people in Washington can help; they can support our also need to understand that delivery systems are impor- efforts and they can run their own programs better, but tant – the structure and cultures of federal agencies and we can’t look to them to do our jobs. For the sake of our how they relate to each other and to Indian tribes and young people, we need to lay off the rhetoric of culture educational organizations. We need to look at the impact and sovereignty and get to the hard work of running the of contracting schools and how that affects any educa- best school systems in the world for them. (I know. I tional initiative the Administration develops. We need know. Culture and sovereignty are important. But they to look at the vast resources of the Department of Edu- are too often used as a distraction and an excuse rather cation, not only in terms of funding, but also the edu- than the positive forces they can be). cational expertise they have and have access to and can I welcome the Obama Administration’s interest in make available in a more focused way to the BIE system helping us. If they fail, as so many others have in the and to community-controlled schools and public schools past, it is because we didn’t help and, in so doing, we serving our students. Sometimes, the people running will have failed. It will be our responsibility. ✦ the government agencies in Indian affairs get caught up in the metaphysics of policy and neglect the day-to-day job of running the agency – the regulations, the forms, the enforcement and accountability. I hope that won’t happen here. I hope the government will look closely at what it can and should do, and do it. For BIE/BIA, run- ning the agency is like pushing a chain: you only control

The American Indian Graduate 7 Graduate Horizons 2010 Arizona State University to Host Graduate Horizons National Pre-Graduate Program for Native American Students

by Michele St. George

rizona State University will host Graduate ciplines. American Indian educators and partner orga- Horizons 2010 on their Tempe, Arizona campus, nizations, including the American Indian Graduate A July 17-20, 2010. Graduate Horizons (GH) is a Center, Princeton Review Foundation, Consortium for 72-hour “crash course” for Native American college stu- Graduate Study Management and the Graduate Man- dents and graduates, on preparing for master’s, doctoral agement Admissions Council will also be attending. or professional school graduate studies. GH is part of “When students finish the 4-day graduate work- College Horizons, a pre-college program for high school shops, they will have a completed a statement of pur- students. pose, personal statement, resume or curriculum vitae, This year’s GH attendees on the ASU campus will test preparation strategies, financial aid resources and represent over 50 tribal nations, Alaska villages and will have determined a graduate program of study and Native Hawaiians, from over 20 states throughout the career opportunities,” says Carmen Lopez, College Hori- nation. Working alongside the students are professors, zon’s new Executive Director, a citizen of the Navajo deans and university admissions officers, from over 40 Nation. “This program not only provides direct services graduate school programs, representing hundreds of dis- to students on the graduate process, but also contributes Photo courtesy of Kevin Leonard

Part of a Graduate Horizon Event

8 The American Indian Graduate to the capacity of Native nations by developing a new for this “crash course” program are specifically designed generation of professionals with advanced degrees.” for American Indian students and provide them with the “Graduate Horizons was the most inspiring and meaningful tools and strategies needed to be successful informative event,” says Crystal Curley, an ASU student in their pathway to graduate work.” who attended a 2008 Graduate Horizons program. “You will be surrounded by Native students who have a dream to better their community and by faculty who want to ASU partnerships with tribal guide and support you in making that dream a reality.” Crystal, a Gates Scholar, who will graduate in May 2010 communities have resulted in some with a Bachelors of Science degree, says the program gave her the motivation and information she will need to con- significant programs designed tinue to graduate school. specifically for American Indian ASU, this year’s conference site, is one of the largest public universities in the nation, with over 1,400 Native students, including law, education students enrolled, including over 250 master’s and doc- toral students. Thirty faculty members and over 150 and nursing, as well as numerous other professionals and staff are also Native American. “We are thrilled to host the Graduate Horizons pro- academic and social support groups. gram this year and welcome American Indian students and faculty, from tribes across the nation, to ASU,” says Maria T. Allison, ASU University Vice Provost and Dean Arizona is home to 22 federally-recognized tribes, of the Graduate College. “ASU and the Graduate Col- whose communities comprise over a quarter of Arizona’s lege are firmly committed to supporting the success of all land. ASU partnerships with tribal communities have students interested in graduate education. The workshops resulted in some significant programs designed specifically Photo courtesy of Kevin Leonard

College Horizons includes test preparation workshops.

The American Indian Graduate 9 Graduate Horizons 2010

for American Indian students, including law, education yards, Barrett also contains an outdoor fireplace, space and nursing, as well as numerous academic and social sup- for performances and recreation and a student-designed port groups. Each year, ASU is consistently ranked highly sustainable living community, with low-consumption by Diverse Issues in Higher Education, for the number of plumbing fixtures, enhanced energy monitoring, recy- graduate degrees awarded to Native Americans. cled gray water, a green roof and organic garden. “We are extremely proud and excited to have Ari- Although the deadline to apply for this summer’s zona State University host our program,” says Lopez. Graduate Horizons is February 1, 2010 (1st round) and “They are investing in the future leadership of Indian February 26 (2nd round), applications might be accept- Country and offer strong graduate and professional pro- ed until June 1st, on a space-available basis. “We also grams that focus on Native issues.” have financial aid available for students who qualify,” Khia Grinnell, who attended a 2007 Graduate Hori- says Lopez. zons program, is currently studying Indian Law at ASU’s College Horizons, a non-profit organization, was Sandra Day O’Connor College of Law. “I strongly rec- founded in 1998 to provide college counseling to Native ommend Graduate Horizons to anyone who needs help American students from across the country, with a par- in choosing schools, completing the application process ticular emphasis on first-generation students and those or getting an idea of the program they are interested in,” from rural communities who may not have access to she says. “It was great to get some one-on-one time with expert advising. The graduate program was established admissions representatives from law schools.” in 2003, for those who want guidance in applying to Students attending Graduate Horizons 2010 will graduate school. To date, more than 1,550 students have be housed at ASU’s Barrett, the Honors College; the completed the high school program and 425 have com- nation’s first comprehensive four-year residential honors pleted the graduate program. ✦ college at a public university. Barrett has a new seven- building campus featuring housing, classrooms, faculty For more information about College Horizons, please visit offices, a fitness center, computer lounge and dining hall, www.collegehorizons.org, contact 505.401.3854 or e-mail with covered terrace and garden. Built around six court- [email protected]. Photo courtesy of Scott Troyanos

The Hayden Library at the ASU Tempe Campus

10 The American Indian Graduate Honor. Respect. Tradition. Pride.

Education empowers you. University of Phoenix understands the deep need to give back to one’s people and to get a good education. The kind of empowerment that comes from a good education can go a long way in helping you and your nation along the road to self-determination. With our flexible scheduling, you can earn your degree while earning a living and fulfilling your family and tribal commitments. Depending on your program, you can attend class at convenient times at a location near your home or work. Or you can attend online, wherever or whenever you choose. Classes are designed to allow you to collaborate with peers in small, interactive groups and are taught by faculty members who hold advanced degrees and have substantial experience in the fields they teach. This is high-quality, higher education made highly accessible. Just a few of our degree programs include:*

n Associate of Arts in Human ServicesManagement n Associate of Arts in Sport Management n Bachelor of Science in Business/Hospitality Management n Bachelor of Science in Communication n Bachelor of Science in Criminal Justice Administration n Bachelor of Science in Information Technology n Master of Business Administration/Accounting n Master of Business Administration/Public Administration University of Phoenix believes that everyone should have access to higher education. Increasing accessibility is our mission. We graduate more Native American master’s degree students than any educational institution in America.** Our graduates are putting their education to work everyday in the gaming industry, information technology, public administration and more. They are helping themselves and their nations create a better tomorrow. Empower yourself and learn more today! 800.520.4056 | phoenix.edu

*While widely available, all programs may not be offered in both the online and on-campus formats. Please check with a University Enrollment Representative. **Top 100 Graduate Degree Producers 2008. Retrieved Oct. 3, 2008 from Diverse Issues in Higher Education: http://diverseeducation.com/top08/top100_graduates.html?appSession=11239810818774 The University is accredited by The Higher Learning Commission and is a member of the North Central Association (ncahlc.org). The University’s central administration is located at 4615 E. Elwood St., Phoenix, AZ 85040. Online Campus: 3157 E. Elwood St., Phoenix, AZ 85034. University of Phoenix is approved to operate in most U.S. states. Approval-related statements required by specific jurisdictions are as follows: Florida: Licensed by the Florida Commission for Independent Education, License No. 2308. Georgia: Authorized under the Nonpublic Postsecondary Educational Institutions Act of 1990. Indiana: Fully accredited by the Indiana Commission for Postsecondary Proprietary Education. AC-0188. Indianapolis Campus: 7999 Knue Rd., Suites 100 & 500, Indianapolis, IN 46250; Northwest Indiana Campus: 8401 Ohio St., Merrillville, IN 46410. Ohio: Registration Number 1154320. Cleveland Campus: 5005 Rockside Rd., Ste. 130, Independence, OH 44131-2194; Cincinnati Campus: 9050 Centre Pointe Dr., Ste. 250, West Chester, OH 45069-4875; Columbus Campus: 8415 Pulsar Place, Ste. 100, Columbus, OH 43240-4032. Puerto Rico: University of Phoenix operates under a renewal license granted by the Puerto Rico Council on Higher Education. South Carolina: 1001 Pinnacle Point Dr., Columbia, SC 29223. Licensed by the South Carolina Commission on Higher Education. Tennessee: Memphis Campus: 65 Germantown Court, Ste. 100, Cordova, TN 38018; Nashville Campus: 616 Marriott Dr., Ste. 150, Nashville, TN 37214; Franklin Campus: 377 Riverside Dr., Franklin, TN 37064; Chattanooga Campus: 1208 Pointe Centre Dr., Chattanooga, TN 37421. Virginia: State Council of Higher Education for Virginia has authorized University of Phoenix to offer degree or certificate programs. Any course, degree or certificate program offered has been approved by the University of Phoenix governing board. Credit earned for coursework in Virginia can be transferred to University of Phoenix’s principal location outside Virginia as part of the University’s existing degree or certificate programs. © 2009 University of Phoenix, Inc. All rights reserved. CL1001 AIGC 2009-2010 Academic Year All Native American High School Academic Team

by Marveline Vallo

nce a year, the American Indian Graduate Cen- Student Body President for her senior year and a member ter (AIGC) honors ten outstanding American of the National Honor Society. Her community service O Indian/Alaska Native high school seniors with consists of being an assistant coach for youth T-ball and the All Native American High School Academic Team an assistant at the Veteran’s Organization in Tuba City. (ANAHSAT) award. These high school seniors are Tanisha is attending the University of Arizona pursuing selected based on academic achievement, honors and a biology degree. awards, leadership and community service. Each is given a monetary award, which may be spent at the student’s Joshua Begay (Navajo) discretion. – Joshua graduated from The objectives of this program are: to increase aware- Tuba City High School in ness of academic achievement of Native high school Tuba City, Arizona. Joshua seniors among their peers, Indian Country and the pub- received the 2007 Academic lic; to increase recognition of Native student success and Achievement Award, 2006 capabilities as a positive motivation for pursing academic Top GPA of Class Award, excellence and higher education; to increase academic 2007 President’s Award for achievement and role models as positive influences in Education Excellence and Indian Country; to increase teacher, administrator, par- 2007-08 Honor Roll Rec- ent and community involvement by recommending, ognition. He played junior Joshua Begay nominating and supporting student participation and to and varsity basketball. His increase student participation in high school academic academic achievements include attending the Sum- programs and the pursuit of higher education. mer Engineering Academy at the University of Arizona. Joshua was part of Student Council during his junior Congratulations to the 2009-2010 AIGC All Native and senior years, junior and senior Class President, Stu- American High School Academic Team: dent Body President during his sophomore year and a member of the National Honor Society. His community Tanisha Atcitty (Navajo) – Tanisha graduated from service consists of being an Greyhills Academy High School in Tuba City, Arizona. assistant for local commu- In high school, Tanisha received the Academic Achieve- nity holiday dinners and ment Award, Top GPA of Class Award 2006-2009 and community trash pick up the Congressional Award in 2008-2009 (this award is day in Tuba City. Joshua given to students who have contributed their time to is attending the University volunteer work, personal development, physical fitness of Idaho pursuing an engi- and displayed exploration skills). She played junior and neering degree. varsity volleyball and varsity basketball. Her academic achievements include attending the NASA Space Camp Jared Blanche (Red Cliff in Huntsville, Alabama and participating in the Phil- Band of Lake Supe- lips Exeter Summer program. Tanisha was a Student rior Chippewa) – Jared Council member in her junior and senior years, Class graduated from Bayfield President in her freshman, sophomore and junior years, High School in Bayfield, Jared Blanche

12 The American Indian Graduate Wisconsin. In high school, Jared received an Academic Cole Haskins (Cherokee) Achievement Award, Who’s Who of America in 2005, – Cole graduated from numerous band contest awards, Electrathon Award and Booker T. Washington in the Forensic Award. Jared was Vice President of his Tulsa, Oklahoma. In high freshman and sophomore classes and a member of the school, Cole received the National Honor Society. His community service consists All-American Scholar – of assisting in local food drives and Earth Day cleanup U.S. Achievement Academy with members in Bayfield, WI. Jared is attending the Award, a National Society University of Wisconsin Superior and pursuing a psy- of High School Scholar, chology degree. Who’s Who Among Ameri- can High School for three Rochelle Chee (Navajo) years and Oklahoma Aca- Cole Haskins – Rochelle graduated from demic Scholars Award. Cole Ganado High School in was a member of the student council and a member of Ganado, Arizona. In high the National Honor Society for three years. His commu- school, Rochelle received nity service consists of volunteering with the Big Broth- the Academic Honor Roll ers & Big Sisters, organizing toy and clothing collections for three years, 2006 Global for Madonna House and volunteering as a mentor and Expedition Award and the reader to a 1st grade class at Sequoyah Elementary Athletic Award for Cheerlead- School. Cole is attending Dartmouth College pursing a ing in 2007. Her academic medical humanities degree. achievements include attend- ing the Health Occupation Rochelle Chee Cameron Marshall (Northern Cheyenne) – Cam- Students of America in Phoenix, Arizona. Rochelle was eron graduated from Blackfoot High School in Black- part of student council for two years, Student President foot, Idaho. In high school, for Future Business Leaders of America Club and a mem- Cameron received the National ber of the National Honor Society. Her community ser- Honors Society Graduation vice consists of being a volunteer for her church, chapter Stole, Kasiska Health Science meetings and staying after school to pick up trash in the Scholarship and received the Ganado community. Rochelle is attending Haskell Indian Blackfoot School District #55 Nations University pursuing her business degree. Indian Education Program Academic Excellence Award, Rachel Chief (Navajo) – Rachel graduated from Monu- along with the Faithful Atten- ment Valley High School in Kayenta, Arizona. In high dance Award. Cameron is a school, Rachel received the Academic Achievement member of the National Honor Award and the Top GPA of Class Award for four years. Society, Indian Club and bas- She played junior & varsity volleyball, softball and var- ketball team. Her community Cameron Marshall sity wrestling. Her achievements include participating service includes visiting the elderly in an assisted living in Native American student arts & craft shows, Future home, volunteering with the Salmon River Agai’Dika Business Leaders of America (member) and the Monu- 101st Year Gathering Feast and helping her community ment Valley High School Youth Alive program. Her with picking up trash. Cameron is attending Idaho State community service consists of being an assistant for University pursuing a biology degree. track meets, volunteering as a tables-time, score keeper and running bout sheets for wrestling tournaments, Jamal Sanchez (White Mountain Apache Tribe) – donating to the Women’s Shelter and volunteering her Jamal graduated from Blue Ridge High School in Lake- time with church activities in Kayenta. Rachel is attend- side, Arizona. In high school, Jamal enrolled in college ing Coconino Community College in Flagstaff, Arizona courses, attended the National Youth Leadership Con- pursuing a nursing degree. ference and a youth conference in Nevada. Jamal was in the high school Chess Club and played basketball. His

Continued on page 14

The American Indian Graduate 13 AIGC 2009-2010 Academic Year

community service includes being a chess team coach Ashley Wilcox (Narragansett) – Ashley graduated and coaching a 2nd grade team for the Apache Youth from Sacred Heart Academy in Hempstead, New York. Basketball League. Jamal is attending the Pima Com- In high school, Ashley was a member of the National munity College pursuing a liberal arts degree. Honor Society, First Honor’s Student for three years and enrolled in several college courses. She was a member Michaelina Sorrell-Strong (Navajo) – Michaelina of the Nassau County Youth Board and Sacred Heart graduated from Mountain View High School in Tuc- Academy Costume Committee. She volunteers in her son, Arizona. In high school, Michaelina was a member community by raising money for charities, visiting group of the National Honors Society for 2½ years, a member homes and shelters, helping underprivileged families of the Varsity Track and Field and Cross Country team and the Habitat for Humanity program. She has been a for 4 years. She was an active member with the Native member of the Girl Scouts for 10 years. ✦ American club, African-American club, Hispanic club and New Global Citizens club. Her community service includes starting a Neighborhood Watch Program in her Congratulations to the neighborhood, coaching a U-12 girl’s soccer team and being a member of the Girl Scouts for 12 years. Michae- 2009-2010 All Native American lina is attending the University of Arizona pursing a mathematics degree. High School Academic Team!

American Indian Graduate Center (AIGC) Ad Published in August 2009

ng lebrati Ce rs 20 Yea

Dedicated to improving the lives of American Indians, the Buder Center for American Indian Studies promotes the higher education of American Indians, preparing students to assume leadership positions in social service and governmental institutions.

Among the Buder Center’s special advantages are:  Opportunities for full and partial scholarships to American Indians from the Kathryn M. Buder Charitable Foundation  A variety of academic concentrations  Course work focused on social work practice with American Indians  Fieldwork with American Indian communities in your area of concentration  Excellent assistance in job placement  Dual degree-programs with law, business, architecture, and health/hospital administration

Stephanie Kettler, Program Manager One Brookings Drive Campus Box 1196, St. Louis, MO 63130 E-mail: [email protected] Phone: (314) 935-4510 Fax: (314) 935-8464 Website: http://buder.wustl.edu

14 The American Indian Graduate Internships A Unique Opportunity

by Erick Rhoan

his year, I had a unique and wonderful opportuni- ty to work for the United States Attorney’s Office. T My work with this great agency began this sum- Erick Rhoan mer, when I applied for an internship with that organiza- tion. I was hired to perform legal research for the Civil Division of the Eastern District of California. At the time, I was using this opportunity not only to gain expe- What I love the most about rience but also obtain clinical units from my law school (the great San Joaquin College of Law, of course). When working for the US Attorney’s I accrued the required number of my clinical hours, I was disappointed that I would be faced with having to Office are the people that leave behind such a great office and staff. However, I comprise the staff. …Not only am had gained a reputation for efficiency and quality in my work and was asked to stay – this time under a federal I being mentored by some of the work study program! What I love the most about working for the US best attorneys in California, I am Attorney’s Office are the people that comprise the staff. The attorneys that I work with are not just good lawyers, also learning about the law in a they are also good friends. To say that I have learned a lot from them would be an understatement. I entered way that law school could never this office seeking and hoping for a quality mentorship teach me. experience, but not expecting one. My expectations have been blown away ten-fold. Not only am I being men- tored by some of the best attorneys in California, I am also learning about the law in a way that law school could never teach me. I do not look forward to the day that I have to final- My daily job duties revolve around legal research ly leave this place but, when I do, I know that I will have – finding the right law to help the attorneys win their had an experience that few law students can enjoy. Fur- cases. I have been entrusted with research involving com- thermore, I will take the lessons and good habits that plex litigation and have actually drafted a few motions, I have learned from my mentors with me to my next requests for admission and have performed background opportunity. These are skills that I wish to apply when research on opposing parties’ expert witnesses. I love to helping my own clients get the justice they deserve and, research the law. I love problem solving and every case one day, I intend to use those skills to help not only my that I have been given is similar to solving a puzzle. So people, but the Indian community at large. ✦ far, I have been very successful and have earned glowing remarks from my supervisors.

The American Indian Graduate 15 A Blueprint for Success American Indian Well-Being Model in Higher Education

by Shawn Secatero, Ph.D.

remember conducting an oral history project on the Tohajiilee Navajo Reservation dur- ing the mid 1990s. I was often concerned about American Indian higher education and Ineeded some type of advice to help me succeed in my master’s program. I interviewed a Navajo elder and asked him, “What words of advice would you offer our younger genera- tions who plan on attending college?” He answered, “I would tell them to remember who they are, where they are from and where they are going in life.” Furthermore, the elder explained the sacredness of spiritual, mental and physical well-being and the importance of Shawn Secatero the close connections of an individual, family and community. These three elements of well-being ignited my thinking into a broader view of helping all students succeed in higher education. As I continued my education at the doctorate level, I expanded my well-being model, which served as a major component of my dissertation that involved success and persistence factors pertaining to American Indian Graduate and professional students. The overall purpose in developing the holistic American Indian Well-being Model in Higher Education was to create a blueprint for American Indian college students by addressing well-being factors that include: spiritual, cultural, social, professional, mental, emotional, physical and environmental pillars. The well-being model can be used as a pri- mary means of helping college students, college practitioners and researchers in addressing issues that concern higher education. Prospective college and graduate students may find themselves asking the following questions, which are relevant to well-being factors when considering higher education. Here are the following eight pillars:

1. Spiritual Well-Being (Purpose) ing our future. Examples of cultural well-being include the cultural practices, songs, Native language, rituals, Why am I attending college? artistic talent, community pride and giving back. Before an individual decides to pursue higher education, he or she may ask, “Why am I attending college?” This 3. Professional Well-Being (Planning) sense of purpose includes important elements, such as an What are my goals for my college and professional career? individual’s beliefs, happiness and balancing well-being factors in life. Examples of spiritual well-being can relate Professional well-being includes a variety of factors, to daily prayer, self acceptance/realization, life fulfillment including planning a successful college academic expe- and remembering teachings from those in the spirit world. rience and future career. Professional well-being also includes the development of skills, interests, work ethic, 2. Cultural Well-Being (Identity) hobbies, financial literacy and leadership. It is essential for college students to plan ahead in ful- How do I balance my culture and the modern world while filling all academic, career and financial aid obligations. I am in college? Cultural well-being is essential for American Indian 4. Social Well-Being (Networking) students to succeed in college, which integrates know- Do I have adequate networking skills to succeed in college? ing who you are, where you are from and where you are going in life. This formulates the issue of identity and Social well-being is defined as, “Our ability to interact suc- protecting our culture, by interpreting our past and link- cessfully within a community and throughout a variety of

16 The American Indian Graduate cultural contacts, while showing respect for ourselves and As part of building one’s college career, it is impor- other, (WSU Well-being site, 2009). Examples of social tant to have a plan to navigate and identify all eight of well-being include time management, cooperation, group the well-being pillars. work, literacy skills, intimacy, dialogue with professors and students and a circle of positive friends. Developing A Personal Well-Being Model

5. Mental Well-Being (Thinking) As part of developing a personal well-being model for higher education, I created a circle that highlights each Am I academically prepared to meet the rigors of college? of the eight well-being pillars; spiritual, cultural, social, Mental well-being is defined as a state of well-being in professional, emotional, mental, environmental and physi- which an individual realizes his or her own abilities, cop- cal. In addition, each circle represents a particular area for ing skills and learning how to think in a variety of ways. each well-being pillar, such as resources, strengths, chal- It can sometimes be referred to as “intellectual well- lenges and a plan of action. Students who are completing being,” (WSU Well-being Site, 2009). this model must carefully read each well-being resource Examples of mental well-being include study skills, and develop a basic understanding. There are no wrong learning styles, problem solving, test preparation, answers, as each student labels each portion of the model research skills, creativity and rigor. with their own interpretations. The main objectives of the personal well-being model are to encourage students 6. Emotional Well-Being (Feeling) to think critically about well-being factors that can help them succeed in higher education Do I know how to balance my emotions to succeed in college? Emotional well-being allows us to recognize, understand, Resources experience and express a full range of emotions and chan- nel those emotions into healthy behaviors that satisfy Resources are instrumental to student success at all lev- personal and social goals, (WSU Well-being Site, 2009). els of higher education. A resource can be identified as Examples of emotional well-being include stress manage- a mentor, student support specialist, elder, community ment, positive self-esteem, adaptation to change, coping activist, leader, coach or even a family member. In addi- skills, resiliency and anger management. tion, college campuses have various forms of resource centers that assist students with tutoring, school organi- 7. Physical Being (Body) zations, workshops and other events that are relevant to academic and personal growth. Can I take care of myself and my body while I’m in college? Physical well-being can be referred to as the ability to Strengths understand what can make our body most efficient and effective and the ability to recognize and respect our own It is very important for college students to identify per- limitations, (WSU Well-being Site, 2009). Examples of sonal strengths that can assist in positive self-concept. physical well-being include proper diet, exercise, drug and Strengths are connected to the positive attributes that alcohol awareness, motivation, sex education, personal each person embodies; talents, thinking skills, friendli- hygiene, sleep and relaxation. ness, perseverance, dedication, knowledge of culture and other positive factors. 8. Environmental Well-Being (Place) Challenges Is the college that I plan to attend a good fit for me and my goals? Learning to identify challenges is another essential tool In many American Indian traditions, the umbilical cord for developing a personal well-being model. Challenges of a newborn is often placed in the ground or kept in the are obstacles to succeeding in college, such as lack of family home for safekeeping. The umbilical cord serves mentors, homesickness, no sense of belonging, family as an educational seed that is planted for future growth issues and a shortage of financial aid funding. and a sense of place. In American Indian society, the sense of place is very important and provides a founda- Continued on page 18 tion for learning and a physical concept of home.

The American Indian Graduate 17 A Blueprint for Success

Plan of Action Plan of action L C U A U L I T T U R Challenges� R I A P L The plan of action is a vital element of the well-being S L strengths� model, which identifies a possible solution in reference A S N O

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center where all lines meet. In the inner circle, a student E Chart created by Jihee Kang Lombardi, Graphic Designer, Society for Human Resource Management, Alexandria, VA must identify a person that would serve as a resource Plan of action in that particular well-being pillar. For example, in the spiritual portion of the well-being model, a student may for college students to initiate a plan of action. Once a identify a traditional elder as a resource and list daily student identifies and completes the pillars of well-being, prayer as a strength. As an example of a spiritual well- the final process begins of creating a life symbol in high- being challenge, a student may identify a disconnection er education. with home. In the outer portion of the circle, a student will therefore identify a plan of action, such as calling Creating a Life Symbol home to speak with family members at least once per week as a possible solution. As American Indian people, well-being can often take a symbol in many forms, including animate and inani- Spiritual Well-being mate. For example, as a Canoncito Navajo college stu- Resource: Traditional Elder dent, corn was always revered as being a sacred symbol Strengths: Daily Prayer, Ceremonial duties. among our people. Therefore, I incorporated the eight Challenges: Homesickness; wanting to come home often pillars into a well-being symbol, illustrated as follows: Plan of Action: Call home once a week to speak with family members As part of my personal life model, I drew the straight, inter- secting lines as corn stalks, because it is sacred among the In another example, a student may identify and connect Canoncito Band of Navajos. A seed of corn resembles my with physical well-being. As a resource, a student may umbilical cord, which my parents buried in the earth near identify their younger siblings as a resource, since most my home. The umbilical cord represents my physical well- young children are physically active and idolize college being and my foundation in life. As part of environmental students. As a challenge, a student may express that he well-being, I was nourished with love, respect and a good or she is eating too much junk food rather than making home. Corn also needs nourishment and proper care to healthy food choices. As a solution, the student will iden- grow strong and healthy. I developed my mental and emo- tify eating healthier foods, such as vegetables and fruits tional well-being as a teenager. I often credit one teacher as a plan of action. who made a positive difference in my mental well-being by challenging me to reach my full potential in her classes. In Physical Well-being terms of emotional well-being, my high school counselor was Resource: Young Children an extraordinary person, who helped me address challenges Strength: Role Model status for children as I entered college. In this stage of a corn stalk, I devel- Challenges: Eating too much junk food oped a strong base to stand on my own. I continued to grow Plan of Action: Eat healthier foods such as vegetables socially and professionally in my young college life. I became and fruits president of an American Indian club at my university to enhance my social network. I also developed my teaching It is important to note that students will not complete all skills as an educator and finished my teaching licensure portions of the circle. The model serves as a foundation Continued on page 43

18 The American Indian Graduate Overcoming Challenges Clinical Psychology

by Billie Jo Kipp, Ph.D.

he overwhelming need for Native psychologists in Indian country is well documented. The last T documented statistic on Native psychologists was approximately 1 for every 100,000 Native patients. As a Native psychologist, this statistic is one of the many reasons for pursuing a Ph.D. in clinical psychology, but not the foremost. Billie Jo Kipp As a Blackfeet woman, I had lived most of my adult life on the Blackfeet Reservation. I had raised 5 chil- dren and suffered the social and mental ills of substance abuse, depression and other health-related difficul- Education has been a gift, but ties associated with living in an impoverished commu- it has also come with setbacks nity. With my recovery came awareness and guidance, in the direction of pursuing a chemical dependency and challenges. degree, which became my life’s goal. I left the reserva- tion and pursued a bachelor’s degree in counseling psy- chology, with an associate’s in chemical dependency. Through this experience, I had the opportunity to work and gaining the acknowledgement of the academic com- for a semester on my own reservation. It was then that munity as a valid professor continues to be challenging. I realized the mental health needs of the reservation My greatest satisfaction continues to be my clinical demanded more education and skills than I had with my work with tribes. It is through my work as a psycholo- chemical dependency degree. To address the collective gist in Indian country that I realize it was all worth it. To and individual trauma, it was required that I gain more help Native people understand and accept who they are, education, knowledge and clinical practice to be effec- despite their social and mental difficulties, is something tive. It was this that provided me with the direction and that reminds me that my degree is useful and appreciated. energy to pursue a Ph.D. in clinical psychology. I have been fortunate in my career. I maintain a part- Education has been a gift, but it has also come with time research faculty appointment and provide clinical setbacks and challenges. When Natives pursue a Ph.D., services to the New Mexico pueblos. This affords me the they are often challenged to think differently and change academic challenge and the ability to provide to tribes is inevitable, but not always cultural. The Ph.D. program what is most useful to them. Education has been a dif- demanded that I integrate theories and dogmas that con- ficult path but, with my degree, I have received many flicted with being Blackfeet; however, I had to remember rewards and have been able to benefit tribes with 15 years that I had to learn these concepts knowing my ultimate of clinical experience. For those who follow me — keep goal was to obtain my Ph.D. Once I obtained my doc- focused, stay when challenges are overwhelming, stay con- toral degree, I began to challenge, adapt and change nected to your people and know that, in the end, your these teachings to include a Native American perspec- degree not only belongs to you — it moves a nation. ✦ tive, with the credentials that academia recognizes. This has been one of the greatest challenges of my work; to (Billie Jo Kipp conducts research in Mental Health at UNM be a Native scholar and research, teach and write from CNAH and in Diabetes Management with Project ECHO a Native perspective. The balance between being Native at UNM.)

The American Indian Graduate 19 Dr. George Blue Spruce Jr. One Man’s Destiny

by Dr. George Blue Spruce Jr., DDS, MPH Assistant Surgeon General (SSPHS) Retired

he life story of Dr. George Blue Spruce Jr. (Laguna/Ohkay Owingeh) reaches back to the T ancient Pueblo culture cherished by his grand- parents and parents and extends to state-of-the-art medical and dental sciences and the current needs of the American Indian people. Dr. Blue Spruce’s journey began on the Santa Fe Indian School campus, with his parents’ determination that their children would excel academically and obtain college degrees. He attended St. Michael’s High School in Santa Fe and graduated as valedictorian of his class. He is a 1956 graduate of Creighton University’s School Dr. George Blue Spruce Jr. of Dentistry. After graduating from dental school, Dr. Blue Spruce planned to return to the pueblos to treat his people. As Indian Self Determination: Truth Or Myth it turned out, not only was he the dentist for the North- ern Pueblos, but his destiny reached far beyond; from the A wise American Indian man stated: “We have seen wilds of Montana to New York City to San Francisco to the lightning and have heard the thunder, but when is it South America and back to the United States. In Wash- ever going to rain?” ington, DC, he presented the needs of American Indians He was voicing the frustration of the Federal Gov- to Congress and lunched with the President of the Unit- ernment’s failure to live up to the treaty obligations that ed States. Throughout his journey, Dr. Blue Spruce has promised resources to help American Indian people in traveled between two cultures, succeeding in mainstream their struggle to survive; after their land had been taken society, while keeping pueblo tradition in his heart. away. It was nearly fifty years before congressional leg- Facing prejudice and conquering adversity, he islation recognized American Indian tribes as sovereign reached the zenith of his career as Director of the Phoe- governments and thus began a new era in Federal Gov- nix Regional Indian Health Service and achieving the ernment/American Indian tribal relationships. rank of Assistant Surgeon General of the United States However, it was not until July 1970, when the – the equivalent of a Navy Rear Admiral. President of the United States, before a general session Dr. Blue Spruce retired from federal government of Congress, delivered the first “American Indian Mes- service in 1986 and, in 1990, was founder of the Soci- sage” – when he stated: ‘on every scale of human mea- ety of American Indian Dentists. He now serves as the surement, whether it is employment, income, health or Assistant Dean at the Arizona School of Dentistry and education – the Indian – the first American – ranks at Oral Health (ASDOH). He is referred to as the ‘busi- the bottom!” est retired person’ and continues to pursue his passion of When the President speaks, action usually takes place. increasing the number of American Indian dentists and Following this important address, there was landmark leg- other health professions. Six years ago, he presented the islation that changed the course of history for American following message at the annual convention of the Asso- Indians. In 1972, the Indian Education Act was enacted, ciation of American Indian Physicians: followed by the Native American Program Act of 1974,

20 The American Indian Graduate the Indian Self Determination Act of 1975 and the Indian Another way of looking at this pathetic data, is that Health Care Improvement Act of 1976. there is only ONE American Indian dentist for every It has been 34 years since the Indian Self Determi- 27,000 American Indian individuals! nation Act was passed. What did this historic act do for There are many reasons for this severe lack of Amer- American Indian people? When you ask a tribal leader ican Indian dentists, physicians and pharmacists, the what it meant to his or her tribe; they will say, “It meant least of which are: lack of family and extended family that, for the first time, we can now assess our own needs, support; lack of role models; lack of appropriate counsel- prioritize those needs – but most importantly – we can ing; lack of proper course preparation and lack of finan- now manage and control our own programs!” cial resources. A network of support, at every level of the The question now remains – is Indian Self Determi- student’s educational pathway, needs to be established to nation “Truth or Myth”? address the obstacles listed above. However, when all is American Indian health professionals do not believe said and done, there remains a major entity that plays a progress is being made when viewing the data related to critical role in the production of the American Indian the number of health professionals. When one visits any dentists and that it – the dental schools themselves. Of of the numerous health facilities in Indian country, it is the 56 dental schools in the United States, there are very very obvious that there are very few American Indian few that have made a genuine commitment to recruiting health professionals, especially at the doctorate level (e.g., and enrolling American Indian dental students. physicians, dentists, pharmacists). Thus, Indian people, It has been determined that Indian students com- without those ‘doctorate credentials, are not participat- ing from their respective communities are more likely to ing in those ‘meaningful’ leadership positions that allow return to their own communities to work. With the medi- them to be a part of managing and controlling their own cal and dental problems that exist in our Indian commu- programs. nities, it benefits everyone to join in the effort to promote The scenario is especially appalling when we look “Home Grown” medical professionals and dentists. at the lack of American Indian dentists. It has been 33 The Arizona School of Dentistry and Oral Health years since the Indian Health Care Improvement Act (ASDDOH) has made such a commitment. This is was passed. Title I of the act provides scholarships for manifest in that, during the 8 years that the ASDOH American Indian students interested in becoming a has existed, the school has graduated 8 American Indian health professional. It is disappointing to see how very dentists, representing 9 federally-recognized tribes. It few students apply for scholarships to pursue a career in should be noted also that 100 Indian students are pres- dentistry, medicine and pharmacy. It is further disap- ently enrolled in the ASGOH, representing 11 different pointing to observe the following data: tribes and 4 more Native American students are enter- • There are approximately 400 dentists employed by ing next year’s freshman class. The ASDOH is proud to the Indian Health Service and approximately 150 state that all the Indian graduates are treating American dentists employed by tribal health programs. Of Indian patients throughout Indian country and, further, those 550 dentists, less than 50 are known to be those presently in school made a similar commitment to Native American (identified as being enrolled mem- work among their Indian people. bers of federally-recognized tribes)! To have parity American Indian people now have reason to be with the non-Indian ratio of dentist to patient, we hopeful, “That rain is now on the way!” ✦ need over 3,000 Indian dentists. • The Society of American Indian Dentists (SAID) can only document approximately 140-150 Ameri- Dr. Blue Spruce’s new book, ‘Searching for My Destiny’, published by the University of Nebraska Press, is currently can Indian dentists in the United States. available in all major bookstores and online at Amazon.com. • There are less than 5 American Indian dentists in 8 of the 10 largest tribes.

The question now remains – is Indian Self Determination “Truth or Myth”?

The American Indian Graduate 21 Personal Motivation Finding a Cure

by Walter G. Besio, Ph.D.

eing a Mohawk descendent, I grew up in northern New York. I moved to Florida for work. I always B wanted to be an electrical engineer and spent twelve years going to night school and, once I received my Associates of Arts degree, I went to school full-time to pursue my bachelor’s in electrical engineering. I have never lived on a reservation however, dur- ing my most influential years, I lived with my grand- mother, from whom I get my American Indian ancestry (Mohawk). My mother died when I was six months old and, until I was four, I was raised by my grandmother. Even at this early age, she taught me the value of eating fresh foods and harvesting only what we truly needed. She taught me how to use different plots of earth for our garden each year to give the land time to rejuve- nate. She showed me how to plant fish remains and turn Walter G. Besio under unused vegetables to help replenish the soil. In the spring, I was amazed to see tiny sprouts peering above to college and then on to graduate school are owed to the soil but, even more so, in the late summer when we many people, but four are prominent in my memory. could begin reaping the benefits of what we had sown. My father despised formal education and discouraged Since fish were plentiful and the river was near, I it, making me want it all the more. My grandmother, was able to become a productive member of the family who told me I was stupid because I couldn’t spell, gave by bringing fresh fish home for my grandmother to clean me incentive to prove her wrong. Then there was a and cook. I was shown how to clean them, but was not high school guidance counselor who did everything he expected to. We went for walks in the fields to gather could to get me into college, other than going to class wild berries and nuts; I was taught not to be greedy and for me. He got me hooked on a lifetime learning experi- that we must leave some of the wild fruits of the land, ence that just keeps getting better and better. Two oth- as animals needed them as well. Grandmother demon- ers who helped pave the way are a friend who, while he strated how to find a use for everything we took from was working on his undergraduate Bachelor of Science in our planet and taught me not to waste it. Electrical Engineering (BSEE) during the summer, came As I have matured, I have continued to expand upon for an internship and worked with me at a company these lessons. I was raised in a rural setting, with a river where I was employed. With his encouragement, I left for a front yard, a stream as the side yard and woods as our work and went back to school full-time, as he went to backyard. I spent most of my childhood outdoors explor- work. Later, he also went back to school and received his ing Mother Nature and observing the natural cycles. I still M.S. and Ph.D. degrees and was always one step ahead find comfort in spending time in the outdoors breathing to help guide me. Another coworker who had his Ph.D. fresh air; the scents and sights calm my mind and allow also was inspiring. Both of these friends helped me when me to connect with the spirit for guidance. I had problems with school. The old adage of surround- The path I took to acquire my education was ing yourself with people that are like what you want to quite unusual. Thanks for why and how I chose to go be is the best encouragement I can give.

22 The American Indian Graduate My undergraduate degree was in electrical engi- at the beach every chance I could get away. Once I had neering. I choose that field since electronics comes easy made my connection with the higher spirit, I was ready for me and is applied to control and manipulate most to dedicate myself to my Ph.D. studies. Instead of doing everything. I trust this will be an expanding field for it on my own, I now had the help of my brother from the many years to come. When I finished my undergraduate spirit world, which I found was stronger than anything degree (BSEE), in 1993, since my brother was a C4-C5 he was able to do for me while physically on this planet. quadriplegic from an automobile accident, I was interest- Even with my brother’s help, it still wasn’t easy. I still had ed in finding a company to work for that was research- what appeared to be the insurmountable task of passing ing a cure for paralysis. That type of work was being the Ph.D. qualifying exams. performed at two universities; Case Western Reserve In biomedical engineering, we had three, four-hour University, in Cleveland, and the Miami Project to Cure written exams that had to be completed over the span of Paralysis at the University of Miami. I decided to go to two days. They were engineering math, engineering and the University of Miami and performed research at the physiology. Since my math skills weren’t what I felt I need- Miami Project to Cure Paralysis. I developed a hand ed to pass the exams, I needed a lot of preparation. Fortu- grasp enhancement method for my master’s degree. nately, I had a really smart study partner who helped me I still wasn’t convinced that I could compete with learn, and relearn, a lot of math to prepare for the exams. I all the smart people around me who seemed to be bet- also worked problems day and night for about six months. ter prepared for graduate school. One point that should My study partner had previously helped two other col- not be underestimated is that you need to make progress leagues of mine who passed. One of the best compliments while you can. Don’t procrastinate and think you will I ever received was from her. She said that tutoring me be able to work on things later. Everything in the uni- was a great experience, unlike the other people she helped, versity setting is in flux, not only the research, but the because I actually learned the material and got much bet- people as well. The advisor I agreed to work with for my ter in solving engineering problems. masters was from Yugoslavia and, when war broke out in Within the engineering field you primarily need the mid 1990s, he decided to return home to take care math and computer skills and good communication of his family, leaving me without the head of my thesis skills are always helpful. What I found was that to get a committee. I soon learned how important it was to have Ph.D., the best skill is perseverance. I needed to be able a strong committee chairman. Another thesis commit- to stay very focused to complete my research and stay on tee member, who didn’t like my previous thesis advisor, track. Many times, I found that there were lots of activi- decided, without consulting me, that he would be my ties that I wanted to be involved in, but had to say “no” new advisor. I had chosen my Department Chairman to in order to meet my goals towards completing my Ph.D. be my new thesis committee chair. I then learned what it I had to put on blinders and stay extremely determined. was like to complete a thesis by committee. I constantly Organization is a must as well. I needed to develop a sys- went around and around, to each member of the com- tem of storing information that I might need, so I could mittee, over and over, to resolve issues. The political find it later without wasting time. Another organization- issues of the committee consumed far more of my time al skill that helped was writing weekly status reports. I and energy than the actual research. Since it was directly would write about what I did in the same format so that related to helping my brother and other persons with spi- it could be incorporated in my dissertation. nal cord injuries, completing my master’s degree was a There are several other things that I would like to major accomplishment. When I practiced on my broth- convey to perspective American Indian graduate stu- er, with what I had learned, he began to regain move- dents. A fellow engineer friend of mine once said that ment of his arm. It gave him hope that he could begin to an education is never wasted; someone will eventually take back control of his body. pay you for what you know. Having worked at differ- When I was in the first year of my Ph.D. studies, my ent levels in the electronics and medical device indus- older brother, the one paralyzed from the neck down, left tries, I found that the people with the highest degrees this physical world. It took me quite a while to recover and got the best work, were able to decide more about what determine if I still wanted to stay in school. Much of my work they would perform and received the highest pay. reason for being in school was the fact that I wanted to An education is not a guarantee of prosperity but, if have the resources to give my brother a better life. With you choose your field of study wisely, it can help pro- that possibility gone, I had to decide if it was worth con- vide a stable life not just for you, but for your family. By tinuing. I spent a few months in solitude in the woods or obtaining a graduate education, you will have a much

The American Indian Graduate 23 Personal Motivation

more flexible work schedule. If you continue your educa- my research is being recognized as revolutionary. Not tion and obtain your Ph.D., you will be surprised at all that I would consider myself an expert or leader but, the new opportunities that come to you, beyond what recently, I was invited to take part in a summit that was you can possibly imagine. by invitation only, for the top 50 leading innovators in I am an assistant professor in the Department of epilepsy. I didn’t want to tell them that they made a mis- Electrical, Computer and Biomedical Engineering, at take inviting me because it was a lot of fun being around the University of Rhode Island, at Kingston. I teach so many bright and talented people. graduate and undergraduate classes, such as biomedical In summary, some people always take the easy path. instrumentation, physiological control systems analysis When there has been a fork in the road, I have always and modeling, and advanced rehabilitation engineering. taken what I thought was the more difficult path. It may In my research, I have combined the electrical stimu- have been less traveled but I have found, through talk- lation, used to enhance grasping in paralyzed persons ing with people who took the other path, my experienc- developed for my M.S. research with my Ph.D. research es were far richer and more rewarding. Remember life on concentric ring electrodes for diagnosing cardiac is not a race to the end — it is all about relationships. diseases, to develop a novel therapeutic technique for Enrich your life as much as you can along the way by neurological diseases. Currently, my primary research experiencing all that this life offers. We are here to learn. areas are developing therapeutic devices for epilepsy and Try to learn your lesson the first time, otherwise you brain-computer interfacing for persons that are severely may find yourself in the same situation over-and-over disabled. until you finally get it right. Traveling to other countries The specific reasons I have chosen engineering as is a great way to see things from a different perspective. my career is to try and contribute to biomedical devices Traveling around the United States can also help open and products that will help save lives and limit pain and new perspectives on life, to some extent, and is worth- suffering. By becoming a faculty member of a major uni- while. Fortunately, in my field I have been able to pres- versity, I am able to conduct the research of my choice. ent my research all around the U.S. and, to some extent, I believe that by teaching, some of the students will be in other countries like China, Japan and India. Keep a influenced, in a positive way, by my virtues and atti- positive attitude. Finally, there is no time to waste on a tude. What I think about education is: learn all you can, single negative thought. Don’t entertain it, push it out because some day you will need it. To me, education can of your head. My way to do this, when some negativ- change the world. Education is a tried and true way of ity tries to creep in, is to think about a favorite place or pulling yourself out of poverty; it is a self-bootstrapping thing. Keep moving forward. Set your goals and you will method of pulling yourself up. Most students, not just achieve them. Keep the light in your life. ✦ Native American students, shy away from engineering. Math was not my strongest area, but I learned ways to (Walter Besio, Ph.D., is from the Mohawk tribe and is cur- solve problems that allowed me to master my engineer- rently a professor of Biomedical Engineering at the Uni- ing classes. It would make me extremely happy to have versity of Rhode Island. Walter received his Bachelor of Native American students come and study with me, so Science degree in electrical engineering from the University I can show them how to master their engineering class- of Central Florida in 1993 and a Master of Science degree es and have fun at the same time. Enjoy your time in in Biomedical Engineering from the University of Miami school; make the best you can of each day but save some in 1997. He continued his educational path and received of your energy for tomorrow. his Ph.D. in Biomedical Engineering from the University of My ultimate goal in life is to have a peaceful life Miami in 2002. His primary research areas are developing with my family and friends. To achieve that, I have therapeutic devices for individuals with epilepsy and brain continued my education to open opportunities that computer interfacing for persons that are severely disabled will allow me to achieve my goals. My immediate fam- Walter is also an AIGC alumnus.) ily includes a wife and 21-month old daughter who we want to see grow and evolve. Since becoming a faculty member, I have graduated approximately twenty-one master’s students and two Ph.D. students. I now have a large extended family of students throughout the United States whom I try to visit whenever I am traveling. I am also making great inroads into the research community;

24 The American Indian Graduate Webster University “Have You Considered…?”

by Ellen Driber-Hassall, Gerontologist and Senior Director, Webster University

ractically from the moment we are born, family of work they have pursued in other careers. They feel they and friends begin wondering and asking what we received knowledge in a specific area of expertise, but now P will become when we are all grown up. Elders are need to further shape and mold it to more accurately serve abuzz with ‘will the child carry on in the tradition of the the needs of our aging population. It is no secret that, by family and will their heritage be honored’. Of course, no the year 2030, the estimated number of senior citizens one really expects an answer when we are that young but, (those over 65) could well reach 78 million. This group if you notice, the question is asked with a more serious acts and reacts to situations unlike that of previous gen- intonation with each successive accomplishment; win- erations. Otherwise known as Baby Boomers, this group ning a spelling bee, earning first prize at the science fair, is better educated, has more disposable income, is more upon entry into middle school and when a college schol- politically active and demands more of a voice in what arship is awarded. By the time we reach high school, the happens to them than their predecessors. What does tone of the question assumes almost an ominous feeling. that mean for the average business owner, social worker, Results of standardized tests act as indicators of things human resources manager, financial planner, architect, in which we probably will succeed, with future educa- chiropractor or mental health counselor? tion and training often being guided by these results. Academic literature and scientific studies tell us Then, we head off to college to pursue that long sought that seniors, many times, experience physical changes after career. Will we return to our family homes or move that result in required accommodation adjustments to away? Graduation with degrees for some will come in their living environments to accomplish their activities four years, for some in six years and, unfortunately for of daily living. Surviving the death of a loved one or some, never. Look around and ask the professionals you being diagnosed with a chronic disease can, many times, know, how many of them are employed in the profes- plunge the elder into pits of depression and social isola- sion in which they originally earned their degrees. The tion. Gerontologists recognize these issues and work in answer will surprise and amaze you. conjunction with the elder’s healthcare team to bring Could a career in gerontology pave your way to a about possible solutions. Additionally, family members new and unique career destination? What do you think and children of elders can seek assistance from gerontol- of when you hear the word gerontology? Do you have a ogists to meet the needs of their aging relatives. Geron- passion for learning from your elders and do you want to tologists approach their professional with a broad social pursue helping them a live a better life, while maintain- science background. Their goal is to help everyone live ing their independence? Do you recognize this as your as fully and vitally as possible. They seek to promote the professional calling? Wikipedia defines the term ger- concepts of healthy, conscience, positive aging. ontology as, “the study of the social, psychological and Now that we have discussed what gerontology is and biological aspects of aging. It is distinguished from geri- isn’t, what gerontologists do and the professional frame- atrics, which is the branch of medicine that studies the work in which they carry out their work, how does one diseases of the elderly.” Quite simply stated, gerontology earn a degree in gerontology? Since the formalized field studies the natural processes of aging with a multidisci- of gerontology is an emerging profession, only a few uni- plinary lens, whereas geriatrics studies the maladies asso- versities have degree programs in the field. Some schools ciated with aging from a medical perspective. offer a bachelor’s (undergraduate) degree, some offer a Why do gerontologists enter the field, what draws certificate, while still others offer a master’s and doctoral them to the profession and why could this be a career for (graduate) degrees in the field. In the Albuquerque area, you? Many gerontologists are drawn to the field because Continued on page 43

The American Indian Graduate 25 World Eskimo-Indian Olympics This is Our Tradition

by Michael Jerue

he World Eskimo-Indian Olympics (WEIO) has According to the WEIO website, the 15 games that are always been a time to unite in traditional games played consist of the following traditional competitions: T of fun and skill that bring life and Native pride to our people. Year after year, we meet during the 3rd Knuckle Hop (Seal Hop) week of July, for four days, in Fairbanks, Alaska, not This is an endurance test of pain and strength. The only to compete, but to demonstrate our personal best in object is to see how far one can go in a “push-up” posi- strength, endurance, agility, balance and concentration. tion, with elbows bent and knuckles down. The only Each year, both male and female Native athletes strive to parts of the body touching the floor are knuckles and better their past personal goals. toes. From this position, the participant “hops” forward The traditional opening for the games is ‘The Race as far as possible, keeping the back straight and elbows of the Torch’, a five-kilometer foot race. The winners of bent. This game was originally played on the floor of a the women and men’s races will have the honor of car- traditional community center or hut, or outside on the rying a flaming torch into the arena at the beginning of ground. Now, this game takes place on the arena floor. the games. The torch is passed to two elders, who light peat soaked in seal oil; this will remain alight for the Four Man Carry duration of the games. The very last game is White Man Often, during a successful hunt, there is a time when vs. Native Women Tug-O-War. The Native women have game has to be packed for long distances. This is also never lost this game. true of packing wood or ice. The four man carry not All photographs courtesy of MEDIAK Knuckle Hop

26 The American Indian Graduate Two-Foot High Kick

best two out of three rounds wins the match. There are times when the loop will slip off a contestant’s ear. If that happens, that person loses that round. During each round, the participants use alternate ears. This is a game of tolerance to pain; a trait sometimes needed to survive the harsh realities of the North.

Drop the Bomb In this game, the contestant lies down on the floor, face down with arms straight out, in an “iron cross” posi- tion. Three “spotters” position themselves; one at the feet holding the ankles, while each of the others take a wrist. The participant tightens all of his or her muscles and the three “spotters” lift the body so that it is approx- imately one foot above the ground. They begin walking at the speed dictated by a floor official. When the body or arms begin to sag, the participant has “dropped the One-Foot High Kick bomb.” The objective is to go the farthest distance in only tests the capability of carrying heavy loads, but this rigid position. the distance that weight can be carried. Volunteers are “draped” over the participant during the event. The win- One-Foot High Kick ner is the person who can carry the combined weight the This high kick event requires the athlete to jump off the farthest distance. floor with both feet, kick a suspended object with one foot and land on the floor using that same foot, dem- Ear Weight onstrating balance. Kicking the height of a basketball The weights used in this event are 16 one-pound lead net is not uncommon during this event. It is supported ingots, which are threaded with twine. The contestant that when a messenger from hunting or whaling crews is loops the twine around one ear and, by lifting straight within visual distance of the villagers, he will kick high up, without using the cheek, pack the “weight” and go into the air, thereby giving a message that a whale has for distance. Before lead weights were used, heavy sacks, been caught or the caribou are running near. The two- such as twenty-five pounds of flour, were used for this foot high kick means a slightly different but similar mes- event. Distances of over 2,000 feet have been attained. sage. The high kicks are considered the premier events of the WEIO. Ear Pull In this event, two people sit down facing each other with Two-Foot High Kick twine looped around each other’s ear - right ear to right This event is similar to the one-foot high kick; the dif- ear, left to left. The two begin a “tug-of-war” and the ference being the athlete jumps off the floor with both

The American Indian Graduate 27 World Eskimo-Indian Olympics

Kneel Jump

feet, hits the suspended target with both feet together

and maintains balance upon reaching the floor. Upon All photographs courtesy of MEDIAK landing, both feet must touch the floor at the same time. Alaskan High Kick Years ago, in the coastal whaling villages, in order for the village to know that a whale has been taken, a runner the original position before kicking. Kicking the greatest would return to the village and, when within sight of the height determines the winner. village, the messenger would jump and kick both feet into the air while running. In that manner, the people Kneel Jump of the village would know a whale had been caught and In this event, the contestant sits on the floor at a given prepare themselves to help in the “beaching”. line and has the feet flat on the floor with the bottoms up. From this position, they must jump as far forward as One-Hand Reach possible, landing on the feet and maintaining balance. This game requires the athlete to balance on only the The contestant is allowed to swing the arms back and hands, with at least one elbow tucked into the lower forth to gain momentum for the leap forward. The prac- abdominal area. The rest of the body is parallel to the ticality of this event comes from the quickness and bal- floor. The participant will then use one hand to reach ance needed while being out on the moving ice during up and touch a suspended target. Upon doing this, the breakup. participant must get that hand back to the floor before any other part of the body touches. This game demon- Indian Stick Pull strates balance, athletic prowess and strength. Reaching This game is a test of gripping strength. The equipment the greatest height is the objective. for this game consists of a stick tapered at both ends. The stick is about a foot in length and one and one- Alaskan High Kick half inches in diameter in the center. Grease is applied In this event, the athlete sits on the floor below a tar- to the stick and the competitors then grab the ends and get, with one hand grasping the opposite foot. With the attempt to pull it away from one other. They must pull remaining free hand planted on the floor, the athlete straight back, without jerking or twisting. The best two springs up and attempts to kick the target with the free out of three rounds determines the winner of the match, foot. After kicking the target, the athlete must land in each round using a different hand. This primarily Indi-

28 The American Indian Graduate Arm Pull Two athletes position themselves facing each other so that their legs are positioned with one leg crossed over the opposite leg of the competitor. They then lock arms at the elbows, fists down, and begin pulling the other contes- tant towards one another. Two out of three attempts will determine a winner. After each attempt, the players switch arms and legs. Brute strength is revered when bringing the quarry out of the hole in the ice.

Nalukataq (Blanket Toss) Several walrus skins are used for this event. The skin has holes on the edges so that rope can be looped through all the way around and used for handle grips. One person gets in the middle of the skin and stands while being tossed. With a good coordinated effort on behalf of the Eskimo Stick Pull pullers, the person being tossed can get as high as thirty feet in the air and must land on their feet, without fall- an game was originally used to strengthen the hands for ing down. This is quite similar to a trampoline; the only grabbing fish out of the fish wheel. difference being that people are the springs and they can move quickly to catch an errant jumper. Eskimo Stick Pull The Nalukataq is done within the whaling commu- In this event, two athletes face each other, while sitting nities in the spring if there has been a successful whal- on the ground with their feet pressed together and knees ing season. It is been part of the whaling feast activity as bent. A stick, one-inch in diameter, is placed between long as people can remember. There are two schools of them where their feet meet. Each athlete grabs the stick, thought as to why this sport is done. One is for the sim- position their hands so that one person’s hands are on ple exhilaration it provides; the other is that this practice the inside, and the other’s hands are on the outside. All was once used for spotting game over the horizon. The hands must be touching. Using the legs, arms, back and judges look at balance, height and movement in the air a sure grip, the contestants then attempt to pull the stick (sometimes you can see jumpers dancing or running in away from their opponent. The winner is the person place) and all around form and grace, when determin- who is able to either pull the opponent over, or is able ing a winner. Sometimes, to the delight of the pullers to pull the stick out of the opponent’s hands, on two out and spectators, flips and somersaults are done. During of three attempts. Each round, the athletes will alternate Christmas, at the height of their jumps, jumpers used to the position of their hands. This type of strength is an throw candy and other goodies to the children. important commodity to have when bringing a seal in The logo for WEIO consists of six interwoven rings from the hole in the ice. representing the six major Eskimo and Indian tribes in Alaska: Aleut, Athabascan, Eskimo, Haida, Tlingit and Toe Kick Tsimpshian. More information on the games can be The player stands at a given line and jumps forward, found at www.weio.org. attempting to kick a stick (one-inch in diameter) back- A quote from Big Bob Aiken, longtime athlete, wards, with the toes of both feet remaining together. coach, role model and friend from Barrow, Alaska, goes, The contestant must land forward of the mark where the “To live a subsistence lifestyle requires a lot of strength stick was originally located. When all players accomplish and a lot of patience. The games are a way to mental- this, the stick is moved forward another two inches for ly and physically prepare you for endurance. The more each round, until a winner is determined. Each player is you can endure the better hunter you will be. The better allowed three attempts at each distance in case of misses. hunter you will be, the better survivor you will be.” ✦ This is another game of athletic prowess and balance. Balance is needed while negotiating the melting ice dur- ing breakup.

The American Indian Graduate 29 The DETS Project Diabetes Education in Tribal Schools

by Susan Duran

iabetes was rare among American Indian and cally considered an adult disorder, is now emerging in all Alaska Native peoples until about 50 years ago. populations of youth in the United States, including AI/ D Since then, diabetes has become one of the most AN populations (Narayan et al., 2000). common and serious illness in the Tribal Nations of In 2001, the congressionally authorized Diabe- North America (Narayan, 1997). In 2002, more than tes Mellitus Coordinating Committee, chaired by the 100,000 American Indian and Alaska Native (AI/AN) National Institute of Diabetes and Digestive and Kidney adults, or nearly 15 percent of those receiving care from Diseases (NIDDK), part of the National Institutes of the Indian Health Service (IHS), were estimated to have Health (NIH), hosted a meeting with the Indian Health diabetes. The total prevalence of diabetes is at least two Service Division of Diabetes Treatment and Prevention to three times that for non-Hispanic whites of similar (IHS/DDTP) and the Tribal Leaders Diabetes Com- age. Prevalence rates vary by Tribal Nations, rising to mittee (TLDC) to address the seriousness of Type 2 dia- 15.9 percent among the Plains Tribes (CDC, 1998). In a betes in AI/AN communities. At the meeting, NIDDK new and alarming turn of events, Type 2 diabetes, typi- accepted the challenge from the TLDC to lead the effort to prevent Type 2 diabetes in AI/AN youth by develop- ing a curriculum that would teach the science of diabetes Federal Agencies and Partners of the in tribal schools. DETS Project What followed was a unique, collaborative effort that included NIDDK, IHS/DDTP, the Centers for Contributing Partners Disease Control and Prevention Native Diabetes Well- Doug Coulson, Ph.D., PS International, External Evaluator ness Program (CDC/NDWP), eight Tribal Colleges and Universities (TCUs) and the NIH Office of Science Michelle Chino, Ph.D., University of Nevada Las Vegas, Ethnographic Interviewer Education (NIH/OSE). The result of this collaboration is the DETS Health Is Life in Balance K–12 curriculum. Carolee Dodge-Francis, Ed.D., University of Nevada Las Vegas, DETS Sister Site Coordinator The DETS Project is part of a national effort to decrease the incidence and improve the care of Type 2 Marilyn Hetzel, Northwest Indian College, Consultant diabetes among American Indian and Alaska Natives Barbara Schulz - Northwest Indian College, Consultant (AI/AN). The DETS Project is a K–12 Curriculum developed using a multidisciplinary approach. The DETS External Advisory Committee Members DETS Curriculum consists of units that incorporate Roger Bybee, Ph.D., Biological Science Curriculum Study National Science Education Standards, Inquiry-Learn- Robin Butterfield, National Education Agency ing (5E model) and AI/AN cultural and community Jody Chase, Ph.D., National Science Foundation knowledge.

Gerald Gipp, Ph.D., American Indian Higher Education The goals of the DETS K–12 Curriculum are: Consortium Cindy La Marr, Capitol Area Indian Resources, Inc. • Increase the understanding of health, diabetes and main- Joseph Taylor, Ph.D., Biological Science Curriculum Study taining life in balance among American Indian/Alaska Roberto Trevino, Ph.D., Bienestar Health Program, Social Native students. (Teach about diabetes) and Health Research Center The curriculum incorporates inquiry-based learning Alvin Windy-Boy, Rocky Boy Indian Reservation that will enhance students’ science process skills. Lessons encourage students to become researchers. Investigative

30 The American Indian Graduate inquiry (observing, measuring, predicting, inferring, diabetes-related science. Lesson plans enhance the con- classifying, experimenting, communicating, etc.) allows tent being taught to meet educational standards within students to emulate the work of real-life researchers. The school districts. discoveries of diagnosis, treatment, control and preven- tion of diabetes increase student understanding and • Increase interest in science and health professions among appreciation for direct and indirect effects of scientific American Indian/Alaska Native youth. (Encourage science research within a cultural framework. and health careers) The DETS curriculum encourages students to gain • Increase American Indian/Alaska Native students’ under- an understanding of diabetes-related biomedical sciences. standing and application of scientific and community Lessons are built around role models who are health sci- knowledge. (Value and use scientific and traditional knowl- ence professionals. Students increase their awareness of edge) careers in science and health. They also learn about the The DETS curriculum supports the integration of value of the involvement of these professionals in their AI/AN culture and tribal community knowledge with communities. ✦

Educational Content of the DETS Project

K – 4 Content 5 – 8 Content 9 – 12 Content

Students will: Students using the social studies unit will: Students using the science unit will: • develop a concept of health through bal- • describe lifestyle in terms of dietary pat- • learn through analyzing case studies how ance in life; terns, physical activity levels and personal the physical, mental, emotional and spiri- • identify how making healthy food choices choices; and tual aspects of a person’s life are affected and being physically active every day can • identify environmental changes that can when someone has diabetes and how to prevent diabetes; be made to improve or maintain personal use those aspects of life plus input from the • explore the concepts of balance and imbal- health and the health of families and com- community to regain balance and health; ance through learning activities and visual munities. • understand by using models how the hor- aids and apply these concepts to maintain- mones insulin and glucagons regulate blood ing health; and Students using the science unit will: glucose levels and maintain homeostasis; and • explore four areas of their lives-body, mind, • understand as the result of scientific inves- • understand how problems with the body’s feelings, and the world-that work together tigation and the accumulation of evidence, use of insulin disrupt the homeostatic regu- in harmony to promote good health. that disease develops slowly across time; and lation of blood glucose and lead to diabetes. • Please note that all K-4 units are interdisci- • understand that diabetes is a disease in plinary curriculum units emphasizing health which a person’s body is not able to use Students using the health unit will: science with strong language arts compo- glucose properly. • learn by conducting interviews with com- nents, and that the kindergarten units are munity members what others know about suitable for both K and pre-K levels. diabetes and what misconceptions about diabetes are common; • participate in role playing to learn about careers in health professions that deal with diabetes; • learn about the risk factors for Type 2 diabetes including which can be controlled through personal behavior and which can- not; and • learn that people can reduce their chances of getting Type 2 diabetes by making life- style changes.

The American Indian Graduate 31 An AIGC Alumnus Serving Others My Gift of Service and Education

by Daniel Nagasawa

early forty-thousand applicants fought for accep- tance into medical school last year; less than half N of them matriculated. These remarkable students, who are impressive enough to gain access to pursue their aspirations, all shared similar characteristics: intelligence, diversity, dedication and passion. Like them, I too, have spent my lifetime building the character and experience necessary to succeed in the world of medicine. While ambitious, my ultimate goals are to become a neurosurgeon and acquire an eventual professorship. The field of neurosurgery is the pinnacle of what medi- cine represents: precision, excellence, discovery of the unknown, development of a novel patient’s life for a few Daniel Nagasawa months or even weeks, and knowing that short period will be the most important and meaningful in their entire life. However, in order to ensure the continuing I am thankful that I was success of the field, professionals are needed to instill upon the next generation not only the basic required given challenges and knowledge but, more importantly, the ideals, compas- sion and inspiration to become not just a physician, but hardships as, despite them an incredible one. all, it makes my successes all Although I was born into a lower-class, single-par- ent, minority family of Japanese and Cherokee heritage, the more meaningful. my mother, brother and sister have provided me with seemingly endless support to rise above these constraints. While I may be classified as an underprivileged indi- learning the values of teamwork, dedication and persever- vidual, this status has, by no means, hindered my abili- ance. I came home from conducting post-doc level neuro- ties to outperform my peers and identify myself as being imaging research and played the guitar and piano with my second-to-none. It is far too easy to allow one’s self to friends in the fraternity that I helped lead. I would spend fall between the social-economically stratified cracks my weekends aiding those afflicted with various disabili- and accept the role into which the the world places you. ties by co-conducting group therapy in rehabilitation cen- However, I am thankful that I was given challenges and ters and tutoring teenagers with ADHD for the SAT’s. hardships as, despite them all, it makes my successes all It’s amazing what these undervalued individuals are able the more meaningful. to accomplish when given the chance and motivation to During my extensive premedical preparation at the succeed. I also spent time abroad studying art, literature prestigious University of California Berkeley, I made it a and history in Italy, traveled to 23 different countries and point to diversify my interests so as to distinguish myself, now speak five different languages. As I was by myself, not just as an honors graduate of the psychology depart- I exercised my resourcefulness and independence, while ment, but as a man who could excel in all fields when gaining a greater sense of cultural awareness and language pushed to the limits. I spent my evenings after chemistry proficiency; aspects essential for dealing with the diversity labs with my head in the books and in a helmet on the of patients the world has to offer, as many are unable to field, playing football for a nationally-rated college and express their needs in English. In summation, this pletho-

32 The American Indian Graduate ra of experiences during college taught me the time man- knew then, that I wanted to spend the rest of my life agement skills and discipline vital to being able to thrive doing the same for others. under stressful situations and succeed academically. However, there are thousands of regions worldwide in Yet, in order for me to devote the majority of my need of aid and my abilities can only stretch so far. Thus, I young adulthood towards medical school, I needed to be plan to bring my services first to those who were gracious certain of my decision. So, I took my time and waited enough to support me during my time of struggle. As a for the answer to that ubiquitous question, “Why do you proud member of the Cherokee Nation, I am currently want to become a doctor?”, to find me. As cliché as it turning toward the Native American community to par- sounds, I realized that I want to help people. Although, tially relieve me of the heavy burdens of medical school at first glance, my response may appear no different expenses. In return, I hope to share my success with those from the rest, I had to travel to a remote village in Gua- of a similar background in need of not only medical care temala to discover its true meaning. but perhaps, more importantly, inspiration. There could While studying for the MCAT, I set up a five-month be no greater satisfaction than to reinforce to all those stu- adventure, traveling to regions worldwide as a volunteer. dents who suffer from economic or social constraints that I pushed myself through 10-hour days in emergency and there is truly no limit on what they can achieve, if they operating rooms in California. In Houston, I assisted tri- only persevere and pursue their dreams. ✦ age centers after Hurricane Katrina victims were displaced from their homes. I volunteered with the Red Cross, (Daniel Nagasawa is of Cherokee and Japanese decent. He launching numerous HIV awareness projects throughout is currently enrolled in the University of California-Irvine’s the entire country of Belize. In Honduras, I assisted with School of Medicine and plans to complete his medical resi- everything from translating and passing out clothing, to dency in 2011. He received his Bachelor’s of Science degree ear irrigations and prescribing medication. in Psychology from the University of California-Berkeley. Certainly, any one of these experiences could stand Daniel is an AIGC alumnus.) alone as life changing, but the one which really opened my eyes happened in Guatemala. I arrived a day after Hurricane Stan devastated the country, burying entire cities under ten feet of mud and debris. I worked with “If you want to learn a doctor traveling throughout the country, establishing cutting-edge approaches local clinics to service those stricken with poverty and to pedagogy and apply lacking access to healthcare. Yet, my primary goals were these techniques in your own classroom, you to secure funding to bring clean water to people living will succeed at WSU.” in a village in thatched homes and spending countless Jeanette Weaskus hours per day carrying water from the polluted river. Nez Perce American Indian After traveling for six hours, I arrived and began to PhD student English survey the topography and photograph contamination sources. Meanwhile, my associate interviewed families and translated the conversations into Spanish for me, as the locals only spoke their Native American language of Q’eqchi. That night, the family of the village lead- er cooked dinner for me in their open-fire pit and we ate. At the end of the meal, he looked over to me with hope in his eyes and joy in his heart, shook my hand and muttered but a single word, “Banitosh,” meaning “thank you.” I went to bed after dinner, knowing he would stay awake all night to ensure that I did not miss my 3:30 a.m. bus, as it was the only one leaving for sev- eral days. He walked me down to the dirt road, oil lan- tern in hand, and waited with me. I was only there for 15 hours but, when I left, a piece of my heart remained. To know that I could bring hope and life to those who go.wsu.edu/gradschool were struggling to maintain either was a blessing. I Pullman • Spokane • Tri-Cites • Vancouver

The American Indian Graduate 33 Healthcare Shortages The Need for More Native Healthcare and Dental Professionals

by Ken Lucero

f you are an Indian health professional, the need for your services is abundant and the chal- “Ilenges are immense but probably more fulfill- ing because you know you are helping someone truly in need. And, often times, you may be the first and only Indian health professional the people you are serving have ever seen.” George Blue Spruce Jr., DDS, MPH, (Laguna/Ohkay-Owingeh) and the first recognized Native American dentist. Ever since the inception of the Indian Health Ser- Ken Lucero vice (IHS), government officials have known that the health delivery system for American Indians and Alaska Natives is sorely underfunded. Dental programs are no nation for several years and, while those shortages may exception. As a result, the message sent to tribal com- be lessened or delayed for some communities, any sus- munities has been that dental care is not that important. tained economic upturn will assure that shortages will This is a perception that needs to be addressed immedi- again be a concern. ately. As more and more tribes take on the responsibility In Native American tribes, the shortage of oral to manage their own health programs, they are having a health providers has been demonstrated in at least three difficult time filling dental professional positions with ways: 1.) current providers, such as Indian Health Ser- Native Americans. Beyond this issue, the dental profes- vices, report over 60 vacancies for dentists, pediatric and sion, in general, is experiencing a high level of retiring general oral surgeons and registered dental hygienists, dentists and difficulties in attracting dental professionals 2.) there are few Native American dental providers in to rural communities. oral health practices and 3.) even fewer are practicing in Dental Professional Shortages: The gender, racial Native communities. and ethnic distribution of dentists and dental hygienists Unfortunately, this may continue, as fewer dentists is among the least diverse of the health professions and are opting for government service and the gap continues far from equals the overall composition in the nation’s to widen between the Native American applications for population. Although minority health professionals are dental training and the number of Native American den- more likely to practice in minority (underserved) com- tists represented in the dental profession. Overall, Native munities, they represent only a small portion of the total Americans do not fare well in comparison with other non- dental workforce. For example, of all active dentists, just white populations within the oral health professions. 14% are women, 3% African American, 3% Hispanic Much like the disparity with the practicing den- and less than 1% are Native American. Ninety-five per- tal and dental hygiene professions, the population of cent of dental hygienists are non-Hispanic white, 3% minorities in dental and dental hygiene schools is under- African American and 1% Hispanic; 99.1% are female. represented in relation to their proportion of the overall The recent downturn in the national economy has population. Less than 10 percent of African Americans altered retirement, delayed practice sales and limited and Hispanics comprise the student makeup of dental mobility of practicing health professionals. For dental schools, compared to about 25 percent of the nation’s professionals, general shortages have existed across the population. The disparity is even greater among Native

34 The American Indian Graduate Americans. Postdoctoral training programs (the source advanced practice oral health providers prepared to serve for future faculty) show a similar lack of diversity. Native American communities. Diversity in Dental Schools: The number of Afri- Readiness: In his study, “Indian Students and Col- can American, Hispanic and Native American students lege Preparation” (published in 2002), Dean Chavers, in dental schools remains disproportionate to their num- Ph.D., of “Catching the Dream,” based in Albuquerque, bers in the U.S. population. In 2006, underrepresented NM, captured some of the underlying issues facing Indi- minority (URM) students comprised 12.4 percent of the an students in pursuing a college education. Dr. Chavers applicants and 11.6 percent of first-year enrollees. Asian/ surveyed 740 Indian high schools during the 1999-2000 Pacific Islanders and whites comprised 69.7 percent of school year. Basic data was collected from 47 of the 740 applicants and 71.1 percent of first-year enrollees. The schools (6.3%), on and off reservation high schools, serv- proportion of URM students applying and enrolling ing Indian students in 16 states. Dr.Chavers’ findings in U.S. dental schools is far less than the proportion of point to major concerns about how Native American stu- URMs in the communities served by the dental school. dents are poorly prepared for college and, even more so, For example, during the 2003-04 academic year, 7 per- for health professional career paths. Generally, Dr. Chav- cent of dental students enrolled at the University of ers found that only 17% of Native American students in California Los Angeles (UCLA) and the University of schools surveyed were enrolling in college. Less than 10% Southern California (USC) were Hispanic, while 46.5 were taking four years of college prep in math and 30% percent of the Los Angeles population was Hispanic. were not enrolled in any math courses. Over half of the Also, in 2003-04, total African American enrollment schools lacked a science lab and only 1% of the students at all U.S. dental schools was 5.41 percent, while 12.8 were enrolled in advanced placement classes. Only 2.4 % percent of the U.S. population was black. The propor- of the students had access to full and current sets of schol- tion of URM dentists also remains significantly lower arship directories. Related to engineering, health profes- than the proportion of URMs in the U.S. population. sional careers and science, only 4.9% of the students were Currently, about 6.8 percent of professionally active taking calculus. While noting other areas of concern, this dentists are URM, while 27.9 percent of the U.S. popu- study underscores the challenges in encouraging, prepar- lation is URM. Increasing diversity in the dental profes- ing, recruiting and retaining Native American students in sion is vital to the future of the profession and is central higher education and health careers. to achieving optimal oral health for racial and ethnic We need to be more engaged at the local level to minority groups, which experience a higher level of oral increase the number of students entering and complet- health problems and have limited access to dental care. ing their post secondary education. At this point, it is Pipeline and Dental Education Process: Schol- not enough to teach our children to finish high school; arships are out there. Slots are continually held for the we need to raise the bar. A college degree needs to be underrepresented minority students. National associa- the new standard. With this new expectation, we can tions, such as the American Dental Education Associa- then begin to develop our future health professionals. tion and the American Dental Hygienist Association Dr. Blue Spruce, states, “It’s at the doctorate level that have developed and continue to foster mentoring and you have the golden key to open up doors. You can go other forms of support to assure success for students into meeting rooms and be heard. You can be part of from communities in need. However, until communi- the decision-making. In the United States, it’s the medi- ties, schools, tribal governments and families commit cal doctor or the doctor of dental surgery that has the resources and effort for assuring success in education, opportunities to be heard.” oral health careers will continue to elude Native Ameri- Our tribal communities, along with their leadership, can youth. That is not to say that there will not be must push local school systems to work with the local exceptions and the efforts of the associations, scholarship universities in promoting an enhanced belief that we can sources and others will result in attracting and assuring meet the challenge of developing more Native American successful completion of oral health education programs health professionals. ✦ for some Native American students. However, in order to increase diversity in the oral healthcare workforce serv- ing Native American communities, there is a significant effort needed to double, then triple and eventually more than quadruple the current number of Native American dentists, dental hygienist, dental assistants and perhaps

The American Indian Graduate 35 Oweesta Financial Education as the Foundation for Personal Growth and Economic Development for Native Nations

by Heidi Davis

inancial education programs in Native communi- ties strengthen local economies one individual at F a time. By teaching Native community members how to manage their assets, save towards financial goals, take advantage of resources and avoid predatory lenders, financial education programs contribute to the develop- ment of sustainable economies and healthy communities. For almost a decade Oweesta has been working to strengthen the financial skills of Native people through- out the country. As a leader in the Native community certified to teach the Building Native Communities cur- and economic development movement, Oweesta accom- riculum in their communities. plishes this task by delivering regular workshops for The Building Native Communities curriculum Native financial education trainer certification through- helps Native individuals, families and communities gain out the country. The workshops, conducted by the control over their financial future by teaching them how Financial Education and Asset Building Department, to adapt their traditional skills to the wise management are typically three days and require a certification test of financial resources. It teaches fundamental financial at the conclusion. Over the past two years, Oweesta management skills, such as how to develop a spending has been conducting some of these workshops through plan, work with checking and savings accounts and to the Expanding Native Opportunities: Native Financial understand and access credit. The materials illustrate Skills Initiative (NFSI), an initiative funded by the U.S. how one’s everyday decisions and actions help to support Department of Treasury’s Community Development the local economy. This knowledge ultimately enables Financial Institution (CDFI) Fund. NFSI was created individuals to collectively build self-reliant, economically to help Native CDFIs, specialized financial institutions healthy communities now and for future generations. that work in market niches underserved by traditional The Oweesta Model™ illustrates that programs, financial institutions, and other similar organizations institutions, sovereignty, impact and systems are all related develop financial education programs. components of the cyclical and circular process of Native NFSI offers an innovative and culturally-appropri- community and economic development. Although there ate training program delivered by certified instructors isn’t a designated starting or stopping point, one can view who are committed to empowering Native communi- financial education programs as foundational for healthy ties through financial education. Through the hands- Native community and economic development. A few on approach of this program, participants are able to individuals armed with sound financial management develop their teaching and presentation skills to become skills can have a dramatic ripple effect on the entire com- dynamic and impactful financial education instructors. munity. This knowledge is spread to other individuals, Upon completion of the training, participants become who then form institutions, organizations and businesses.

36 The American Indian Graduate An economic system buds and, in turn, strengthens the ongoing work. This aspect of training and technical assis- sovereignty of the Native nation. tance for Native communities consists of several train- Several Native communities across the country have ing programs that not only help participants assess how established extraordinary financial education programs starting a Native CDFI can benefit their communities, that are transforming their economies, one individual but also takes them, step-by-step, through the process of at a time. The Tohono O’Odham CDFI in Arizona establishing one of these proven and innovative financial has conducted a handful of Building Native Commu- institutions with unique, on-site technical assistance. The nities trainings since 2007 and incorporates spiritual- CDFI Fund has also contracted with Oweesta to provide ity into their course as a key to financial success. The the Native Communities Financing Initiative, another Turtle Mountain CDFI in North Dakota has provided initiative of the Expanding Native Opportunities pro- financial literacy training to a wide segment of their gram, to empower grassroots change for people and com- community population, including high school students, munities through Native CDFI development. tribal housing authority tenants and tribal administra- Financial institutions and other like organizations tors and employees. Nearly 20 of their participants are exist within a given larger system of the Native commu- now certified as instructors and are conducting financial nity. Creating strong and effective enterprise and entre- education training through various tribal organizations, preneurship systems in Native communities is essential maximizing the impact of financial education on the to building a healthy, thriving economy. By establishing, Turtle Mountain Reservation. In Oklahoma, the Citi- expanding and improving local systems and infrastruc- zen Potawatomi Community Development Corporation ture, Native communities create an environment that provides an average of 1,154 hours of financial education supports private and tribal sector development, allow- training per year to enhance their community’s econom- ing tribal businesses, private homeownership and the ic development efforts. private business sector to flourish. Oweesta’s Enterprise The Oweesta Model™ provides a multi-faceted, com- and Entrepreneurship Development Department heads prehensive approach to community and economic devel- up this broader development for Native communities. opment and has been proven a useful tool in transforming The Native Enterprise and Entrepreneurship Develop- Native communities. In addition to financial education ment Initiative, another initiative of the Expanding and asset building, Oweesta also has departments in place Native Opportunities program, is based on a new model to address institution development and enterprise and of community economic development. Tailored for entrepreneurship development. Many Native communi- Native CDFIs and their partners, this training program ties work in more than one of these areas simultaneously is designed to assist communities with developing effec- to achieve the desired change. tive enterprise and entrepreneurship systems. Integrated Financial education programs are usually offered systems allow strong institutions, appropriate programs, as part of the development services provided by Native real impact and true sovereignty to evolve. CDFIs and other like institutions. Creating a Native Although developing a financial institution or creat- CDFI is becoming an increasingly popular way for ing entrepreneurship systems may seem like incredibly Native people to build stronger, more self-sufficient com- complex issues or, at a minimum, issues that require munities and nations. Native CDFIs help to develop teams of people to tackle, we encourage you to become local economies by creating entrepreneurs and businesses, part of the foundation to a vibrant, thriving economy increasing homeownership and empowering community in your community. Take advantage of financial educa- members to reach their financial goals. Native CDFIs tion programs offered by your tribe or local CDFI. Put provide locally-based access to capital and the neces- sound financial management practices to work in your sary capacity building services to bring permanent and life. Become an example to others and share the knowl- positive change to Native economies. Oweesta’s Institu- edge you have learned. Strengthening your nation’s sov- tion Development Department focuses on Native CDFI ereignty can begin with one individual – you. ✦ development, the backbone of Oweesta’s formation and

Although developing a financial institution or creating entrepreneurship systems may seem like incredibly complex issues…, we encourage you to become part of the foundation to a vibrant, thriving economy in your community.

The American Indian Graduate 37 Public Media Filling in the Gaps for Public Media NAPT Providing Native and Youth Voices for PBS and Public Radio

by Kim Baca Since 1976, Native American Public Telecommunications ust 40 years ago, two East Coast educational televi- sion stations merged to create a non-profit to pro- (NAPT) has supported and J vide national educational programming. The model funded more than 250 television would be different from such commercial networks as ABC, CBS and NBC. Public broadcasting stations and radio programs for public would have greater say in what they wanted to broadcast, after paying membership fees to the national, non-profit broadcasting. organization. Individual public broadcasting stations could also create their own content. The Public Broad- casting Corporation (PBS) was born, with 365 member mitted to carrying on this tradition by offering opportu- stations making up the new network. nities for young people to gain media experience.” Seven years later, a group of Native American pro- With the help of the Emma Bowen Foundation, ducers, working at individual PBS stations across the NAPT funds a work-study scholarship for a student at country, started a national organization to distribute its headquarters in Nebraska’s public television station, television programs by and about Native people. Since Nebraska Educational Telecommunications, in Lin- then, the organization has focused on empowering, edu- coln. NAPT also helps fund the Institute of American cating and entertaining through public media, while Indian Arts, for its annual student filmmaking training sharing Native stories with the world. program, with ABC and the Disney Corporation. Addi- Since 1976, Native American Public Telecommuni- tionally, NAPT funds the American Indian Summer cations (NAPT) has supported and funded more than Institute, a program designed to train Native students in 250 television and radio programs for public broadcast- the television and entertainment industry. Created seven ing. The founders of NAPT (first incorporated as the years ago, by the Native Media Technology Network, in Native American Public Broadcasting Consortium), partnership with the Fox Entertainment Group, more which include George Burdeau (Blackfeet), Wallace than 100 Native students have entered the week-long Coffey (Comanche) and its first Executive Director, workshop at Fox studios in Los Angeles. Many former Frank Bythe (Eastern Band of Cherokee/Sisseton-Wah- workshop participants have sought careers in television peton Dakota), pushed for a way to include Native voic- and film production after finishing college. es in public television. This drive continues today with Last year, NAPT, one of five National Minority Con- NAPT’s producer development workshops, partnerships sortia, charged with increasing diversity by the Corpora- with other non-profits and colleges and internships to tion for Public Broadcasting, provided fellowships for continue cultivating young Native talent. PBS’ NewsHour, to increase diversity in national election “NAPT has had a major impact on the American coverage. NewsHour intern, Tristan Ahtone (Kiowa), is public and their perceptions of what Native people are now an intern at National Public Radio in Washington, today,” NAPT Executive Director, Shirley K. Sneve D.C. Rhonda LeValdo (Acoma Pueblo) is finishing a (Rosebud Sioux), said. “We pride ourselves on bringing Master’s degree in Journalism at the University of Kansas authentic voices to television and radio. We are also com- and teaching at Haskell Indian Nations University.

38 The American Indian Graduate Together with its minority consortia partners, NAPT “But I’ve really enjoyed my time working on Native also has been part of other ground-breaking projects, such Sounds-Native Voices and time at NAPT,” Bear Eagle as the award-winning series, Unnatural Causes: Is Inequal- added. “It’s been an extremely positive experience.” ity Making Us Sick? NAPT has also been tapped to advise While NAPT continues to work with traditional forms other PBS outlets, aiding the history series American Expe- of media, including its DVD sales of films produced for rience’s We Shall Remain project, a five-part look at Ameri- PBS, on its VisionMaker Video website, the Internet is can Indian history in America spanning over 300 years, providing a new outlet for young Native talent. NAPT, which aired this past spring. embracing its telecommunications name, launched a new Although NAPT’s primary focus is programming website earlier this year that allows filmmakers, musi- for PBS through its federal funding from the Corpora- cians, screenwriters, actors, playwrights, graphic artists tion for Public Broadcasting, NAPT is much more than and other media makers a space to showcase their work. just film and television. In 1994, after seeing an increas- “More and more people are turning off the TV and ing need for Native American-specific radio program- turning to the web,” Sneve said. “That’s why it’s impor- ming, NAPT launched the American Indian Radio on tant that we provide a space for Native people to share Satellite service (AIROS) to deliver music, news and their stories with the world. Through streaming audio, entertainment, via satellite, to public radio and the then- video and downloadable podcasts, our goal is to educate 33 tribal stations across the nation. The service was the people about the issues facing Native communities.” ✦ first, and only, Native radio programming delivery ser- vice in the country. AIROS distribution included: Voic- For more information about NAPT and its work, go to es from the Circle, hosted by Jim DeNomie (Bad River www.nativetelecom.org. Chippewa); UnderCurrents, hosted by Gregg McVicar (Tlingit); AlterNative Voices, produced by KUVO in Denver and Reach the Rez Radio, produced by Cherokee/ Chichimeca rapper Litefoot. In 1994, NAPT took things a step further and cre- ated a show to spur national discussion on Native Ameri- can issues. Native America Calling, now produced by You are thinking big about the kind of social Koahnic Broadcasting Corporation, remains the nation’s impact you want to have after you graduate; you only live Native American radio call-in show. want to be a leader for business and society; you are a After handing over the distribution service and the live call-in show to Koahnic in 2006, the AIROS Native future nurse, poet, businessperson, doctor, engineer, Network kept its service as an Internet-based radio sta- teacher, lawyer, politician; you are committed to tion that plays all genres of Native American and indig- diversity in public and private management; you enous music, 24 hours a day, 7 days a week. AIROS.org are ready to work and play with engaging students was created in 1997, making it one of the oldest Native from a variety of backgrounds; you are in or beyond Net-based radio stations in the country. your sophomore year. We want you to come to Last year, NAPT revived one of its oldest radio New Haven, Connecticut, for a fully funded, two- music shows, Native Sounds-Native Voices, which is now co-hosted by two college students. Sina Bear Eagle week session in June to discover how an MBA could (Oglala/Turtle Mountain Ojibwe) and Aden Mar- prepare you to change the world. shall (Rosebud Sioux) broadcast live every Thursday at KZUM in Lincoln, Neb. The show is also featured on Learn more and apply online at premba.som.yale.edu. the AIROS Native Network or AIROS.org. Applications due by March 18, 2010. “Working in radio was never something I’d seriously considered, so every aspect of the job was completely new to me,” Bear Eagle, 23, said. She was asked to take over the show last year, after long-time host, John Gregg, left NAPT after 12 years. “I sat in on another programmer’s show twice and was pretty much left on my own to work the board. The most difficult part was trying to navigate the equipment at the studio and remembering the process.”

The American Indian Graduate 39 Diversity in Healthcare Considering a Healthcare Career

by Dee Ann DeRoin, M.D.

hat do Standing Rock, Umatilla and Okmul- gee have in common? Like several other Native W communities, they have vibrant community health programs with committed staff: Native health professionals working alongside their non-Indian col- leagues to improve the lives of their community mem- bers. I might not know this if I hadn’t been there. And what I’d like to share with you is how I got there and Dee Ann DeRoin, M.D. how much it means to me to have the opportunities to visit and work with these communities – and why you may want to choose a similar path. Many of our Indian We know that our tribes, our reservations and our urban Indian communities have many different health communities consider good needs. In nearly every kind of medical condition, we are faring worse than the general population: tobacco-relat- healthcare as having the ed diseases, diabetes, cancer, heart disease and emotional health. We also know that we have not had adequate availability of a physician. resources to improve our health status, in spite of the treaty promises from over a hundred years ago. Facing these challenges and yet wanting to make a chologist, community health nurse or the CHR (tribal difference can be daunting. But there are many different community health representative). roles you can play and choosing one path now does not But, most of our health problems need to be mean you can’t choose a different one in the future. addressed long before we see the doctor. Many of the My background is family medicine and public health medical problems which are confronting us need to be education. This combination of clinical knowledge and, prevented – starting before birth! And we now know, for especially, clinical practice, plus my health education example, that babies who are breastfed have a decreased training, serves me well as a community health special- risk for developing type 2 diabetes. We also know that ist. That means I can now help communities work to pre- obesity among our children is rising at alarming rates. vent diseases or to catch them early, when they can still be Obesity is a major risk factor for type 2 diabetes and, as treated successfully. it increases in our communities, 20 years from now we’ll Many of our Indian communities consider good have young people in their thirties dependent on dialy- healthcare as having the availability of a physician. It is sis. Who is going to help our people learn – in culturally true that you need to have a doctor around to help you appropriate ways – how to make the behavior changes diagnose and treat your health problems and to provide that will literally save lives? emergency care. If you are that family doctor, your goal The year I was applying to medical school I had is to know as much as you can, to be ready for what- the wonderfully good fortune to study at the University ever medical – or mental health - problems come your of California at Berkeley School of Public Health. My way. I’ve always felt the practice of family medicine is master’s degree is in Public Health Education, which is a daily exercise in humility. We can’t know everything, the discipline of identifying necessary health behavior but we need to be able to recognize when it’s time to ask changes and creating ways to promote these healthier for help, whether from the cardiologist, nutritionist, psy- behaviors. This might be a public relations campaign

40 The American Indian Graduate (Stop the Pop!) or an on-the-ground program working have started with an LPN or associate degree in nursing. with people to help them get fit (Just Move It!). But one This has enabled them to have a well-paying job, either of the most valuable lessons from my year in the School while they decide if they want to continue their educa- of Public Health was what I learned about and from the tion or to work while they continue their education. They other disciplines: health administration, epidemiology have completed bachelor’s degrees, master’s degrees, even and biostatistics, maternal and child health and nutri- doctorates. Nursing is one of the few professions in this tion, to name a few. country that allows such a step-wise progression and the Are you a good leader and manager, wouldn’t set advanced degrees don’t necessarily need to be in nursing, foot in a chemistry lab, but want to make a difference? though they often are. There were many nurses in the Consider becoming a clinic or hospital manager – or the Berkeley School of Public Health who were working on Director of Indian Health Service! graduate degrees in non-nursing fields. Like numbers, but faint at the site of blood? Epide- I encourage you to consider these possibilities. The miology and bio-statistics are how we know what’s going work that you do and the relationships you develop, on with the childhood diabetes rates and the hugely dis- whether in the exam room, in the diabetes program exer- proportionate numbers of certain cancers in Alaska and cise gym or with your staff, as you support their clinical the Northern Plains. and outreach work with your good management skills, Want to help figure out how to prevent or diagnose will continue to give back to you for years to come. ✦ colon cancer early in a community where they can’t do the basic screening tests, because they only have out- (Dr. DeRoin is a member of the Ioway Tribe of Kansas and houses? Health education is for you! Southeast Nebraska and an American Indian Graduate If all of this sounds like too many years in school Center alumna, who currently serves on the AIGC Board of right now, there is another practical possibility: nursing. Directors. If you have questions or comments for Dr. DeRoin, There are many Native people, men and women, who you may contact her at [email protected])

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The American Indian Graduate 41 Indian Health System Trahant: The Business Model for an Indian Health System

by Mark Trahant

hat is the business model for the Indian health she said. “How we lead and manage people and how we system? do business as an organization. W On the surface, this is a preposterous ques- “That said a lot to me. You’d think in a health care tion because the U.S. government promised to fund system, your only focus is improving quality, but here, the health care needs for American Indians and Alaska the staff said loud and clear, there are things about the Natives. It’s also supposed to be a simple business: Con- Indian Health Service as a business that need to be gress funds the system (the IHS, tribal contract facilities improved.” She said this is particularly interesting and and urban programs), the agency spends that budget and helpful because in order to “ultimately” improve the patients are treated. quality of care, “we have to improve the business.” But that’s why the question is not outlandish. These two issues are not sepa- The Indian health system has never had enough rate. Health organizations that money – and therefore, it’s essential to secure as improve patient quality are also many resources as possible in order to effectively improving their business opera- treat the most patients. tions (and vice versa). “As we look at the Indian Health Service, One way to demonstrate both we need to think of it as a business,” said Yvette is to compete. American Indians Roubideaux, IHS director. “A lot of people think and Alaska Natives often have of the Indian Health Service as a service. It’s a choices in health care, especially service that provides health care to American those carrying employer-based insurance or Medicare. In that Indians and Alaskan Natives. People who work Photo courtesy Mark Trahant in IHS think of their positions not just as jobs, Yvette Roubideaux, M.D., M.P.H. context, the IHS is a competitor but also as something important personally. to those other health organiza- Many people feel like they are on a mission working for tions and must demonstrate its expertise. the Indian Health Service – and I think that’s great. But One of the biggest business challenges for the IHS is I also think we have to recognize that we are a health increasing revenue. The Obama administration boosted care system – and that we’re a business. We have to look the IHS budget by 13 percent in 2010, but that is still less at how we run our organization, to improve the way we than what’s spent by other health organizations. Health do business.” care reform could help in this regard, too, as more Amer- Roubideaux calls this “Internal IHS Reform.” She ican Indians and Alaska Natives are eligible or participate began the business case by gathering data, listening to in insurance that opens up new billing options for IHS. tribes and IHS employees. She said that means “to look Consider the story of contract health services. This at what we do well and also to look at what we don’t do pool of appropriated money runs dry every year. “It’s a well.” And then figure out where the tribes and the staff program that we know people aren’t satisfied with because, want to start with internal agency reform. in general, American Indian and Alaskan Native people Roubideaux said the tribes focused on big picture believe that health care is owed to them. Unfortunately, issues: more funding, improvements in contract health with the contract health services program, we’re struggling program and better consultation networks. to meet the needs with available resources,” Roubideaux “From the staff we received very few comments said. “So the Indian Health Service has policies and regu- about improving health care services and most of the lations in place to help prioritize what referrals are paid for comments were about improving how we do business,” and that, unfortunately, results in some denials and defer- ments of services. We know the patients don’t like that.

42 The American Indian Graduate We know the tribes don’t like that, but it’s the reality of providing health care with a limited budget.” “Have You Considered…?” The bottom line for contract health is the difference Continued from page 25 between appropriations – IHS must live within a bud- for example, Webster University offers New Mexico’s only get – versus an entitlement program – Medicare pays for non-clinical Master of Arts degree in gerontology. The every eligible participant. That’s a decision that Congress made, not the Indian Health Service. Bureau of Labor Statistics projects a 21 percent (21%) Roubideaux said you could think of many ways to increase in employment for careers related to aging. With- decide which referrals to pay for, “but the only fair way is out a doubt, gerontology is a growing field and will con- to look at the medical priorities.” tinue to be such for the next quarter century or more. She said one thing IHS can do is to learn from best Unlike becoming a medical doctor or mental health practices in contract health. That could mean better case counselor, currently, the title gerontologist is an unprotected management, patient education or billing alternative term. This means there is no licensure test for the budding insurance resources. professional to take. Generally, those working somewhere Indeed, if health reform passes, that could open up in the vast field of aging, typically refer to themselves as more third-party billing options, again, reducing the gerontologists. As in the case of all professionals, earning stress on contract health funding. the degree is not the end of road for your education and Then new insurance dollars are part of the new busi- training. Gerontologists belong to professional networking ness model for IHS. ✦ groups, attend frequent seminars to update their skills and knowledge, read professional journals and literature and (Mark Trahant is a Kaiser Media Fellow examining the Indi- maintain membership in professional associations. Those an Health Service and its relevance to the national health care who seek to enter the field of gerontology see this as their reform debate. He is a member of Idaho’s Shoshone-Bannock life’s calling and willingly undertake the commitment to Tribes. Comment at www.marktrahant.com.) becoming advocates, not only for their chosen field, but also for those who might not be able to advocate or cham- pion the cause for themselves. So, the next time someone asks you what you are THE GRADUATE SCHOOL AT going to do with the rest of your life, reply that you are THE UNIVERSITY OF UTAH considering a career in gerontology. As a gerontologist, www.diversity.utah.edu you will always be connected to your heritage, while building new pathways. It is a wonderful way to honor • Doctoral and master’s degree programs in more than 90 areas your ancestors, your desires and to be part of shaping a • Programs that unite disciplines & cross departmental and college lines better life for those yet to come. ✦ • Graduate degree programs in the colleges of Architecture & Planning, Education, Engineering, Fine Arts, Health, Humanities, Law, Mines & Earth Sciences, Nursing, American Indian Well-Being Model Pharmacy, Science, Social & Behav- ioral Science, Social Work, and in the Continued from page 18 schools of Business and Medicine

• An American Indian Resource Center serving the Rocky Mountain Region program. These skills contributed to my professional well- to support student outreach, reten- being. In the final stage, I developed my cultural and spiri- tion, and successful scholarship tual well-being. As part of my cultural well-being, I learned • An Office for Diversity, under the Associate V.P. for Diversity, dedicated about our tribal history and learned how to pray in the to the vision and success of a diverse Native way. In this stage, a corn tassel marks its life stage of student body, faculty & staff maturity. The tassel of the corn is a primary source of corn For more information contact: pollen that is used for prayer. During each morning, Navajo Sweeney Windchief Assistant Dean for Diversity people pray with corn pollen, which is a strong symbol of Graduate School, walking the beauty way in life. The University of Utah – Shawn Secatero, Ph.D. ✦ Salt Lake City, Utah 84112 (801) 581-6233 [email protected] Resource: Washington State Well-being Site (retrieved http://www.gradschool.utah.edu/diversity/ 11/9/09). WSU Wellbeing, PO Box 641830, Washington State or www.sa.utah.edu/admiss/ University, Pullman WA. [email protected]

The American Indian Graduate 43 40th Anniversary Celebration AIGC’s 40th Anniversary – A Huge Success

2009 has been an incredible year! In February, the American Indian Graduate Center This past October, AIGC hosted an exhibit space at kicked off our 40th Anniversary by hosting a celebra- the Albuquerque International Balloon Fiesta, celebrating tory event with many of our supporters and friends. Part and honoring the 22 tribes in New Mexico and promot- of the kickoff included an Executive Order from Albu- ing the history of Indian education nationwide. AIGC querque’s Mayor, Martin Chavez, and a certificate spon- had the privilege of hosting the world renowned Navajo sored by the New Mexico Speaker of the House, both Code Talkers, who were eager to share the incredible and recognizing AIGC for exemplary service over the past inspirational story of their significant role on behalf of 40 years. the United States during World War II. Other highlights In April, we partnered with Gathering of Nations included the Walatowa (Jemez Pueblo) Head Start danc- for a reception and silent auction prior to the Miss Indi- ers and a variety of demonstrations conducted by talent- an World pageant. The generosity from silent auction ed local artists. donors was amazing. Event attendees clearly supported Thanks to all our friends and supporters who helped the importance of higher education for American Indian make AIGC’s 40th anniversary a year to remember! ✦ and Alaska Native students.

Images from the 2009 Albuquerque International Balloon Fiesta, where AIGC hosted an exhibit.

44 The American Indian Graduate Opportunities 2010-2011 Academic Year

BIE Loan For Service Program 2010-2011 Academic Year Graduate Fellowship Deadline: June 1st, 2010 Deadline: June 1st, 2010

The Loan For Service program is a Bureau of Indian The American Indian Graduate Center (AIGC) of Albu- Education funded financial aid opportunity, adminis- querque, New Mexico, announces the availability of tered by AIGC, for American Indian and Alaska Native graduate fellowships for the 2010-2011 Academic Year, graduate and professional candidates. This program is for American Indian and Alaska Native students from offered in an effort to promote opportunities for careers U.S. federally recognized tribes. with tribal governments, Bureau of Indian Affairs and AIGC was established in 1969 to assist American Bureau of Indian Affairs’ funded organizations, on and Indian college graduates, desiring to continue their edu- off the reservations. To be considered for the AIGC Loan cation at the master’s, doctorate and professional degree For Service program, the applicant must: level, who need financial support. American Indians con- • Be an enrolled member of a United States federally recog- tinue to be the least represented of all minority groups in nized American Indian tribe or Alaska Native group; or pos- the country in medicine, business, law, science and other sess ¼ degree federally recognized Indian blood and; fields requiring advanced degrees. • Have a 3.0 GPA and; • Be pursuing a master’s, doctorate or professional degree as Fellowship Eligibility a full-time student at an accredited graduate or professional To be considered for an AIGC fellowship, the applicant institute in the United States. must be: • An enrolled member of a U.S. federally recognized Accenture American Indian Scholarship American Indian tribe or Alaska Native group, or possess one Deadline: June 1st, 2010 fourth degree (federally recognized) Indian blood; • Pursuing a master’s, professional or doctorate degree, as a The scholarship fund selects the very brightest American full-time graduate student, at an accredited graduate school in Indian and Alaska Native students seeking graduate or the United States and professional degree or careers in fields of study including: • In need of financial aid. Applicants must apply for federal various engineering, computer science, operations man- financial aid, in January or February, for the coming year. agement, management, finance, marketing and other If you meet the eligibility criteria above, please take the business oriented fields. To be eligible you must: • Be an enrolled member of a United States federally recog- following steps: nized American Indian tribe or Alaska Native group; or pos- • Contact AIGC for an application packet or download the sess ¼ degree federally recognized Indian blood and; packet from our website. AIGC’s website may be found at • UNDERGRADUATES: Be entering a U.S. accredited www.aigcs.org, these packets will be available beginning in college or university as a full-time, degree seeking 1st year January 2010. college freshman. Have attained a cumulative GPA of 3.25 or • Applicants do not need to be accepted into a graduate greater, on a 4.0 scale, at the end of the seventh semester of degree program to fill out the AIGC application. high school. • Begin the financial aid process at your university financial • GRADUATES: Be entering a U.S. accredited college or aid office for the 2010-2011 academic year. university as full-time degree-seeking first-year graduate or professional student. Have a cumulative average GPA of a 3.25, on a 4.0 scale, at the time of application. • Have demonstrated character, personal merit and com- Please visit the AIGC website mitment. Merit is demonstrated through leadership in school, www.aigcs.org for more civic and extracurricular activities, academic achievement and motivation to serve and succeed. to request an applications or find out Accenture LLP will provide summer internships for students more information on these programs. who will be selected.

The American Indian Graduate 45 AIGC Fellows Update Alumni Connection

Class of 1991 achieving my goals and having faith that I needed to Cynthia A. Cartwright (Lummi) J.D, receive my graduate degree. Now that I have my degree, I am now helping teenage girls from diverse backgrounds University of Florida regain some stability in their lives.” “I am very appreciative of the support your office gave me through law school.” Class of 2002 Casey Demmert (Central Council of the Tlingit Class of 1992 & Haida) M.A., Educational Leadership and Gordon D. Henry, Jr. (White Earth Chippewa) Administration, University of Alaska Anchorage Ph.D., University of North Dakota “Thank you for all of your support and contributions! I “I am currently an Associate Professor at Michigan State couldn’t have done it without you. University, where I teach American Indian Literature, Fiction Writing and American Literature. I have pub- Class of 2008 lished poetry, fiction and essay in numerous antholo- gies and journals, both nationally and internationally. Rochelle L. N. Jim (Navajo) M.S., Civil Engineering, In 1995 I was a Fulbright Lecturer in Spain. My novel, University of New Mexico The Light People, received an American Book Award in “AIGC has done a wonderful job with their scholarship 1995.” program and I am grateful for their help in continuing my education.” Class of 1996 Deani K. Iverson (Tlingit and Haida) M.D., Class of 2012 University of Minnesota Twin Cities Marzha L. Fritzler (Crow/Laguna Pueblo) “Financial aid thru AIGC was much appreciated during University of Kansas medical school. Every encounter I had with the center “I would like to thank your program for awarding me was streamlined and professional and contributed to my with an American Indian Graduate Center Fellowship success in becoming a physician. Thank you.” for the 2009-2010 academic year. This funding will help greatly, as I left my employment of eight years to pursue Class of 1996 my law degree full-time. I am honored to receive your ✦ Steffani A. Cochran (Chickasaw Nation) J.D, MPA, support. A-ho!” American University “I left New Mexico in the fall of 1999 to reside in Ore- gon. I worked for the State as an administrative Law Note: Judge until I accepted my current position as the Special To ensure that we have all your current information, Counsel for Attorney General, Patricia Madrid, in June please take a minute to visit our web site (aigcs.org) of 2002. My son and I reside in Santa Fe and are glad to be home.” or send an email to ([email protected]) to update your information (be sure to include your previous address Class of 2001 so we know we have the right individual). As always, feel free to let us know what path your life is taking. Sarina Begay (Navajo Nation) M.S.W., Brigham Young University “The AIGC Fellowship made it possible for me to com- plete my degree. I feel that AIGC has supported me in

46 The American Indian Graduate UNM School of Medicine Native American Enrollment Doubles at UNM Medical School

by Luke Frank, UNM Media Relations Manager

ggressive recruitment and support programs for underserved areas have paid off for the Univer- A sity of New Mexico’s School of Medicine (SOM). This fall, twice as many Native Americans were accept- ed into the SOM than in any previous class. “We have nine Native American students prepared to matricu- late into the School of Medicine this summer,” reports Dr. Kevin Goodluck David Bear, Ph.D., SOM Assistant Dean of Admissions. “That’s more than double the number for any other year and exceeds UNM SOM Native American enrollment we are better able to recruit and students who, histori- for the previous four years.” cally, might not have had access to advanced mathemat- Congratulations to the new SOM students: Missy ics or sophisticated academic laboratories during their Begay, John Cox, Paul Dodge, Nizhoni Denipah, Shirlee student careers.” James-Johnson, Jeff Kellywood, Marsha Leaf (PA), On September 26, 2009, Dr. Kevin Goodluck Allanceson Smith and Rae Zospah. (AIGC Alumnus) hosted a gathering at his home in Although most are from the Southwest, including Albuquerque, welcoming the new SOM students. Other the Navajo Nation and Santo Domingo Pueblo, there guests included: Dr. Paul Roth, Executive Vice President are also Lakota Sioux and Choctaw students. Three of of the Health and Sciences Center; Dr. Ellen Cosgrove, the nine students attended UNM as undergraduates, Senior Associate Dean of Education; Dr. David Bear, two have accepted full School of Medicine scholarships Assistant Dean of Admissions; Dr. Michael Montoya, and five graduated from New Mexico high schools. Admissions Committee and Joaquin Baca of the UNM More than half of the new SOM students had received Office of Diversity. offers from other medical schools but selected UNM. “There are far too few American Indian doctors. During the past four years, the SOM has aggres- We need to do all we can to create a strong support sys- sively developed programs to attract minority students tem for these students. I was in their shoes once and it is in medically underserved areas of New Mexico. Stu- critical for them to know that they have family, friends dents in rural areas are more likely to return and practice and a medical school that supports them,” Dr. Goodluck medicine in their communities, creating new points of stated. healthcare access where it is most needed. Special UNM Dr. Goodluck is a physician at Presbyterian in Albu- scholarships for students in underserved areas, programs querque and, in a 2009 issue of Albuquerque the Maga- to prepare for and elevate MCAT scores and overall sup- zine, was named “Top Doc in Internal Medicine”. He port for academic success were cited as reasons for this is also a UNM Medical School Admission Committee year’s increase in Native American enrollment. Board Member. ✦ “Our recruiting of underserved-area minority stu- dents, through culturally sensitive outreach and strong For more information on SOM admissions and special academic support, appears to be succeeding,” Bear adds. programs, visit: http://hsc.unm.edu/som/admissions/ “Under (SOM Dean) Dr. Paul Roth’s vision, the vital work of Dr. Romero-Leggott’s Office of Diversity and Dr. Dine’ Chacon’s Center for Native American Health,

The American Indian Graduate 47 Non-Profit Org. U.S. Postage The American Indian Graduate Center PAID 4520 Montgomery Blvd., NE Permit NO 8 Suite 1-B Topeka, KS Albuquerque, NM 87109

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AIGC’s 40th Anniversary — A Huge Success See story on page 44