May 30–31, 2013

otenai Ko Co h ll is e l g a e S

E d m u o c a d is ti on W ip Leadersh

Missoula and Pablo, Mont. A Letter from the President

Dear Colleagues, Welcome to Montana and the annual Native American Student Advocacy Institute. We are proud to host this year’s event with our partners at the Montana University System, the University of Montana and Salish Kootenai College. NASAI is designed to engage leaders in the Native American community — including educators, counselors, policymakers, and advocates — who can work together to create lasting, effective change for Native American students. This year’s lineup and sessions speak to our shared hopes for the next generation and to our collective memory of the difficult road traveled by many of our predecessors. The progress of Native American students must remain among our chief priorities as we develop new initiatives and programs that we hope will increase access, equity and the highest levels of achievement for all students in our care. As we strive to build a healthier, more vibrant education system, we will depend on strong leaders with bold vision to guide our way. Every year, we are lucky to attract many fascinating speakers to the conference, but this year, we are excited to have five tribal college presidents in attendance for a panel discussion. In addition to these tribal leaders, the College Board is honored to include the following individuals among our conference speakers. They are leaders in their fields and promise to offer us all some valuable insight:

• Pam Agoyo, Cochiti, Kewa, Ohkay Owingeh Pueblos, Special Assistant to the President on American Indian Affairs and Director of American Indian Student Services, The University of New Mexico

• Karen Francis-Begay, Navajo, Assistant Vice President for Tribal Relations, The University of Arizona, and Trustee, The College Board

• Heather Shotton, Wichita/Kiowa/Cheyenne, Assistant Professor, Native American Studies, The University of Oklahoma, and President, National Indian Education Association

• Joyce Silverthorne, Salish, Director, Office of Elementary and Secondary Education-Office of Indian Education, U.S. Department of Education, District of Columbia

• Stephanie Waterman, Onondaga, Assistant Professor, Educational Leadership, Higher Education Program, University of Rochester As always, a tremendous amount of time and effort went into this conference. For their incredible work, I would like to express my gratitude to our host schools, the Local Arrangements Committee, the Diversity Initiatives team, the National Advisory Committee and the NASAI planning committee chairs: René Dubay, Brandi Foster and Fredricka Hunter. And of course, I must recognize the incomparable duo of Jim Montoya and Peter Negroni. To everyone who worked so hard to make this conference real, and to everyone who traveled from far and wide to make it important, thank you for your efforts. And thank you for showing our students — not just today, but every day — that you truly care. Sincerely,

David Coleman President, The College Board Welcome to NASAI 2013

Welcome to Montana. We thank our partners, the Montana University System, the University of Montana and Salish Kootenai College, for bringing us to Big Sky country. “Big Sky” conveys images of unlimited opportunity and boundless optimism — a sense we want our Native American students to have as they imagine their educational journeys and future careers. We can’t underestimate the importance of letting our students know that we believe in them and support their aspirations. We, as educators, policymakers and community leaders, must think BIG as we continue our work to create greater educational opportunity for Native American students to improve their educational attainment. Given the College Board’s mission to connect students to college success and opportunity, it is appropriate that over the next two days together, we focus on how we can graduate more “college-ready” students from our high schools. Being college ready means having a good understanding of admission and financial aid opportunities. BigFuture™, the College Board’s new online college planning tool, will be featured at this year’s NASAI. We encourage you to become familiar with this “student-center” resource that is free to students, families and schools. We thank the Program Planning Committee for the timely sessions and outstanding speakers, and for bringing all of us together. They have set the stage and provided us with the Big Sky. Now it’s up to us! Most sincerely,

Peter Negroni James Montoya Senior Vice President Vice President Relationship Development Relationship Development The College Board The College Board

1 Office of the President The University of Montana Missoula, MT 59812-3324 Office: (406) 243-2311 Fax: (406) 243-2797

Dear NASAI Conference Participants,

Welcome to the University of Montana!

We are pleased to co-host, along with the Montana University System and Salish Kootenai College, the Sixth Annual Native American Student Advocacy Institute (NASAI). Montana is a particularly appropriate setting for the conference, as our state is home to one of the larger and more diverse Native American populations in the United States, and the University of Montana has long been recognized for paving the way in Native American Studies. The recently built Payne Family Native American Center is the first platinum LEED-certified building in the nation dedicated solely to Native American Studies and services. American Indian Student Services is a department within the Division of Student Affairs whose mission is dedicated to Native American enrollment, achievement and success at the University. From our smudging policy to our Native American scholarships, we have proudly created an accommodating learning environment for American Indians.

With its seven tribal colleges, four governor-appointed Native American officials, and the highest per capita Native American representation in state legislature, Montana is a national leader in Native involvement and collaboration. Just a few miles from the Flathead Reservation, Missoula has a deep connection to Native culture and history. The American Indian enrollment at UM continues to be among the most robust of the public institutions in Montana, as well as in the region. Our Kyi-Yo Native American Student Association serves as a vehicle for facilitating communication among our Native students and creating engaging opportunities on campus and in the community for them.

This conference is an important component in continuing a dialogue of improvement for our own Native American students and for those across the country. NASAI provides a forum for progress and a voice for the concerns of one of our country’s oldest communities. On behalf of UM, we would like to thank the College Board and the advisory committees for their noble work in advancing equity and educational access for all students.

Most of all, we appreciate your continued dedication to NASAI and your proactive efforts to create equal opportunities for members of the Native American community. We look forward to seeing many of you during the conference and hope you find your time at the University of Montana enjoyable and educational.

Sincerely,

Royce C. Engstrom Teresa S. Branch President Vice President for Student Affairs otenai Ko Co h ll is e l g a e S

E d m u Dear NASAI Conference Participants, o c a d is ti It is a pleasure to welcome you to Salish Kootenai College (SKC) located in the heart of the on W Le hip Flathead Nation. We are one of the first tribal colleges in the nation, established in 1977. aders We are honored to have the opportunity to cohost NASAI with our good partner and neighbor, the University of Montana. NASAI demonstrates the commitment of the College Board to diversity and the special needs and contributions of the underserved populations. NASAI was born of a vision of the College Board and the first American Indian member of its Board of Trustees, who himself was a tribal college president. We are pleased to have NASAI return to a tribal college in its sixth year. Despite many efforts and strides over the years, access and achievement of American Indian students and communities remain far below where they should be. NASAI, and your involvement and commitment, are a major part of continuing to work to achieve equity. There are only a few venues where people from across the nation — Native and non-Native — have an opportunity to come together and meet for a common cause. NASAI has grown into a significant, much-anticipated annual gathering for those interested in this work. We are glad to be able to share our tribal college campus, students, faculty and experience with you through NASAI. Salish Kootenai College is dedicated to meeting the education needs of American Indians and perpetuating the culture and histories of the Confederated Salish and Kootenai Tribes. While firmly grounded in the context of its location on the Flathead Indian Reservation, SKC embraces changing technologies, modern facilities and new educational programs that will lead students and the community into the future. The campus maintains state- of-the-art laboratories in the sciences and health fields, Web-based course delivery, and a campus technology infrastructure, all of which ensure students, faculty and staff have adequate resources. Thus the college reflects its motto, “Grounded in Tradition. Charging into the Future.” Please feel free to explore our beautiful campus beneath the Mission Mountains. We hope you have a great conference and visit to the state of Montana and Salish Kootenai College. Sincerely,

Elaine Frank Interim President Salish Kootenai College

3 A Letter from the Chairs

Dear NASAI Attendees: As the co-chairs of the 2013 NASAI conference planning committee, we are proud to welcome you to our great state and to the wonderful days ahead spent learning from one another. We look forward to honoring our ancestors and future generations with you. Long before Montana became known as the “last best place,” Indian nations and Indian people knew this area as “the first best place.” Before there was a state called Montana, several tribal nations called this area “home.” In addition to the tribal nations that are currently located in the state, many others also have historical roots in this territory. Indian people lived here, raised their families here, taught their children here, and knew this land and its seasons intimately. They knew their homeland was extraordinary and that the terrain could be both generous and unforgiving. This is a sacred place. Their stories are tied to this land. Their histories, religions and philosophies are connected to this location. Their contemporary lives are still united with the landscape of this locale. This place remains, to the tribes and tribal citizens who live within the boundaries of what is now known as Montana, the first best place to live and carry on their ways of life and traditions (Office of Public Instruction, Montana Indians: Their History and Location). Over the last year, many people have worked diligently to help create the 2013 NASAI conference. Our special thanks goes out to the people of our host institutions, the College Board, the Montana University System, the tribal colleges of Montana, and our relatives, friends and neighbors throughout our statewide and national community. We are confident that you will learn and grow from your experience here and hope that you leave feeling rejuvenated and stronger. Take the time to go outside. Soak in the beauty of this special place. Listen to the river, to the wind and to the voices of the ones who came before and who are yet to come as they guide us and teach us today, tomorrow and always.

René Dubay, Salish, Brandi Foster, Iowa and Sauk, Fredricka Hunter, Blackfeet, Salish Kootenai College Office of the Commissioner of The University of Montana Higher Education

4 NASAI 2013 Advisory Committee

A Special Thanks The NASAI 2013 Leadership Team would like to extend a special thanks to the committee members who contributed to the success of the conference. Without their support, the conference would not have been possible, and their work is invaluable to our commitment to access and equity for all students. uNASAI 2013 Advisory Committee Pamela “Pam” Agoyo (Past-Chair), Cochiti, Kewa, Donna Powless, Oneida Ohkay Owingeh Pueblos Vice President of Academic Affairs Special Assistant to the President on American Indian College of Menominee Nation Affairs and Director of American Indian Student Wisconsin Services Amanda Tachine, Navajo The University of New Mexico Doctoral Student René Dubay (Co-Chair), Salish The University of Arizona Project Director, SKC “Partners in Student Success” Heather Torres, San Ildefonso Pueblo, Navajo Project Creating a Passion for Learning Coordinator, Native Salish Kootenai College American Student Programs Montana University of Redlands Emily Ferguson-Steger, Blackfeet California Assistant Director of Diversity Marketing and Renee White Eyes (Past-Chair), Quechan Recruitment Assistant Director/Native American The University of Montana–Missoula Recruiter, Undergraduate Admissions and Relations Brandi Foster (Co-Chair), Iowa Tribe of Kansas/ with Schools Nebraska University of California, Los Angeles Director of American Indian and Minority Achievement Angela Wimmer Office of the Commissioner of Higher Education Scholarship Manager, Financial Aid and Scholarships Montana State University System The University of Utah Karen Francis-Begay (Trustee, Past-Chair), Navajo Sweeney Windchief, Wadopana, Wotijaga, Oyade Trustee, The College Board and Assistant Vice President, Assistant Professor, Adult and Higher Education Tribal Relations Montana State University The University of Arizona Lambert Yazzie, Navajo Lucyann Harjo, Navajo Director of Early Outreach Programs Indian Education Coordinator ACE Puente and Hoop of Learning Norman Public Schools Rio Salado College Oklahoma Arizona Irvin D. Harrison, Navajo Coordinator, Native American Student Center California State Polytechnic University, Pomona Marisa Herrera Director, Kelly Ethnic Cultural Center University of Washington Fredricka Hunter (Co-Chair), Blackfeet Director of American Indian Student Services The University of Montana

5 Local Arrangements Committee

With Much Appreciation The Local Arrangements Committee is an integral part of planning for the conferences. This committee was asked to provide “local” expertise and flavor to ensure a great experience for attendees from around the nation. We offer our sincerest appreciation for their hard work and for their dedication to the success of the Native American Student Advocacy Institute. uLocal Arrangements Committee Donna Bauck Terri Jarvey Associate Director, University Dining Services AISS Program Coordinator The University of Montana The University of Montana Anita Big Spring Andrea Lewis Administrative Assistant, President’s Office Editor, University Relations Salish Kootenai College The University of Montana Shannon Brilz Ryan Martin Assistant Director of Conference & Event Services Catering Manager The University of Montana The University of Montana Rosalinda de la Luna-Long Tracie McDonald Administrative Assistant, Academic Vice President’s Director of TRiO Student Support Services Office Salish Kootenai College Salish Kootenai College Jesse Neidigh Emily Ferguson-Steger Director of Student Affairs Information Technology Assistant Director of Diversity Marketing and The University of Montana Recruitment Alice Oechsli The University of Montana Interim Academic Vice President Diane Flamand Salish Kootenai College Associate Registrar Juan Perez The University of Montana Student Life Director Gisele Forrest Salish Kootenai College Native American Communications Specialist Frank Tyro Missoula County Public Schools Media Center Director Salish Kootenai College

6 2012 Call to Artists: The College Board Diversity Conference Campaign We thank all the participants for their interest in the 2012 Call to Artists campaign. This inaugural campaign recognized and celebrated the achievements of AP® Studio Art students, the power of visual art to express our ideals and the central role of diversity in creating art. Students submitted artwork reflecting an understanding of and an engagement with diversity in education. Congratulations to our 2012 NASAI winners and finalists! Their work appears within the pages of this program book. We hope that you enjoy them as much as we do.

Contents Sessions, May 30 9 Sessions, May 31 19 Sponsors/Exhibitors 24 Continuing Education Units 25–26 Floor Plans 27–29 Notes 30

Connect & Engage Share your experience and lessons learned with fellow attendees and others both during and after the conferences through social media.

@CollegeBoard #NASAI13

Facebook.com/The College Board

Search Groups: College Board Diversity Conferences

7 Helping students succeed

USA Funds® is a nonprofit corporation that partners with higher education institutions, nonprofit organizations and government agencies to make a meaningful and measurable contribution toward enhancing the success of postsecondary students. We support financial literacy programs for college students, debt management and default prevention consultation and assistance, training for financial aid administrators, and student aid policy compliance support, and provide funding for college access and success initiatives.

For more information, visit www.usafunds.org. Thursday, May 30 Sessions

In 2009, she joined the Denise Juneau cabinet as a P–20 political advisor in NASAI 7 a.m.–5 p.m. the Montana Office of Public Instruction. In 2011, she became the director u of the Office of Indian Education, OESE, with the Department of Education. Registration She oversees the Title VII Formula program across the country and three Grand Foyer, Third Floor, University Center discretionary programs: Demonstration grants, Professional Development grants, and the new State–Tribal Education Partnership (STEP) Pilot program. 7–7:50 a.m. u 9:30–10:40 a.m. Continental Breakfast u Ballroom, Third Floor, University Center Best Practices for Helping All Students Get Ready for the SAT® 8–9:20 a.m. Room 326, Third Floor, University Center u This session will feature a discussion of best practices from schools that Welcome Plenary: Opening the Doors for have used free and affordable SAT® practice resources from the College Native Students Board to create a successful SAT preparation program that not only helps students get ready for the SAT and SAT Subject Tests™ but also Ballroom, Third Floor, University Center reinforces a college-going culture. This session will be facilitated by an Joyce Silverthorne welcomes us to Montana and to the traditional SAT Program staff member and will feature district administrators and homelands of her father’s people, the Salish. She will speak about national educators. Participants will discuss best practices, strategies and tools for issues impacting Indian education, ways for us to join together for strength implementing an SAT preparation program at their school or district. They and success, and inspire us with her history and experience. Silverthorne will also develop strategies for connecting all students and their families reminds us that “[n]o matter what your circumstances or the problems that to the College Board’s free tools and resources to guide them through the you’re facing, without an education it will be harder. With an education, college admission process. there are doors that can be opened.” Presenter(s): Linda Liu, Executive Director, SAT, The College Board, New York Speaker(s): Joyce Silverthorne, Salish and Kootenai, Director, Office of Elementary and Secondary Education-Office ofI ndian Education, District of Innovations in Teaching and Learning: Best Columbia Practices with Native College Students Joyce Silverthorne is a Salish member of the Room 330, Third Floor, University Center Confederated Salish Kootenai Tribes (CSKT) of Session presenters will provide participants with information regarding the the Flathead Reservation in Montana. She has story of our program and lessons learned from working with Native college

an extensive background in Indian education students ages 19–56. After viewing a digital story made by students and The University of Montana from both a great-grandmother and hearing from panelists about specific examples of successful teaching and professional educator perspectives. learning approaches, participants will develop strategies for integrating At the University of Montana, Silverthorne these approaches into their curriculum. Participants will be able to integrate earned both a B.A. in business education, at least one new experiential teaching approach in their work to develop the with a minor in Native American Studies, skills to design a writing activity that utilizes interview techniques, drawing and an M.Ed. in education leadership, with a on oral tradition. secondary principal emphasis. Her teaching Presenter(s): Denise Bill, Director, MOST Program and Adjunct Faculty, experience includes business education in a demonstration project high Muckleshoot Tribal College and Antioch University, Washington; Nancy school that became a Bureau of Indian Affairs Indian Controlled School: Two Harvey, Core Faculty, B.A. Completion Program, Antioch University, Eagle River School. The open entry/open exit system, monitored through Washington contract course credit and exit examinations, fostered cross-content contract development. This experience has been invaluable in many aspects of ® education over the years. Marching Forward: Veterans and CLEP Room 331, Third Floor, University Center As an early member of the faculty and administration at Salish Kootenai College, her program administration and degree development skills were This presentation will be PowerPoint driven (Q&A encouraged), with the essential components throughout the process of attaining full accreditation assistance of handouts showing the data compiled from CLEP® studies at

of a fledgling new college. Language loss within the reservation for both North Lake College. Participants in this session will learn how students who | language groups prompted the development of teacher training, and years earn college credit via CLEP are more likely to persist through college, thereby Missoula, Montana of working with Native language speakers and teachers. Her commitment creating higher retention rates for their schools. A compare/contrast style of to the strengthening of this relationship prompted interest in education delivery will be used to show how returning veterans use their knowledge on governance, as evidenced by 10 years as a gubernatorial appointee to the CLEP exam to achieve college credit before they ever enroll at North Lake the Montana Board of Public Education and three years as a presidential College. Participants will also analyze how CLEP burnishes self-esteem and appointee to the National Advisory Council on Indian Education. academic achievement, with this success leading to higher retention rates and increased persistence in the college environment. Silverthorne completed course work for the Gonzaga University doctoral program in Spokane, Wash., and then accepted the position of Tribal Presenter(s): Chantel Reynolds, Senior Director of Assessment Education Department Director (TED) for CSKT. Through work and meetings Management, ACCUPLACER® and CLEP, The College Board, New York; with other TED directors, she was one of the founding members of the Tribal Kent Seaver, Director, Learning Resources, North Lake College, Texas Education Department National Assembly (TEDNA).

9 Sessions

Results from the 2011 National Indian 2012 NASAI Call to Artists Winner Education Study Katelyn Thordarson Room 333, Third Floor, University Center The National Indian Education Study (NIES) is administered as part of the National Assessment of Educational Progress (NAEP) to allow more in-depth reporting on the achievement and experiences of American Indian/Alaska Native students. This session will address findings on the educational experiences of fourth- and eighth-grade American Indian/Alaska Native students in 2011 based on responses to the NIES student, teacher and school questionnaires, and on the performance of American Indian/Alaska Native students in the 2011 NAEP reading and mathematics assessments. Attendees will participate in a demonstration of some of the tools that are available to the public for further examination of the data. Thursday, May 30, 2013 30, May Thursday, Presenter(s): Debra Kline, Lead Research Project Manager, Educational Testing Service, New Jersey

The National Coalition for the Advancement of Natives in Higher Education (NCANHE) Comes to Fruition Room 327, Third Floor, University Center Three years of dedication to forming a national organization comes to fruition with the creation of NCANHE. The coalition is organized to represent American Indian, Alaska Native and Native Hawaiian students with the following purposes: to create, identify, promote, codify, recommend and advocate standards of practice, policy and research for higher education providers. The organization is currently working on a governance structure, communications plan, setting strategic goals Maranatha High School Grade 12 and locating resources. This session will outline this coalition’s trajectory from California idea to current fruition, including the introduction of a nationally respected project manager to facilitate the solidification of this organization. Attendees will learn strategies for student success, receive information about and resources from Our Creation Story: Building University- many of the national member organizations, and participate in early decision- Based Computer Outreach Centers on the making processes that will have lasting effects on all American Indian, Alaska Reservation Native and Native Hawaiian students and professionals in higher education. Room 332, Third Floor, University Center Presenter(s): Robin Minthorn, Kiowa Tribe of Oklahoma, Assistant Professor, The University of New Mexico; Melvin Monette, Turtle Mountain As part of the NASNTI (Native American–Serving Non-Tribal Institutions) Band of Chippewa Indians, Director, Graduate Fellowship and Special Grant at New Mexico State University, Grants, two adult education computer Programs, American Indian Graduate Center, New Mexico; Jack Soto, outreach sites have been established that include the Pueblo of Acoma and Navajo and Cocopah, Project Coordinator, NCANHE, Arizona the Tohajiilee Navajo community. In this session, presenters will provide tools and share their experiences with participants, including establishing a communication bridge with tribal communities, developing a memorandum 10:50 a.m.–noon of understanding, and building support. Presenters will tell the story of u how they developed the sites. In addition, attendees will gain insight College Planning in the Digital Age: into developing services such as a GED/Adult Education curriculum, dual Using Online Resources to Engage enrollment, workforce development, computer literacy, after-school tutoring, college prep, and enhancing college success attributes for students. and Guide Students to College Room 333, Third Floor, University Center Presenter(s): James Olguin, Coordinator for Dual Enrollment, New Mexico State University Grants; Shawn Secatero, Canoncito Band This session will present actionable research and insights into students’ college of Navajo, Director of Native American Student Program (NASNTI Grant), planning mindset, needs, and online use, and demonstrate how digital online New Mexico State University, Grants; Rachelle Simpson, Acoma, Adult tools can be used in college awareness and planning programs. Presenters Education Teacher, New Mexico State University, Grants will describe, share, and discuss new online resources from the College Board and the Education Conservancy that help students explore, apply, and enroll in college — with a strong focus on inspiring underserved students to go to college. Participants will learn how to utilize and incorporate online college planning tools and examine ready-to-use strategies and lesson plans. Presenter(s): Roy Ben-Yoseph, Executive Director, Online College Planning Products, The College Board, Virginia; Renee Cox, Career Counselor, Choctaw Nation Career Development Program, Oklahoma; Lloyd Thacker, Executive Director, The Education Conservancy, Oregon

10 Sessions

Connecting with Native American Heritage Environmental Education, Renewable NASAI Through Native American Literature Energy and Indian Education for All Room 326, Third Floor, University Center Room 330, Third Floor, University Center From the Onondaga origin myth to D’Arcy McNickle’s “Train Time,” there are This presentation will highlight strategies for the integration of science many ways to teach and engage students in Native American literature and related content into elementary classrooms, with the emphasis on culture. This body of work is essential in an American literature class, and Indian Education for All ties. The focus is on environmental education, teachers and students can be taught to value it. They can be shown how particularly sustainable energy: solar, wind, fuel cells, and biofuels. The it teaches figurative language and can correspond to the core curriculum, presentation emphasizes the potential for renewable energy development on as well as be engaging. Attendees will understand the value of Native contemporary reservations. Attendees will identify four traditional practices American literature as it pertains to their classes and will leave this session of sustainable energy, recognize applications of traditional perspectives of with new resources for their students, from the gifted in Pre-AP® to those in renewable energies on contemporary reservations, and define properties of special education. solar energy, wind energy, biofuels and fuel cells. They will then be able to Presenter(s): Kristy Cates, Pre-AP English Teacher, Lowndes High School, adapt this knowledge into the curricula at their institutions. Georgia Presenter(s): Walter C. Fleming, Kickapoo, Department Head and Professor, Native American Studies, Montana State University Fisher v. University of Texas: Diversity in the Balance National Priorities for Native Education Room 327, Third Floor, University Center Room 331, Third Floor, University Center In Fisher v. University of Texas, a federal case that reexamines the use of Participants will learn about the National Indian Education Association’s race and ethnicity in college admission, the Supreme Court will review its (NIEA) legislative and research priorities for 2013. This will be an interactive prior affirmation of the limited use of race and ethnicity to meet mission- session in which attendees are encouraged to engage in a dialogue with driven enrollment diversity goals at institutions of higher education. This representatives of the NIEA about important education issues to better session will review the current law and the status of the case, and it inform the organization’s work moving forward. will offer suggestions for responses and reactions to possible outcomes. Presenter(s): Pamela Agoyo, Cochiti, Kewa, Ohkay Owingeh Pueblos, Participants will discuss how the Supreme Court’s ultimate decision could Special Assistant to the President on American Indian Affairs and Director of ban many of the effective practices that are employed by higher education American Indian Support Services, The University of New Mexico; Charlotte institutions to facilitate access to education for traditionally underserved Davidson, Diné, Mandan, Hidatsa and Arikara, Acting Director, American populations. Participants also will make suggestions for what to do in the Indian Education and Cultural Center, and Adjunct Faculty, Teaching, absence of those practices and how the higher education community can Learning and Leadership Department, South Dakota State University; continue to find ways to promote diversity as an education benefit for all. Heather Shotton, Wichita/Kiowa/Cheyenne, President, NIEA, and Assistant Professor, Native American Studies, The University of Oklahoma

Presenter(s): Arthur Coleman, Managing Partner, EducationCounsel, The University of Montana District of Columbia; Bradley Quin, Executive Director, Higher Education, The College Board, Virginia University of Montana Campus Tour Grand Foyer, Third Floor, University Center Indian Education for All in Montana Experience campus for yourself! Let a current University of Montana Advocate Room 332, Third Floor, University Center provide you with a walking tour around our 200-acre campus. The UM The Montana Office of PublicI nstruction continues to develop culturally Advocates is a student group that is dedicated to assisting students through relevant classes about American Indians for all Montana schools, which is the transition process from high school to college, often from a small setting required by our state’s constitution and state law. We will share examples to a larger setting. The advocate group is composed of about 100 members, of “Indian Education for All” resources and show how they can be used and all are students who come from different backgrounds and yield unique to support standards-based instruction and provide culturally relevant perspectives and experiences. Note: This tour is not CEU eligible. instruction to improve Indian student achievement. Participants will examine the relationship between culturally relevant instruction and student achievement, and they will be able to adapt our state’s model for Indian education and to develop strategies appropriate for their teaching context. Presenter(s): Lynn Hinch, Administrator Indian Education Division, Montana Office of Public Instruction; Mike Jetty, Spirit Lake Dakota, Indian Education Specialist, Montana Office of Public Instruction | Missoula, Montana

11 Sessions

College Board National SAT Committee, the National Association for Student 12:10–1:30 p.m. Personnel Administrators, and the National Academic Advising Association. u She has served as national co-chair of the College Board Native American Plenary Luncheon: Financing a Future — Student Advocacy Institute. She is the former executive director of the Making College Affordable for Native National Institute for Native Leadership in Higher Education (NINLHE) and a Students former special education teacher for the Los Angeles Unified School District. North Ballroom, Third Floor, University Center Terri Gruba is associate director in the Financial aid experts will speak about issues impacting Native students’ Financial Aid Office at the University of ability to afford college, including changes in federal policies and laws Montana–Missoula. She was born and raised regarding grants and loans. They will discuss college costs, financial aid and in Miles City, Mont., and she grew up in a their impact on the college attendance and success of Native students. working-class family. Gruba depended on financial aid herself to attain her bachelor’s Moderator(s): Kathleen Little, Senior Adviser, Student Aid Policy, The degree from Briar Cliff College in Sioux City, College Board, District of Columbia Thursday, May 30, 2013 30, May Thursday, Iowa, and an MBA from the University of Speaker(s): Pamela Agoyo, Cochiti, Kewa, Ohkay Owingeh Pueblos, Montana. She has been involved in her state Special Assistant to the President on American Indian Affairs and Director (Montana ASFAA), regional (Rocky Mountain of American Indian Support Services, The University of New Mexico; ASFAA) and national NASFAA associations, Terri Gruba, Associate Director, Financial Aid, The University of Montana; serving on many committees and in various board capacities, including state Lucyann Harjo, Navajo, Indian Education Coordinator, Norman Public and regional president. She was honored by being elected to the RMASFAA Schools, Oklahoma; Devin Wertman, Northern Cheyenne, Director, Hall of Fame in 2011. She has served as the advanced track dean at Financial Aid, Chief Dull Knife College, Montana RMASFAA’s Summer Institute and is currently serving as the faculty dean this year. She has presented at regional conferences across the nation. She has been on the NASFAA Training and Best Practices Committee, has Kathleen Little has worked at the College Board presented at national conferences and is currently serving as a since June 1986, and is currently senior adviser, representative-at-large on the NASFAA board of directors. Gruba has spent Student Aid Policy. In this position, she provides countless hours visiting all of the Montana reservations, mentoring her staff support to the College Board related to colleagues in Indian country and working with Indian students. Through her college affordability, including the Trends in Higher work in her professional associations, she has helped their conferences Education publications, the Early Information speak to the issues of Native students. In her spare time, Gruba loves to projects, and the Rethinking Pell Grants project. travel, read (mostly science fiction and mysteries) and be a slave to her cats. Prior to her current position, she served as Her latest interest is in crafting stained glass. executive director of financial aid services. In Lucyann Harjo is an enrolled member of the that role, she was responsible for the design Navajo tribe. She enjoys her work as the and management of all College Board financial coordinator of Indian education with Norman aid services and for communications with and training of college and Public Schools, and she has been dedicated to university financial aid administrators. working with American Indian students and She came to the College Board from her position as director of financial aid parents in Norman Public Schools for 11 years. at the University of California, Santa Cruz. While at UCSC, she served as Harjo received a Bachelor of Science degree in president of the Western and California Associations of Student Financial education from the University of Oklahoma and Aid Administrators (WASFFA) and as a member of the board of directors of an Associate of Arts degree from Haskell the National Association of Student Financial Aid Administrators (NASFAA). Indian Junior College. She also proudly serves She holds a bachelor’s degree from the College of William & Mary and a as a representative for the Oklahoma Council master’s degree from Teachers College, Columbia University. for Indian Education and as a member of the Oklahoma Advisory Council on Pamela Agoyo (Cochiti, Kewa and Ohkay Indian Education. Owingeh Pueblos) is the director of the Devin Wertman (Northern Cheyenne) currently University of New Mexico American Indian serves as financial aid director for Chief Dull Student Services and special assistant to the Knife College, engaging the youth of the president for American Indian Affairs. She Northern Cheyenne in financial, leadership and earned bachelor’s degrees in psychology and civic services. Being a tribal college graduate of sociology, and a master’s degree in the institution he serves allows him to organizational learning and instructional participate as a voice for American Indian technology from the University of New Mexico. students as well as a member of CDKC’s student Agoyo’s 25-year professional career has services. Apart from his duties at CDKC, he focused primarily in the areas of student affairs enjoys coaching baseball in the community of and student development. She has served the University of New Mexico in a Colstrip every summer, along with number of capacities: director of Student Union Recreational Services; snowboarding, hunting and fly fishing. His active mission is to serve the recruitment specialist for the Office of Admissions and Outreach Services; communities in which he lives and works, developing identities for the youth, director of minority recruitment and retention; and scholarship outreach while also being a good son, brother and uncle. coordinator for the Office of Financial Aid and Scholarships. She currently holds a Letter of Academic Title as lecturer for the UNM School of Medicine’s Family and Community Medicine Department; is president-elect for the National Indian Education Association (NIEA); and is a member of the

12 Sessions NASAI u1:40–2:50 p.m. Promoting Community College Success: Promising Practices and Structures Room 326, Third Floor, University Center The College Board recently completed a study that looked at retention models in two-year colleges. This follows a 2009 study that investigated similar models at four-year institutions. This session will examine the broad themes from these studies and review strategies for improving student persistence. Participants will learn about the most prominent structures and strategies in place to promote student success in U.S. community colleges. Additionally, participants will learn how to utilize the promising practices matrix as a self-evaluation tool and vehicle for promoting campuswide discussion and reflexive practice. Presenter(s): Stephen J. Handel, Executive Director, Higher Education Relationship Development and Community College Initiatives, The College Board, California; Bradley Quin, Executive Director, Higher Education, The College Board, Virginia; Vasti Torres, Professor of Educational Leadership and Policy Studies and Director, Center for Postsecondary Research, Indiana University

How to Get to College Poster in Luiseño: Translating College Readiness into a Native Language Room 332, Third Floor, University Center The California State University (CSU) promotes college readiness to schools, parents and students in an award-winning poster entitled “How to Get to College.” This poster has been translated into nine languages to let non- English speakers know how, what, when and where they need to support their children or students on a pathway to college. This is the first translation of this information into a Native language, and the Luiseño language is the language of six federally recognized California tribes. While most The University of Montana Luiseños speak English, the Luiseño translation is a recognition by CSU that language is the best way to communicate the college readiness message ManyMany Nations Nations,, to tribal students, teachers and parents. The poster will be presented, and participants will review the journey leading from idea to fruition. Participants will discuss benefits of applying policies that are in place for other underrepresented communities, underscored by the importance of language GrizGriz Nation Nation in communicating with tribal communities. Presenter(s): Joely Proudfit, Pechanga, Director, California Indian Culture and Sovereignty Center, Director, Native American Academic Strategic Planning, and Associate Professor of Sociology and Native Studies, California State University, San Marcos

IC NATIVES!: Private Liberal-Arts College Students Discuss Identity Room 327, Third Floor, University Center

In this presentation, participants will view a documentary created by one of the | presenters, an undergraduate student at a small, private, predominately white Missoula, Montana liberal arts college in New York State. In response to a lack of support for Native American students on campus, the documentarian began a conversation with other Native American students on campus at an event for Native American Heritage month. The film features Native American students participating in a student identity panel open to the public and their post-panel discussions. Participants will be engaged through discussion of the film and a series of questions to inform further advocacy work on campus. Presenter(s): Hollie Kulago, Assistant Professor of Childhood Education, Elmira College, New York; Paige Bethmann, Undergraduate Student, Ithaca College, New York TheThe University University of Montana:of Montana: www.umt.edu www.umt.edu EnrollmentEnrollment Services-Admissions: Services-Admissions: 406.243.6266 406.243.6266 or oradmissions.umt.edu admissions.umt.edu AlumniAlumni Association: Association: 877.UM.ALUMS 877.UM.ALUMS or orwww.umt.edu/alumni/ www.umt.edu/alumni/ UMUM Foundation: Foundation: 800.443.2593 800.443.2593 or orwww.umt.edu/umf/ www.umt.edu/umf/ President’sPresident’s Office: Office: 406.243.2311 406.243.2311 or orwww.umt.edu/president/ www.umt.edu/president/ Athletics:Athletics: www.gogriz.com www.gogriz.com 13 Sessions

NASS Scholars Retention Program for 2012 NASAI Call to Artists: Finalist College Freshmen and Transfer Students Do Yeon Kim Room 331, Third Floor, University Center The Native American Student Services (NASS) Scholars Retention Program was designed to increase the recruitment and retention of first-year Native American freshmen and transfer students at Northern Arizona University (NAU). The presenter will outline the components of this program, and participants will come away with a guide on how to construct/develop a similar recruitment and retention program for their own institutions. The program model for tracking and assessment will also be shared with participants, who will then be able to develop a tracking model that works for them and be able to identify key learning outcomes.

Thursday, May 30, 2013 30, May Thursday, Presenter(s): Andrea Sequaptewa, Hopi, Program Coordinator, Senior, NAU; Catherine Talakte, Hopi, Director, NASS, NAU

Using Collaborative Tools to Increase STEM Engagement for Girls Room 333, Third Floor, University Center Collaboration is a key strategy for leveraging resources and strengthening organizational capacity to expand the participation of girls in science, technology, engineering and mathematics (STEM). Participants will learn about the proven model, tools and resources developed by the National Girls Collaborative Project (NGCP) to strengthen practitioner efforts to engage and support girls and women in STEM programs. Having reached more than six million girls across 38 states since 2002, NGCP’s best practices in collaboration, resources and opportunities for engagement will be shared and experienced via hands-on activities and networking opportunities. Attendees will build individual and organizational capacity by learning about exemplary practice strategies that increase the engagement of girls in STEM. Presenter(s): Jessie Herbert, Museum Manager, spectrUM Discovery Area, The University of Montana; Martha Peters, Managing Director, Montana Sentinel Secondary School Grade 12 NSF EPSCoR, Montana; Suzi Taylor, Assistant Director of Outreach and Communications, Extended University, Montana State University British Columbia, Canada 3–4:10 p.m. Montana’s Tribal College Circuit u Room 330, Third Floor, University Center Best Practices in Native American Student The Montana Post Secondary Educational Opportunities Council (MPSEOC) Support at UCLA and the Montana seven tribal colleges have collaborated over the past Room 326, Third Floor, University Center four years to provide the first of its kind, Tribal College Fair Circuit. This It is pertinent that the declining numbers of American Indians in higher collaboration is an effort to better serve transfer students in Montana, education be addressed, especially since the California Postsecondary Education while also creating increased communication and relationships with each Commission (CPEC) eligibility studies show that the number of American Indian Montana tribal college and the communities they serve. Although the fairs high school students eligible for University of California (UC) and California State are geared toward college students and high school students, they are open University (CSU) education has been steadily declining since 2003, and was at to the general public, with parents encouraged to attend as well. Through an all-time low in 2006. In this presentation, participants will review effective group conversation, participants will become familiar with how Montana higher education strategies at the University of California, Los Angeles (UCLA). established and reinforces relationships among tribal colleges, tribes, Speakers will highlight key partnerships, from projects’ inception to present Predominantly White Institutions, and outside entities. They will also explore day. Participants will discuss possible initiatives, programs and ideas that they how a model like this could be implemented in different areas, and they will can implement at their institutions, and they will understand the importance of identify key factors with engaging students from TCU communities/colleges. creating programs, such as American Indian Recruitment (AIR) and Retention of Presenter(s): Emily Ferguson-Steger, Blackfeet, Assistant Director of American Indians Now (RAIN). The importance of student advocacy will also be Diversity Marketing and Recruitment, The University of Montana; Ordell discussed, and participants will be able to share useful strategies for identifying Joe, Diné, Scholarship Coordinator, American Indian College Fund, Colorado; academic resources in the community, learn about the different approaches Amy Leary, Executive Director, MPSEOC; Michael Munson, Salish, in American Indian student services and develop skills needed to effectively Indian Education Implementation Specialist and American Indian Student address individual student needs. Achievement Specialist, Office of Public Instruction, Montana; Shane Presenter(s): Kendra Buck, Navajo, Student, UCLA; Elizabeth Garret, Sangrey, Chippewa Cree, Director of Higher Education, Stone Child College, Cherokee Nation of Oklahoma, Student, UCLA; Tilman Gonie, Navajo, Montana; Devin Wertman, Northern Cheyenne, Financial Aid Director, Student, UCLA; Kenneth Ramos, Kumeyaay, Barona Band of Mission Indians, Chief Dull Knife College, Montana Student, UCLA; Miriam Rodriguez, Student, UCLA; Cheyenne Hawk, Cheyenne, Student, UCLA

14 Sessions

Forging Strong University and American Strategies and Practices for Increasing NASAI Indian Relationships Academic Achievement for Young Men of Room 327, Third Floor, University Center Color This session will examine the development of the North Carolina State Room 332, Third Floor, University Center University (NCSU) American Indian Advisory Council as an outgrowth of our Recent research revealed that although young men of color face several American Indian Alumni dissatisfaction with the university’s recruitment barriers that impact their ability to successfully navigate the K–16 pipeline, efforts. It will examine efforts to engage alumni, current students, faculty, there are strategies and programs that can and do help these students staff and North Carolina tribes. The session will also review partnerships succeed against the odds. This session will include a dialogue that that have developed on campus to support American Indian students as provides practitioners, school leaders, school counselors, higher education well as enhanced recruitment and outreach to tribal communities. Session professionals and community advocates the tools and practical strategies participants will be able to create a collaborative between American Indian needed to raise achievement and elevate college aspirations for America’s alumni, current students, faculty, staff and tribal leaders; take the lessons young men of color. Participants will learn from education professionals, learned from the discussion; and apply them to their local universities and scholars, community advocates and practitioners about practical tools and American Indian communities. strategies designed to raise achievement and increase college aspirations Presenter(s): Rachel Ensing, Admissions Counselor, NCSU; of young men of color. They will also examine strategies for implementing Dana Troutman, Assistant Director of Admissions, NCSU innovative practices designed to increase completion rates among young men of color in secondary and postsecondary environments. Maximizing Equity and Access in K–12 Presenter(s): LeManuel “Lee” Bitsoi, Navajo Nation — Kii’yáá’aaníí Schools (Towering House) and Hashtl’ishníí (Mud) Clans, Research Associate, Room 330, Third Floor, University Center Harvard University; Jennifer Dunn, Director, National Office for School Counselor Advocacy, The College Board, District of Columbia; Lloyd L. Lee, Learn to better define equity in the context of college readiness and begin Diné, Book Review Editor, American Indian Quarterly, and Director, Institute using newly created self- and organizational assessment tools developed for American Indian Research, Native American Studies, The University of by the College Board to foster greater equity and access in our schools. New Mexico Participants will look at the assumptions, actions, implicit messages, biases and beliefs that prevail organizationally that may unintentionally hinder our access and equity goals. These assessment tools will help individuals, Student Success Lessons from Tribal managers and organizations improve outcomes and work toward closing Colleges and Native American-Serving the opportunity gaps that exist for students in our schools. Attendees will Institutions understand the College Board’s definition of equity, access, diversity and Room 333, Third Floor, University Center inclusion and their relationship to one another, and they will explore the Participants will review findings and best practices from an empirical study organizational and individual behaviors that promote/sustain exclusive, passive on institutional factors and practices supporting student success and/ The University of Montana and inclusive relationships and environments in K–12 schools and districts. or transfer for American Indian/Alaska Natives (AI/AN) attending two- Presenter(s): Brett Felder, Associate Director, Accuplacer and CLEP, The year tribal colleges (TCs) or two-year Native American-Serving Non-Tribal College Board, New York; Erin Jones, Director of Equity and Achievement, Institutions (NASNTIs). This includes understanding unique institutional Federal Way District, Washington contexts, the critical role of advising, understanding student financial issues beyond tuition, faculty and staff development, and easing student transition Movie Maker: A Tool for Learning Indian into and through higher education. Implications and recommendations for Issues developing and maintaining partnerships with tribal education departments and four-year institutions will also be discussed. After hearing the Room 331, Third Floor, University Center presentation, participants will adapt and apply ideas and practices from the This session will demonstrate facilitated learning through consensus study in ways beneficial to increasing Native student postsecondary access, building on Indian issues and research processes. Participants will success and transfer on their own campuses, programs or work in tribal experience critical thinking as they identify topics, American Indian education departments. resources, key messages for a Native audience and outcomes. They will Presenter(s): Amy Fann, Assistant Professor, University of North Texas; also develop a plan and message by experiencing the facilitated learning Janet Marling, Executive Director, National Institute for the Study of model, and then identify creative ways to deliver their message about Indian Transfer Students, University of Georgia; Craig Marroquin, Apache Tribe of issues using Movie Maker. Participants will learn strategies in building Oklahoma, Graduate Research Assistant, University of Connecticut an investigative, self-directed and data-driven, project-based learning environment centered on a common project in Native American studies. |

University of Montana Campus Tour Missoula, Montana Presenter(s): Reno Charette, Crow, Director, American Indian Outreach Grand Foyer, Third Floor, University Center and Diversity Center, Montana State University-Billings; Tammy Rea, Diversity Coordinator, Montana State University-Billings Experience campus for yourself! Let a current University of Montana Advocate provide you with a walking tour around our 200-acre campus. The UM Advocates is a student group that is dedicated to assisting students through the transition process from high school to college, often from a small setting to a larger setting. The advocate group is composed of about 100 members, and all are students who come from different backgrounds and yield unique perspectives and experiences. Note: This tour is not CEU eligible.

15 Sessions

Yarlott has a deep interest in Indian higher education, history, culture, youth, and 4:20–5:20 p.m. the economy. He also has an awareness of and a holistic approach to the natural u environment. Afternoon Plenary: Tribal College Carole Falcon-Chandler has served as Presidents SPEAK — THE Strengths and president of Aaniiih Nakoda College Challenges of Interfacing with Other permanently and in acting capacities since 1996. Higher Education Systems Prior to returning to her homeland, the Fort Theater, Third Floor, University Center Belknap Indian Reservation, she directed a TRIO A panel of tribal college presidents of Montana will speak regarding the Project at a mainstream institution located in importance of cultural connections in education, the future of tribally eastern Montana for 17 years. She also served controlled higher education and the ways in which higher education needs to as the ANC dean of student affairs for eight connect with community for student success. Each panelist will discuss the years. Falcon-Chandler was nominated and unique qualities of their tribal colleges and how each one interfaces with the elected by college presidents in the Northwest Thursday, May 30, 2013 30, May Thursday, Montana University System. region to serve as a commissioner on the accrediting agency, Northwest Commission on Colleges and Universities for a Moderator(s): David E. Yarlott, Jr., Greasy Mouth Clan, President, Little six-year term. She was a member of an advisory board for the Association of Big Horn College, Montana American Community Colleges (AACC), served as a member of the Commission Speaker(s): Carole Falcon-Chandler, Aaniiinin (Gros Ventre), President, on Advancement of Racial and Ethnic Equity and the American Council on Fort Belknap (Aaniiih Nakoda College), Montana; Elaine L. Frank, Salish, Education (ACE). Falcon-Chandler was an American Indian College Fund Tribal Interim President, Salish Kootenai College, Montana; Billie Joe Kipp, College Leader of the Year, and a past vice chair and chair of the American Blackfeet, President, Blackfeet Community College, Montana; Richard Indian College Fund Board of Trustees. Littlebear, Northern Cheyenne, President, Chief Dull Knife College, Montana Falcon-Chandler has served Indian people and education for more than 30 years. Her dedication and perseverance has promoted positive growth and David E. Yarlott, Jr. (Baluxx Xiassash or furthered self-determination in the form of Indian education locally and Outstanding Singer) was born and spent the first across the nation. Aaniiih Nakoda College successfully meets the challenges four years in Seoul, Korea. His heritage is from a of providing high-quality educational opportunities, and this is a reflection of Korean mother and a Crow Indian father. Yarlott is Falcon-Chandler’s strong leadership. a member and also a child of the Greasy Mouth Among her other endeavors, Falcon-Chandler is involved in the restoration Clan. He was raised on the Crow Indian of language and culture in the community. College programs are grounded Reservation in south-central Montana. He is a in the strengths of her heritage as embodied in the traditional culture fluent speaker of the Crow language. He enjoys of the Aaniiinin and Nakoda. She has advised and participated in many participating in some of the tribal customs, collaborative relationships that have furthered the mission, goals and ceremonies and traditions. Yarlott currently serves successes of students locally and regionally. as the president of Little Big Horn College, a Falcon-Chandler received a diploma from Haskell in business with high two-year tribal college in Crow Agency, Mont. academic honors. She returned to college as a “nontraditional” student in Yarlott is a first-generation college graduate. He received an associate degree 1992 and received a Bachelor of Science degree in human services, with an in business administration from Little Big Horn College, and a bachelor’s degree emphasis in applied psychology and management. She then completed a in business management with a human resource option, a master’s degree master’s degree in human services administration. Because of her dedication in business education with a Native American studies support area, and a and commitment to education, she was granted an honorary doctorate of doctoral degree in adult, community and higher education from Montana State education from Montana State University. University–Bozeman. Elaine L. Frank has been appointed the In 2009, Yarlott was awarded the Montana State University Alumni interim president of Salish Kootenai College. Achievement Award; in 2008, he was designated a National TRIO Achiever, Frank received her Ed.D. in gifted education/ and from the Office of Civil Rights in the U.S. Department of Agriculture, he educational psychology from the University of was the recipient of an “Exemplary Leadership as Chair” award. Georgia. She received her M.A. in gifted Yarlott has worked in the forestry field with the Crow Tribe, the U.S. Forest Service education from Oklahoma City University. and Bureau of Indian Affairs, mostly in wildland fire suppression for 24 seasons. Her B.A. in music education is from Western He has been a warden for the U.S. Fish & Wildlife Service, and was raised in a Washington University. farm and ranch environment. He has been involved with tribal colleges and the Frank was recruited and hired at SKC in 1994 American Indian Higher Education Consortium since 1981. Yarlott has served as a by Academic Vice President Jerry Slater. In sports coach, adviser and organizer for youth activities. He has also presented at addition to her role as director of institutional workshops and seminars, and he has spearheaded fundraising activities. research, she assisted him with his variety of responsibilities including Yarlott serves on a number of advisory councils and committees, such as managing programs and grants as well as teaching college courses. She the Montana State University Alumni Relations Board; the ACE Scholarship credits him and his successor, Alice Oechsli, with mentoring her into the Committee; the Executive Committee of the Board for the American Indian various leadership roles at SKC. Her leadership roles included director of Higher Education Consortium (AIHEC), where he served as chair from 2008 to enrollment services and interim academic vice president prior to her current 2012. He is an advisory council member of the Native American Employment appointment as interim president. and Training Council (NAETC-DOL); and a member of the AIHEC/U.S. Department Frank has co-authored multiple publications and given presentations at national of the Interior Leadership Group. His past memberships include the American conferences that focus on gifted and talented students and providing high-quality Indian College Fund (AICF), where he served as chair in 2006; the USDA/AIHEC education to students from minority cultures. She continues to advocate for high Leadership Group and the Montana Correctional Enterprise Committee.

16 Sessions expectations and strong support systems for students from underrepresented NASAI populations. Her leadership style sets high standards for employees while 2012 NASAI Call to Artists: Finalist providing the necessary support to achieve the mission and goals of SKC. Billie Joe Kipp is the president of Blackfeet Weronika Pajdak Community College. She had been the associate director for mental and behavioral health at the Center for Native American Health, The University of New Mexico. Kipp has a doctoral degree in clinical psychology. Her research has focused on the effects of a Blackfeet cultural and language immersion program on Blackfeet children’s intelligence, racial identity, and self-esteem. Additionally she has investigated the differences of crystallized intelligence and fluid intelligence in American Indian children and American Indian children with a diagnosis of fetal alcohol syndrome. Her research on building capacity for diabetes management in tribal communities focused on the reduction of health disparities among minority populations. Kipp is committed to culturally responsive research and providing research that is useful for tribes. Richard (Dick) E. Littlebear was born on the Northern Cheyenne Reservation in Montana and grew up in Busby, Montana. He holds degrees from Bethel College in Kansas and Montana State University and received his doctoral degree in education from Boston John F. Kennedy Memorial High School Grade 12 University in 1994. New Jersey He is president and interim dean of cultural affairs at Chief Dull Knife College located in the Northern Cheyenne Reservation. Littlebear actively promotes bilingualism, advocating for bilingual education on a local, state, national and international level. He encourages the continued oral, written and reading usage of the Cheyenne language specifically, and of all indigenous languages generally. The University of Montana He considers learning to read and write the Cheyenne language—his first language—as his greatest academic achievement. u5:30-7:30 p.m. Networking Reception Ballroom, Third Floor, University Center Please join us for an evening reception where you can network with colleagues and create long-lasting connections! Live entertainment and hors d’oeuvres will be provided for your enjoyment. Entertainment: Troy “Good Medicine” De Roche, Blackfeet, Flautist and Flute Maker, Montana | Missoula, Montana

17 "To all the wonderful donors - the students performed wonderfully on the AP Statistics exam. 83% earned a 4 or 5 (out of 5) on the exam! They rocked it! Ten of "The Dynamic dozen" will be taking my AP Microeconomics class next year. They are beginning their work on college applications this summer; the books you provided are a valuable resource. Thanks for sharing my belief in these kids."

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Visit www.donorschoose.org/teachers to get started. NASAI Salish Kootenai College | Pablo, Montana 19 Grade 12 Sessions Jalisco, Mexico Navajo and is originally tate University’s American Indian Dakota State University’s and is a faculty Education and Cultural Center, Learning and member of the Teaching, Leadership Department. A proud alumna of where she Haskell Indian Nations University, earned a B.A. in American Indian studies, and Davidson went on to earn her master’s doctoral degrees in educational policy studies from the University of Illinois at Urbana- Champaign. At present, she is the national president for tribal relations and directly reports to the president of the University of Arizona (UA). Her primary role is to serve as a key representative and liaison between tribal leaders and the university in efforts to strengthen partnerships and advance mutual goals. Prior to serving as an assistant vice president, Francis-Begay served as the director of Native American student affairs at UA. She also was the associate director of the American Charlotte Davidson is the director of South Karen Francis-Begay is the assistant vice ’s board of directors. Her research interests center ’s ndigenous Peoples Knowledge Community and serves Indigenous Peoples Knowledge Community and serves ’s A illanueva Alcantara illanueva asaffe V 2012 NASAI Call to Artists: Finalist Call to NASAI 2012 Shanti Y American School of Puerto Vallarta co-chair for NASP as a member of the NIEA feminine personhood and on the politics of indigenous matrilineality, with issues of social educational leadership, and how these intersect settings. exclusions and disenfranchisement in higher education Indian Language Development Institute (AILDI), a program affiliated with the UA College of Education. Francis-Begay also worked with two TRIO Programs funded through the U.S. Department of Education, Upward Bound and Talent Search, while at Pima Community College early in her career. degree in public administration and a Francis-Begay earned a bachelor’s degree in American Indian studies, both from UA. She is currently master’s in a Ph.D. program with a concentration in higher education administration. of the College Board and on the board She serves on the Board of Trustees of directors with College Horizons. Francis-Begay is from Chinle, Ariz. John — Stylus Publishing, LLC ula– ton Misso ffiliated Tribes, and is also of Kiowa and Affiliated Cheyenne descent. Shotton resides in Norman, Okla., with her husband, John, and two daughters, Sloan and Sophie. She currently serves as an assistant professor in Native American Studies at the University of Oklahoma. She received her doctorate in adult and higher education from the research University of Oklahoma in 2008. Shotton’s focuses on addressing issues of Native American student success in postsecondary education, Heather Shotton is a member of the Wichita and ter th and Fitness Cen tenai to Salish Koo arting ter a

While the success of higher education and student affairs is predicated While the success of higher we serve, the reality is, where the Native on understanding the students that this knowledge is generally American population is concerned, invisibility within attributed to this population’s lacking. This lack may be data and reporting, the academy — it is often excluded from institutional — and its relegation and frequently noted as not statistically significant to what is referred to as the “American Indian research asterisk.” merican in both academics and student services.students for over 10 years, u 8:45–10 a.m.

7 a.m. u national and local level, and currently serves as the president of NIEA. Scholars program. Shotton serves Native students and communities on a directly with Native American students and coordinated the American Indian klahoma City University, where she worked multicultural student affairs at Oklahoma City University, Prior to joining the University of Oklahoma, she served as the assistant director of A success. Shotton has worked in the field of higher education serving Native particularly in the areas of Native doctoral education and Native student

aking with the Authors Asterisk — Spe Joe McDonald Heal Edgew Beyond Movingthe ary: Morning Plen il DoubleTree by H king lot of the Par s Dep Shuttle College 31 May Friday, Idaho University of Native American Student Center, Oklahoma, Director, Alabama State University; Steve Martin, Muskogee Creek/Choctaw of ssistant Professor, Rehabilitation Counseling Program, Garland, Choctaw, Assistant Professor, Arizona; Relations, The University of Assistant Vice President, Tribal , Trustee, The College Board and University; Karen Francis-Begay, Navajo, Trustee, Leadership Department, South Dakota State Learning, and Teaching, Faculty, Adjunct and American Indian Education and Cultural Center, Acting Director, , Hidatsa and Arikara, Speaker(s): Charlotte Davidson, Diné, Mandan American Studies, The University of Oklahoma Native National Indian Education Association, and Assistant Professor, , President, Moderator(s): Heather Shotton, Wichita/Kiowa/Cheyenne on the American Indian student experience in higher education. writing and publication experience and the need for more research and literaturewriting and publication experience and the need for everal of the authors and one of the editors will talk about thetheir campuses. Several of the authors and one of the editors will talk academic affairs, and administrators concerned with the success of students onacademic affairs, and administrators concerned with challenge the status quo and provide an informed base for leaders in student andchallenge the status quo and provide an informed base that challenges the “asterisk” in order to better understand Native students,that challenges the “asterisk” in order to better understand The purpose of this presentation is to highlight a newly released publicationThe purpose of this presentation is to highlight a newly 20 Friday, May 31, 2013 University Advisor tothePresidentonmericanIndiannitiatives,rizonaState Indian nitiatives,ArizonaStateUniversity; Presenter(s): AnnabellBowen,Diné/SenecaCoordinator, American participants willdevelopaplanforinterdepartmentalcollaboration. characteristics ofacademicandpersonalstudentsuccess.Additionally, model toestablishbestpracticesandimplementationstrategies,recognize Indian youthtoprepareforacollegeeducation,understandhowusethis financial aidliteracy. ParticipantswillreviewstrategiestoengageAmerican college readinessandexposure,buildingself-confidencepromoting collaboration thatbenefitsK–12studentsintribalcommunitiesbyencouraging The ArizonaStateUniversityTribal NationsTour isaninterdepartmental La Tour: DevelopingAmericanIndiLeders Arizona State UniversityTri bal Nations Sessions affairs fromSouthDakotatateUniversity. in sociologyfromtheUniversityofOklahomaandhismaster’s instudent Graduate CenterinAlbuquerque,N.Martinreceivedhisbachelor’s degree Gates MillenniumScholarship,whichishousedattheAmericanIndian and nationallevels.Martinhasalsoservedasascholarshipreaderofthe postsecondary levelandhasgivenrelatedpresentationsatthelocal,state from NortheasternStateUniversityinTahlequah, Okla. student personnelandabachelor’s degree inbusinessadministration,both Maryland–College Park.HeholdsaasterofSciencedegreeincollege College StudentPersonnelAdministrationProgramattheUniversityof u 10:15–11:15 a.m. te LouieCaye Building recruitment, retention,anddevelopmentatthe practice ofAmericanIndianstudent in SouthDakota,conductingtheresearchand Martin workedinthehighereducationsystem past 12years.PriortohisarrivalinIdaho, and communitiesinvariouscapacitiesforthe specifically servingAmericanIndianstudents Idaho inMoscow, Idaho.Martinhasbeen American StudentCenterattheUniversityof Oklahoma, isthedirectorforNative Steven Martin,MuskogeeCreek counseling andpersonnelservicesfromthe students. GarlandreceivedhisPh.D.in with disabilities,andoff-campus(commuter) involvement, AmericanIndiancollegestudents on AmericanIndiancollegestudentsandtheir Specifically, hisprimaryareasofresearchfocus marginalized groupsinhighereducation. the experiencesofunderrepresentedand teaching, researchandpracticeareasarewith professor atAlabamaStateUniversity. His John L.Garland,Choctawisanassociate Diane Humetewa,HopiSpecial / Choctaw of Choctaw Accessible toNative AmericanStudents Assistant, West VirginiaUniversity Presenter(s): R.SayaBobick,DoctoralStudentandGraduateTeaching tradition andsharepersonalresponses. community. Participantswillalsoobserveandreflectonaworkofart/oral similarities anddifferencesincustomscelebrationsoffamiliestheir background andvaluestheireffectsonlearningthroughcomparing session, participantswillgainanincreasedawarenessoftheirownethnic artistic andstorytellingactivitiessupportsocietalwellness.Throughoutthe communities withinatribalnation.Presenterswilldiscusshowtraditional connection toheritageforNativeAmericanandlaskafamilies cultural andgeographiclocationsbringlivedexperience,wisdom an indigenouscommunity’s eldermembers.Indigenouseldersfromdiverse communities. Eveninthisdigitalage,thereismuchtobecontributedby oral traditionshaveanimportantrolewithintheirinterdependentNative knowledge buildingandhealthybehaviors.Culturallyrelevantcustoms cultural practicesthroughartandoralcustomsencouragesobservanceof The interconnectedroleofindigenouseldermembersineducational JOHNNY ARLEE–VICTORCHARLOTHEA Promoted ThroughArandOrlCustms Indigenous andTrditionlKnowledge Montana StateUniversity Presenter(s): JioannaCarjuzaa,AssociateProfessorinEducation, classroom. and hearsomeexamplesofhowthecourseinformationwasappliedin Indian EducationforAllservesasamodelculturallyresponsivepedagogy highlight thecoursematerialsandresources.Participantswilllearnhow of Montana’s Indian Education forAllrequirements.Thissessionwill graduate coursethatfocusesonculturallyresponsivepedagogyinsupport K-12 teachersandothersfromacrossMontanaparticipateinanonline Educa Cul Indian Educat ion forAll:AModel Content Development,TheCollegeBoard,Georgia Presenter(s): SerenaMagrogan,Director, APScienceCurriculumand American students. strategies, andtheywilllearnhowtoalignthesestrategiestheirNative criteria tousewhenevaluatingtheirinstructionalandintervention of NativeAmericanstudents.Theparticipantswillleavewiththree-to-five will collaboratetorevisesuchinterventionstrategiesaddresstheneeds chemistry relevantandaccessibletoNativeAmericanstudents.Participants associated instructionalstrategiesthatmaketheteachingandlearningof This interactiveandengagingpresentationwillshowcasetheresearch EDUCA Making AP turally ResponivePedagogyinrctice tion 113 TION 114SALISHKOOENAICOLLEGE ® Chemistry Relev TER ant nd NASAI Salish Kootenai College | Pablo, Montana 21 , ions at Sessions New AIGC The arship! Schol Power of The Innov and Other ion at Online Applic Michel Building Room 106, years of service to Center (AIGC) nears 45 Indian Graduate As the American and undergraduate students, Alaska Native graduate American Indian and pplication leaner AIGC Online A to offer the greener and we are excited the NASAI attendees will be among Additionally, System for new applicants. “The POWER of SCHOLARSHIP” campaign a new, first in the nation to see component how AIGC resources are a critical aimed at informing institutions partnerships and the presenter will outline all the of student success. Finally, AIGC and AIGC Scholars. Attendees will learn resources available through to be able to assist their students in the to navigate the new application home resources for Pre-K–20 students, and hear application process, take current, to learn what motivated testimony from AIGC recipients, past and graduate school. them to attend and complete , Graduate Student, Navajo, University Presenter(s): Brenton Bluehouse of Chippewa Indians Mountain Band , Turtle of Montana; Melvin Monette Mexico; Fellowship and Special Programs, AIGC, New Graduate Director, Montana Rachel Smith, Rosebud Sioux, Graduate Student, University of pus Tour Salish Kootenai College Cam both morning and Campus tours will be provided as an option during SKC first tribal colleges, afternoon breakout sessions. One of the nation’s offering premier tribally controlled colleges has grown into one the nation’s on 36 degree programs. A particular strength of the college is the emphasis science and technology programs. American Indian history and culture are an integral component of all majors. Note: This tour is not CEU eligible. 406.275.4800 or call (406) 275-4800. 58138 US Highway 93 see our website at www.skc.edu, see our website at www.skc.edu, For more information about SKC, For more information about SKC, PO Box 70, Pablo, MT 59855 MT Pablo, 70, PO Box Salish Kootenai College Our welcomes NASAI participants! modern buildings including the beautiful campus houses 53 foot Health Education a 39,000 square D’Arcy McNickle Library, offers and eight classroom buildings. SKC a Theater, Center, 36 degree programs, including Certificates of Completion, business, Associate, and Bachelor degrees in health, education, is accredited by the and the arts. SKC science, technology, Northwest Commission on Colleges and Universities.

chools, Colorado Denver Public S Education Focus Teacher, , Indian Lassos, Tongva Colorado; Jerry Gifted Development Center, irector, Director, Presenter(s): Steven Haas, Visual–Spatial Learners Project and content can work in tandem. and content can work in teaching/learning styles with culturally sensitive content so that instruction with culturally sensitive content so that instruction teaching/learning styles and they will develop a template for coupling traditional Native American and they will develop a instructional strategies for K–12 students across multiple content areas, K–12 students across multiple content areas, instructional strategies for learning style. Participants will learn how to design effective visual–spatial will learn how to design effective visual–spatial learning style. Participants deficits and remediation by capitalizing on their students’ visual–spatial by capitalizing on their students’ visual–spatial deficits and remediation merican culture, can help teachers shatter the cycle of with Native American culture, can help xciting new digital technologies, working respectfully seeds of a solution. Exciting new digital technologies, children and, as will be shown in this session, the digital explosion holds the shown in this session, the digital explosion holds children and, as will be visual–spatial learning style of almost 80 percent of Native American visual–spatial learning style ndian settings conclusively demonstrates the traditional tribal and urban Indian settings conclusively nalysis of data gathered from both Analysis of data gathered technology. with the explosion in digital ative methods of teaching and learning of teaching and learning ative methods merge traditional N that seamlessly have developed effective and successful classroom instructional strategies classroom instructional effective and successful have developed enver, the presenters the presenters in Denver, American students with urban Native Working l World Digita tyles in a Learning S ab ickle Learning L D’Arcy McN eric an ive Am Nat ional Tradit pec ting Res 22 Friday, May 31, 2013 Professor, TheUniversity ofNewMexico Presenter(s): RobinMinthorn,KiowaTribe ofOklahoma , Assistant step intoleadershiproleswithintheir schools andcolleges/universities. students, anddiscussmethodsforcreating opportunitiesforNativestudentsto leadership development,learnaboutthe impactthatleadershiphasonNative this session,attendeeswillgaininsight intotheindigenouscollegestudent better understandtheleadershipexperienceofNativeAmericanstudents.In their leadershiproles.Thiswillhelppractitionersfromalllevelsofeducation in redefined throughgainedskillsintheirpositionsandtheinfluencetheyhave upon theNativestudents’definitionofleadership,whichincludedbeing and withintheirrespectivetribalcommunities.Therewasalsoaninfluence an increasedmotivationtopersistintheirdegreesandinvolvementoncampus study, itwasfound thattheimpactofNativestudents’experiencesincluded concepts andleadershipexperiencesofNativecollegestudents.Withinthis This presentationwillreviewastudythatsoughttobetterunderstandthe Educa Experience Imp Falls PublicSchoolDistrict,Montana Presenter(s): SandraBoham,SalishDirector, IndianEducation,Great and communitiesstories. be sharedwithparticipantsthroughdatastories,studentandstaff focused onstudentsuccess.Thedemonstratedsuccessofthisapproachwill integrate culturestronglywithinacademic,data-based,districtstrategies VII programinMontanatheGreatFallsPublicSchoolDistrict.Effortsto programs/efforts andaccomplishmentsofthelargesturbanIndianTitle culturally ashavetheirteachers.Participantswilllearnaboutthegoals, students whoparticipatedintheprogramhavegrownacademicallyand program forAmericanIndianhighschoolstudentsinanurbansetting.The This workshopwilldescribeanintegratedthematicacademic/culturalschool La Urban/Off-Reserv Summer SchoolProgramthat Worksinan Challenging AcdemicExperience:A Creating aCul The CollegeBoard,Georgia Presenter(s): eytonWhite,EducationalManager, K–12Services, search process. weaknesses, improvetestresults,andnavigatethecollegecareer success. Thewebsitesarefullofconcretedetailstostrengthenskill students andfamiliarizeparentswithrelevanttoolsforcollegecareer will learnhowtoaccessandnavigatetheseuser-friendly websites,assist QuickStart™; Y teachers, parentsandstudents:BigFuture™;FiveWays EdPays;MyCollege The CollegeBoardoffersfreeresourcesforadministrators,schoolleaders, more aboutcareers,college,financialaid,healthandstandardizedtests. Today’s schoolcommunityisgoingfurtheranddiggingdeepertolearn D’Arcy McNickleLearningab Cool (FREE!)ToolsforStudenSuccess CAMAS ROOM,JOEMDONALDHEAL Lunch Sessions u 12:20–1:20 p.m. u 11:25 a.m–12:10p.m. te LouieCaye Building act ofheNative StudenLeadership tion 113 ouCanGo!™ andmore.Inthisinteractivesession,participants tural Sp ation SchoolDistrict ace for TH ANDFINESSCENER Coordinator, MontanaOfficeofPublicInstruction Public Instruction;DonWetzel Jr., Students,FamiliesandCommunities Sarah Pierce,Teaching andLearningCoordinator, MontanaOfficeof Sioux, DirectorofIndianEducation,MontanaOfficePublicnstruction; Presenter(s): MandySmokerBroaddus,FortPeckAssiniboineand connections, andoverallschoolimprovement. that impactacademics,healthandwell-being,studentengagementfamily participants willbuildawarenessofstrategicplans,programsandpractices multitiered systemofsupportimplementedinthesixschoolspromise, and schools’“ReadinessestoTeach, LearnandAct.”Bylearningaboutthe reservations. Thisinitiativefocusesonthewholechild,addressingstudents partnered withthreeschoolsontheNorthernCheyenne,CrowandFortPeck Improvement Grants(SIG),theMontanaOfficeofPublicnstructionhas increase inAmericanIndianstudentachievement.ThroughthefederalSchool The SchoolsofPromiseisauniquecollaborationthathasresultedindramatic JOHNNY ARLEE–VICTORCHARLOTHEA Transformation Studen The Montana SchoolsofPromie— Success, alishKootenaiCollege,Montana Presenter(s): and completionratesforotherstudentpopulations. the successofthisprojectandintensifyingefforttoimprovepersistence student success.TheworkshopwillalsodiscusshowSKCisbuildingupon pertinent issuesandbarriers,implementinginterventionstoincrease raising campusawareness,securinginstitution-widebuy-in,researchingthe success oftheDVSPpopulation.ItwilldetailprocessSKCstaffusedin problems facedbytheinstitution—andstudentsthatimpeded much as50percent.Thepresentationwillbeginwithananalysisofthe SKC wasabletoincreaseDevelopmentaltudiesProgram(DVSP)byas Educa Rates at SalishKooteniCollege(SKC) Improving Developmenta l StudyCompleion School District#23,Montana Presenter(s): Tamara Fisher,K–12GiftedEducationS pecialist, Polson appropriate andeffectivegiftedidentificationtoolsprocesses. giftedness uniquetotheirlocaltribalculture,andwilllearnhowrecognize characteristics ofgiftedNativeAmericanstudents,willnoteexpressions success forthesestudents.Participantswillengageinadiscussionof this oftenoverlookedpopulation,aswellstrategiesforencouraging will focusonadiscussionofcharacteristicsthatcanhelpteachersidentify Native Americanstudentsachallenginganddifficultprospect.Thissession out fromthegroupcansometimesmakenoticingandidentifyinggifted Differences inculture,limitedEnglishproficiency, andpressurestonotstand ROOM 106,MICHELBUILDING Students the NeedsofGifedNative American Understanding, IdentifyingandMeeing tion 114 -Centered Turnaroundnd cademic Stephen McCoy,DirectoroftheepartmentAcademic TER NASAI Salish Kootenai College | Pablo, Montana 23 Sessions ork, National Indian

, joined the Warner School after more than Clan, joined the Warner 20 years of experience at Syracuse University, including serving as faculty associate for the Native Student Program. She teaches in the higher education program. School’s Warner memberships include Some of Waterman’s the Native American Indian Education Association of New Y Education Association, Association for the Study of Higher Education, American Education Onondaga, Turtle , Onondaga, Turtle Stephanie J. Waterman arting for Missoula ork

2:45–5 p.m. u

2:45–3 p.m. u

1:35–2:45 p.m 1:35–2:45 u Indigenous education, and qualitative methods. in higher education, history of education, history of higher education, in higher education, history of education, history theories. Waterman has taught classes in sociology, race and gender has taught classes in sociology, theories. Waterman ndigenous methodologies/pedagogy, college transition, and critical race college Indigenous methodologies/pedagogy, the role staff play in student retention, race and gender in higher education, the role staff play in student retention, race and Waterman’s research interests are Native American college experiences, research Waterman’s Advisory Council. ative American education committee and the Rochester N on Onondaga’s She also serves Administrators Indigenous Peoples Knowledge Community. Student Personnel Scholarship Committee of the National Association of ssociation, as well as serving as co-chair for the Research and Research Association, as well as serving as co-chair for the ensure adequate shuttle space. Note: This tour is not CEU eligible. Missoula. Sign-up will be required by the end of the day Thursday so as to closing plenary for those individuals who can take a later shuttle back to Near Joe McDonald Gym There will be an opportunity for a more in-depth campus tour following the Tour Salish Kootenai College In-depth Campus oubleTree by Hilton Missoula — Edgewater. then continue on to the DoubleTree Shuttles will deliver attendees first to the Missoula International Airport, Shuttles Dep Near Joe McDonald Gym ochester, New Y Rochester, eadership, Warner School of Education, University of Leadership, Warner Educational Professor, Onondaga, Turtle Clan, Assistant , Onondaga, Turtle Speaker(s): Stephanie J. Waterman based on her extensive work and knowledge of Native American students. based on her extensive work he will share strategies and stories graduate. She will share strategies and to overcome challenges and will focus on outlining some of the best practices educators and students use of the best practices educators and students will focus on outlining some students utilize a variety of strategies to earn their degrees. The presenterstudents utilize a variety tribal college, community college, or as an adult returning student, Nativetribal college, community an Students ive Americ for Nat college or university directly from high school, Whether entering a four-year egies SS Strat DOOR — SUCCE ARY POSTSECOND Joe McDonald Gym ry: Through the Plenary: Closing

Sponsors With the support of the sponsors below, the College Board has a greater chance of impacting more educators and, therefore, more students.

www.umt.edu www.ets.org

otenai Ko Co h ll is e l g a e S

E d m u o c a d is ti on W ip Leadersh

www.skc.edu www.mus.edu PERF HERE

24 Continuing Education Units

Earn CEUs at NASAI Continuing education units (CEUs) are available for most sessions. Please bring the CEU form to the designated person for certification at the end of each session. Drop off your completed form at the registration desk, or after the conference fax it to 408.367.1458. Note: CEUs are not available for plenary sessions, exhibit hall presentations, membership meetings, delegate assembly meetings or social events. If you have questions, please see the staff at the registration desk. The College Board has been approved as an Authorized Provider by the International Association for Continuing Education and Training (IACET), 1760 Old Meadow Road, Suite 500, McLean, VA 22102. In obtaining this approval, the College Board has demonstrated that it complies with the ANSI/IACET Standards, which are widely recognized as standards of good practice internationally. As a result of their Authorized Provider membership status, the College Board is authorized to offer IACET CEUs for its programs that qualify under the ANSI/IACET Standards.

For more information on College Board membership and its

PERF HERE benefits, please visit our website: membership.collegeboard.org.

In the spirit of keeping the Native American Student Advocacy Institute an open venue to share and discuss relevant and emerging changes and challenges in education, the College Board invites presenters, speakers and members of the education community to present, lead and participate in sessions and panel discussions. The opinions expressed by our guests are those of the individual speakers and do not necessarily reflect the views or official policies of the College Board or of an institution where individual speakers may be employed.

© 2013 The College Board. College Board, ACCUPLACER, Advanced Placement Program, AP, CLEP, Pre-AP, SAT and the acorn logo are registered trademarks of the College Board. BigFuture, My College QuickStart, SAT Subject Tests and YouCanGo! are trademarks owned by the College Board. All other products and services may be trademarks of their respective owners. Visit the College Board on the Web: www.collegeboard.org.

25 CEU Attendance Form

NASAI 2013 In order to receive continuing education units (CEUs) for your participation in NASAI 2013 sessions, follow these instructions. At the end of each eligible session you attend, please write in the name of the session and have the designated College Board staff or committee member attach a sticker to your worksheet before you leave the room. After the conference, total your hours, and either mail your completed and signed worksheet to Diversity Initiatives, (The College Board, 2099 Gateway Place, Ste. 550, San Jose, CA 95110), or fax it to 408.367.1458. Your certificate will be mailed to you at the address you indicate below. Please provide all information.

Name: Home Phone:

Institution: Home Address:

School Address: Home City, State, ZIP:

School City, State, ZIP: Email:

Signature: Mail my certificate to School Home

Date Time Session Name Hours CB Sticker

Thursday, May 30, 2013 9:30–10:40 a.m. 1.10 PERF HERE Thursday, May 30, 2013 10:50 a.m.–noon 1.10 Thursday, May 30, 2013 1:40–2:50 p.m. 1.10 Thursday, May 30, 2013 3–4:10 p.m. 1.10 Friday, May 31, 2013 10:15–11:15 a.m. 1.00 Friday, May 31, 2013 12:20–1:20 p.m. 1.00

The College Board is an authorized provider of the IACET Continuing Education Unit (CEU). The International Association for Continuing Education and Training (IACET, 1760 Old Meadow Road, Suite 500, McLean, Virginia 22102) is a nonprofit organization. One (1) IACET CEU is equal to ten (10) contact hours of participation in an organized continuing education experience offered by an organization that has met strict criteria and guidelines (detailed at www.iacet.org).

IMPORTANT: This form must be validated at the end of each session, in the session room. We will not be able to validate this form at any other time.

26 The University of Montana PERF HERE

27 The University Center, The University of Montana

F IRST FLOOR

LOADING DOCK

DINING SERVICES Bookstore PRODUCTION & Entrance CATERIN KITCHEN

THE BOOKSTORE at THE UNIVERSITY OF MONTANA

THE MARKET CAMPUS M W QUICK COPY ELEVATOR

ATM South North gardens Entrance Entrance ATRIUM

M S VERIZON THE SOURCE M WIRELESS INFO. DESK & W BOX OFFICE M ASUM U STUDENT GRIZ W DUC TIO N

O GOVERNMENT

CARD R SHEAR P PERFECTION ASUM CHILD MFCU Ju s ASUM LEGAL Chill’ n CARE SERVICES SHIPPING EXPRESS

gardens gardens

West Entrance

S ECOND FLOOR

Casa Nina DINING SERVICES Doc's Sandwich Shop KITCHEN Eson Gib - Sushi THE UC GAME Famous Daves BOOKSTORE ROOM Garden City Greens Patty Shack ELEVATOR Ui-Cha! Soups N Such

UC FOOD PIZZA HUT & COURT WING STREET UC COMMONS W M

ATM ELEVATOR E n Nor t e t ran c h ran c h ou t t e S n

Open Atrium Open Atrium E ATRIUM BALCONY COMPUTER LAB CONF. CONF. CONF. MEN 215 216 224 KBGA CONF. RADIO WOM. UC CONF. UC 207 ART LOUNGE 223 GALLERY ADMIN CONF. OFFICE STUDENT ORGANIZATION’S 222 SUITE

West Entrance

28 The University Center, The University of Montana

THIRD FLOOR

FREIGHT ELEVATOR CATERING COORDINATOR SERVICE & UC STORAGE 333 BALLROOM UC 332 NORTH SOUTH BALLROOM BALLROOM SERVICE & UC THEATER STORAGE UC 331

MEN UC 330 CONCESSIONS UC UC 326 327 GRAND UC FOYER 329 ELEVATOR

North South Entrance Entrance

UM CONFERENCE & EVENT PLANNING OFFICE & UM CATERING OFFICE

FIRST FLOOR SECOND FLOOR THIRD FLOOR

UM CATERING OFFICE AND 1 THE BOOKSTORE 1 THE BOOKSTORE 1 UM CONFERENCE & EVENT 2 PLANNING OFFICE 2 UNIVERSITY DINING SERVICES UC GAME ROOM PRODUCTION & CATERING KITCHEN 3 PIZZA HUT & WING STREET 2 BALLROOM 3 THE MARKET 4 UC FOOD COURT 3 UC THEATER 4 CAMPUS QUICK COPY 5 UC COMMONS 4 CATERING COORDINATOR 5 VERIZON WIRELESS 6 COMPUTER LAB 5 UC CONFERENCE ROOM 333 6 SHEAR PERFECTION 7 UC ART GALLERY 6 UC CONFERENCE ROOM 332 7 MISSOULA FEDERAL CREDIT UNION 8 STUDY LOUNGE 7 UC CONFERENCE ROOM 331 8 JUS CHILL’N 9 UC CONFERENCE ROOM 224 8 UC CONFERENCE ROOM 330 9 GRIZ CARD 10 UC CONFERENCE ROOM 223 9 UC CONFERENCE ROOM 329 10 SHIPPING EXPRESS 11 UC CONFERENCE ROOM 222 10 UC CONFERENCE ROOM 327 11 THE SOURCE INFO. DESK & BOX 12 UC ADMIN. OFFICE 11 UC CONFERENCE ROOM 326 12 UM PRODUCTIONS 13 UC CONFERENCE ROOM 215 13 ASUM CHILD CARE 14 UC CONFERENCE ROOM 216 14 ASUM STUDENT GOVERNMENT 15 UC CONFERENCE ROOM 207 15 ASUM LEGAL SERVICES 16 STUDENT ORGANIZATION'S SUITE 17 KBGA RADIO

29 Salish Kootenai College

30 Notes

31 Notes

32

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