DOCSLIB.ORG

Robin Minthorn | Statement

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Robin Minthorn | Statement NATIONAL INDIAN EDUCATION ASSOCIATION 2012/2013 BOARD OF DIRECTORS CANDIDATE Robin Minthorn | Statement My name is Dr. Robin Minthorn and I am an enrolled member of the Kiowa tribe of Oklahoma and also a descendant of the Apache, Assiniboine, Nez Perce and Umatilla nations. I have been an advocate for Native higher education and education in general since I was an undergraduate at the University of Oklahoma. The desire to see other Native American/Alaskan Native/Native Hawaiian children, tribes and communities obtain a quality education that incorporates and respects tribal values has been engrained in me as many of my aunts and uncles have been educators for over twenty years and my husband, Gabe Minthorn also is an educator and has worked at and received one of his degrees at Haskell Indian Nations University. I recently defended my dissertation entitled “Indigenizing Leadership Concepts through Perspectives of Native American College Students” at Oklahoma State University in the Educational Leadership and Policy Studies with an emphasis in Higher Education and Public Policy Program. Achieving the highest level of education I can attain has affirmed the responsibility that I have to help others reach their potential and learn how to navigate the educational system whether that is P-12 or higher education. I have worked in diverse higher education institutions such as: American InterContinential University in TX; Cameron University in Lawton, OK; Comanche Nation College in Lawton, OK, Oklahoma’s 1 st tribal college in Oklahoma as an academic advisor; Oklahoma State University as the Coordinator of Native American Affairs and currently is at the University of New Mexico as Assistant Professor in Educational Leadership and Native American Studies (NAS) and Director of the Native American Leadership (A joint master’s program within the educational leadership and NAS program). Since my experience at Comanche Nation College my passion to see the tribal college and university voice and experiences heard within mainstream higher education was engendered. During my time at OSU I taught for two years at Pawnee Nation College in the areas of economic development and leadership development in Indian country. I am passionate about promoting higher education to Native American students and communities during the time I served as an Ambassador for the Americans for Indian Opportunity organization, I along with other colleagues in Oklahoma, created the Oklahoma Native American Students in Higher Education (ONASHE) conference. ONASHE has been in existence for over five years and has grown to incorporate a student board, newsletter and bi-monthly student meetings creating a stronger community for Native college students and student affairs professionals statewide. During this time I have also been actively in leadership positions with the NASPA (National Association for Student Affairs Administrators) IPKC (Indigenous Peoples Knowledge Community) where I currently serves as the National Chair whose mission is to promote Native students in higher education and awareness of the unique journey of Native college students and student affairs professionals. These unique experiences in higher education and leadership opportunities to serve and strengthen the communities I have been a part of make me a great candidate for the NIEA Board of Directors. I would like ask for the NIEA general membership to support me to be one of the new NIEA Board of Directors. I will promise to utilize my education, experience, skills and passion to advance Indian education and open doors for tribally based education and higher education to be a priority not only in Indian country but on a national level. It would be my priority to see a connection between P-12 and higher education inclusive of tribal colleges is connected to better serve our Native American/Alaskan Native/Native Hawaiian children and communities they represent. I would be honored and humbled to help represent and advocate for NIEA and the membership and all of the diverse tribal communities and perspectives that are represented. Ah-ho. .
Load more

Recommended publications
  • Nulldfr 2016 Report
    Image description. Cover Image End of image description. NATIONAL CENTER FOR EDUCATION STATISTICS What Is IPEDS? The Integrated Postsecondary Education Data System (IPEDS) is a system of survey components that collects data from about 7,500 institutions that provide postsecondary education across the United States. IPEDS collects institution-level data on student enrollment, graduation rates, student charges, program completions, faculty, staff, and finances. These data are used at the federal and state level for policy analysis and development; at the institutional level for benchmarking and peer analysis; and by students and parents, through the College Navigator (http://collegenavigator.ed.gov), an online tool to aid in the college search process. For more information about IPEDS, see http://nces.ed.gov/ipeds. What Is the Purpose of This Report? The Data Feedback Report is intended to provide institutions a context for examining the data they submitted to IPEDS. The purpose of this report is to provide institutional executives a useful resource and to help improve the quality and comparability of IPEDS data. What Is in This Report? As suggested by the IPEDS Technical Review Panel, the figures in this report provide selected indicators for your institution and a comparison group of institutions. The figures are based on data collected during the 2015-16 IPEDS collection cycle and are the most recent data available. This report provides a list of pre-selected comparison group institutions and the criteria used for their selection. Additional information about these indicators and the pre- selected comparison group are provided in the Methodological Notes at the end of the report.
    [Show full text]
  • Tribal Colleges and Universities STEM Resource List
    Tribal Colleges & Universities In an effort to promote partnership building as a strategy for broadening participation in STEM fields, this list provides the names and locations of Tribal Colleges and Universities, along with links to STEM-related programs (relevant academic programs, grants, networks, student organizations, recruitment/retention/support programs, community outreach initiatives, etc.) within these institutions. We encourage you to research the programs at Minority Serving Institutions to gain a sense of the work being done in those specific contexts and to explore possibilities for collaboration. Institution City State STEM-related Programs Ilisagvik College Barrow AL Information Technology Program Science & Physical Education Diné College Tsaile AZ Math, Physics, and Technology Tohono O'odham Community College Sells AZ Haskell Indian Nations University Lawrence KS Academics Bay Mills Community College Brimley MI Program Descriptions Keweenaw Bay Ojibwa Community College Baraga MI KBOCC STEM Programs Saginaw Chippewa Tribal College Mt. Pleasant MI S.T.E.M. Club Fond du Lac Tribal and Community College Cloquet MN Outreach Programs Leech Lake Tribal College Cass Lake MN Natural Sciences and Technology Department White Earth Tribal and Community College Mahnomen MN Degree Programs Blackfeet Community College Browning MT Degrees and Certificates Chief Dull Knife College Lame Deer MT © October 2015, CADRE Page 1 of 3 Institution City State STEM-related Programs Aaniiih Nakoda College Harlem MT T-CUP Program Fort Peck Community
    [Show full text]
  • AIHEC AIMS Fact Book 2007 Tribal Colleges and Universities Report
    AMERICAN INDIAN MEASURES FOR SUCCESS American Indian AIMSMeasures For Success AIHEC AIHEC AIMS Fact Book 2007 Tribal Colleges and Universities Report BASED ON THE AIMS KEY INDICATOR SYSTEM (AKIS-2007) A Report From American Indian Higher Education Consortium Prepared By Systemic Research, Inc. March 2009 Carrie Billy, President and CEO 121 Oronoco Street Alexandria, VA 22314 703-838-0400 www.aihec.org Systemic Research, Inc. American Indian Measures Success for Jason J. Kim, President Linda M. Crasco, Executive Director 150 Kerry Place, 2nd Floor Norwood, MA 02062 781-278-0300 www.systemic.com March 2009 Second Edition, July 2009 The materials contained within this report are the intellectual property of the American Indian Higher Education Consortium and Systemic Research, Inc. Any use or reproduction thereof must contain the following citation: “Used with permission of the American Indian Higher Education Consortium and Systemic Research, Inc.” All other rights are reserved. © 2009 Systemic Research, Inc. ISBN 978-0-9816611-1-7 ii | AIHEC-AIMS FACT BOOK 2007 AIHEC-AIMS 2007 Book Fact AIMS Fact Book 2005 AIMS Book Fact TRIBAL COLLEGE MOVEMENT The first Tribal College was established in 1968 in response to unmet higher education needs of American Indians. Barriers to postsecondary education for American Indian students include geographic isolation of reservations, AIHEC MISSION inadequate precollege preparation, socioeconomic challenges, and family AIHEC is the collective spirit and unifying voice of our responsibilities. Tribal Colleges and Universities (TCUs) are essential in nation’s Tribal Colleges and Universities (TCUs). AIHEC providing educational opportunities for American Indian students. They offer provides leadership and influences public policy on higher education that is uniquely Tribal with culturally relevant curricula American Indian higher education issues through and research, extended family support, and community education services.
    [Show full text]
  • SCHOLARSHIP RESOURCE BOOKLET "What Would You Attempt
    QUAPAW TRIBE OF OKLAHOMA DEPARTMENT OF EDUCATION SCHOLARSHIP RESOURCE BOOKLET "What would you attempt to do if you knew you could not fail?" To all Quapaw Students... Your maker gave you breath. But you had to breathe. As you grew, your parents provided meals. But you had to eat. Your parents gave you a bed and a bed time. But you had to sleep. Your parents proudly passed on their heritage to you. But you had to feel the pride and purpose. Your teachers gave you knowledge. But you had to learn. Your tribe gave you identity. But you had to seek its legacy. And now your tribe gives you a scholarship. And you must be a scholar. There is an old saying..."You can lead a horse to water, but you can't make him drink." The list of scholarship opportunities in this booklet is for you...it is the water. You can stare at it, ignore it, dream about it. But it will never quench your thirst until you apply for the scholarships, until you meet the deadlines, until you write the essays, until you secure the recommendations. Your parents will help, your teachers will help, your tribal director of education will help. But you must do. If, in looking for a scholarship, a provided link does not work, email or call me and I will get the information for you. If you truly want a certain scholarship...let's go get it!! Good luck. May your dreams be exceeded only by your accomplishments. Pam Leptich Director of Higher Education Quapaw Tribe of Oklahoma PO Box 765 Quapaw, OK 74363 1-918-542-1853, ext.
    [Show full text]
  • Academic Success and Achievement (ASA)
    Academic Success and Achievement (ASA) ASA serves to engage students through a series of programs and services designed to assist in their academic success, with a focus on retention and success of underrepresented students, with expanding contributions to all undergraduates. Programs provided include AZ Assurance Scholar's Program, New Start, Prodigy, Student Support Services/TRiO, and Pathway to Academic Student Success (PASS) Probation Program. CONTACT INFORMATION Arizona Assurance Scholars Program Students interested in this program are encouraged to begin the requirement process starting their freshman year. You must have completed the FASFA before March 1, every year. Prodigy - Learning Communities This is a FREE goal-driven program open to any incoming University of Arizona Freshman. These services are for one year only. Office of Early Academic Outreach The mission of the Office of Early Academic Outreach at the University of Arizona is to increase the number of *ethnic minority, low-income, and first-generation college-bound students who are eligible to enter a degree program at a university. Programs provided include Mathematics, Engineering, Science Achievement (MESA), Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP), Building the Future, Native American Science and Engineering Program (NASEP), College Academy for Parents, and Algebra Academy. Native American Science and Engineering Program (NASEP) NASEP is a part of the Office of Early Academic Outreach at the University of Arizona. The Office of Early Academic Outreach partners with The University of Alaska-Anchorage in the Indigenous Alliance in an attempt to effect a systematic change in the hiring patterns on Indigenous Americans in STEM fields.
    [Show full text]
  • Tcu Data Book
    TCU SUMMER MEETING: LOOKING BACK TO WALK FORWARD INTO THE NEXT 50 YEARS JULY 28 – AUGUST 1, 2019 SALISH KOOTENAI COLLEGE, PABLO, MONTANA INSTITUTIONAL RESEARCH STRAND TCU DATA BOOK Corrected 08/13/19 Table of Contents Enrollment Aggregate Regional Major Group Enrollment Aggregate Regional First-Time Entering Students Aggregate Regional First Year Retention Aggregate Regional General Student Population Aggregate Regional Faculty Demographics Faculty Salaries Aggregate TCU Enrollment 20,000 19,694 19,326 19,000 18,770 18,000 18,149 17,596 17,000 16,512 16,000 15,827 15,426 15,512 15,482 15,367 15,000 14,883 14,000 Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014 Fall 2015 Fall 2016 Fall 2017 Fall 2018 Aggregate TCU Enrollment by Gender Ethnicity, and Status 35% 33% 32% 30% 25% 21% 22% 21% 21% 20% 15% 10% 10% 10% 5% 6% 5% 5% 3% 4% 3% 3% 2% 0.01% 0.02% 0.01% 0% 0% Male Female Other Male Female Other Male Female Other Male Female Other AI/AN Non-Native AI/AN Non-Native Full-Time Part-Time Fall 2008 Fall 2018 Institution Name Fall Fall Fall Fall Fall Fall Fall Fall Fall Fall Fall Fall Fall Fall Fall 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 Aaniiih Nakoda College 259 175 161 239 168 293 214 229 188 151 291 228 177 135 133 Bay Mills C.C. 547 519 559 422 432 563 596 577 536 526 493 461 409 448 477 Blackfeet C.C.
    [Show full text]
  • College Resources for American Indian and Alaska
    COLLEGE RESOURCES FOR AMERICAN INDIAN AND ALASKA NATIVE STUDENTS Our families are searching for the best post- secondary options that serve both their cultural and academic needs. The resources included in this document by no means are representative of all the choices that might exist for our American Indian and Alaska Native families, but can offer a starting point. We have included links to Minnesota/Wisconsin public/private colleges and universities as well as resources for Tribal Colleges and Universities (TCUs). You will also find resources for financial aid, scholarships, career searches and organizations that are offering support via community and cultural connections. Finally, we understand there are often many questions about navigating a system full of unfamiliar resources. The AVHS Counseling Department would like to partner with you in this journey to finding a pathway that will begin to create a legacy for you, your family and community. Please contact us via email or phone: Michelle Gustafson Val Fogolin A-C Hf-Mek [email protected] [email protected] 952-431-8217 952-431-8226 Don Perkins Lisa Schmidt D-He Mel-Roo [email protected] [email protected] 952-431-8208 952-431-8214 Ellen Perkins Rop-Z [email protected] 952-431-8242 MN public universities and colleges offering unique programing: • University of Minnesota – Twin Cities University of MN American Indian Studies PSEO Option PSEO – American Indian Studies (for current 10th and 11th graders – deadline is June
    [Show full text]
  • Part 1. TABLE D FEDERAL AGENCY AWARDS to INSTITUTIONS FY 2011 Annual Federal Performance Plan on Executive Agency Actions to Assist Tcus Executive Order 13592
    Part 1. TABLE D FEDERAL AGENCY AWARDS TO INSTITUTIONS FY 2011 Annual Federal Performance Plan on Executive Agency Actions to Assist TCUs Executive Order 13592 Tribal Colleges and Universities State R&D PE TRAINING F&E FELLOWS SFA DIS TPA PSI AI ED OTHER TOTALS Aaniiih Nakoda College (Ft. Belknap) MT 0 Bay Mills Community College MI 0 Blackfeet Community College MT 0 Cankdeska Cikana Community College ND 0 Chief Dull Knife College MT 0 College of Menominee Nation WI 0 College of Muskogee Nation OK 0 Comanche Nation College OK 0 Dine College AZ 0 Fond Du Lac Tribal & Community College MN 0 Fort Berthold Community College ND 0 Fort Peck Community College MT 0 Haskell Indian Nations University HS 0 llisagvik College AK 0 Institute of American Indian Arts NM 0 Keweenaw Bay Ojibwa Community College MI 0 Lac Courte Oreilles Ojibwa Community Col WI 0 Leech Lake Tribal College MN 0 Little Big Horn College MT 0 Little Priest Tribal College NE 0 Navajo Technical College NM 0 Nebraska Indian Community College NE 0 Northwest Indian College WA 0 Oglala Lakota College SD 0 Saginaw Chippewa Tribal College MI 0 Salish Kootenai College MT 0 Sinte Gleska University SD 0 Sisseton Wahpeton Community College SD 0 Sitting Bull College ND 0 Southwest Indian Polytechnic Institute NM 0 Stone Child College MT 0 Tohono O'odham Community College AZ 0 Turtle Mountain Community College ND 0 United Tribes Technical College ND 0 White Earth Community College MN 0 Wind River Tribal College WY 0 GRAND TOTAL 0 0 0 0 0 0 0 0 0 0 0 0 0 CATEGORIES: Signature R&D RESEARCH AND DEVELOPMENT Agency Senior Official________________________ PE PROGRAM EVALUATION TRAINING TRAINING Date: ______________________________ F&E FACILITIES AND EQUIPMENT FELLOWS FELLOWSHIP, RECRUITMENT, IPA SFA STUDENT FINANCIAL ASSISTANCE DIS DIRECT INSTITUTIONAL SUBSIDIES TPA THIRD PARTY AWARDS PSI PRIVATE SECTOR INVOLVEMENT AI ADMINISTRATIVE INFRASTRUCTURE ED ECONOMIC DEVELOPMENT OTHER OTHER.
    [Show full text]
  • Nulldfr 2016 Report
    Image description. Cover Image End of image description. NATIONAL CENTER FOR EDUCATION STATISTICS What Is IPEDS? The Integrated Postsecondary Education Data System (IPEDS) is a system of survey components that collects data from about 7,500 institutions that provide postsecondary education across the United States. IPEDS collects institution-level data on student enrollment, graduation rates, student charges, program completions, faculty, staff, and finances. These data are used at the federal and state level for policy analysis and development; at the institutional level for benchmarking and peer analysis; and by students and parents, through the College Navigator (http://collegenavigator.ed.gov), an online tool to aid in the college search process. For more information about IPEDS, see http://nces.ed.gov/ipeds. What Is the Purpose of This Report? The Data Feedback Report is intended to provide institutions a context for examining the data they submitted to IPEDS. The purpose of this report is to provide institutional executives a useful resource and to help improve the quality and comparability of IPEDS data. What Is in This Report? As suggested by the IPEDS Technical Review Panel, the figures in this report provide selected indicators for your institution and a comparison group of institutions. The figures are based on data collected during the 2015-16 IPEDS collection cycle and are the most recent data available. This report provides a list of pre-selected comparison group institutions and the criteria used for their selection. Additional information about these indicators and the pre- selected comparison group are provided in the Methodological Notes at the end of the report.
    [Show full text]
  • Underrepresented Minority Education Institutions, Source: U.S
    updated: 20 Aug 2009 UNDERREPRESENTED MINORITY EDUCATION INSTITUTIONS, source: U.S. Dept of Education Hispanic Historically Tribal Native Alaska Serving Black College College or Hawiian Native Institution or University University Institution Institution HSI, DEd grants NH DEd grants AN, DEd grants HBCU TCU '03-'08 03-08 03-08 25+% UG & 50% UNIT ID ST INSTITUTE low income defined defined % based % based Hispanic 434584 AK ILISAGVIK COLLEGE, BARROW XX AK PRINCE WILLIAM SOUND COMMUNITY COLLEGE X 103440 AK SHELDON JACKSON COLLEGE X AK UNIVERSITY OF ALASKA - FAIRBANKS X 102632 AK UNIVERSITY OF ALASKA SOUTHEAST X 100654 AL ALABAMA A & M UNIVERSITY, NORMAL X 100724 AL ALABAMA STATE UNIVERSITY, MONTGOMERY X 102030 AL BISHOP STATE COMMUNITY COLLEGE, MOBILE X 101073 AL CONCORDIA COLLEGE, SELMA X 101240 AL GADSDEN STATE COMMUNITY COLLEGE, GADSDEN X 101301 AL GEORGE C WALLACE STATE COMMUNITY COLLEGE-SELMA, SELMA 101462 AL J F DRAKE STATE TECHNICAL COLLEGE, HUNTSVILLE X 101471 AL J F INGRAM STATE TECHNICAL COLLEGE, DEATSVILLE 101569 AL LAWSON STATE COMMUNITY COLLEGE, BIRMINGHAM X 101675 AL MILES COLLEGE, FAIRFIELD X 101912 AL OAKWOOD COLLEGE, HUNTSVILLE X AL Selma University X 100973 AL SHELTON STATE COMMUNITY COLLEGE-C A FRedd Campus, Tuscaloosa X 102216 AL SOUTHERN COMMUNITY COLLEGE, TUSKEGEE 102270 AL STILLMAN COLLEGE, TUSCALOOSA X 102298 AL TALLADEGA COLLEGE, TALLADEGA X 102313 AL TRENHOLM STATE TECHNICAL COLLEGE, MONTGOMERY X 102377 AL TUSKEGEE UNIVERSITY, TUSKEGEE X 106306 AR ARKANSAS BAPTIST COLLEGE, LITTLE ROCK X 107318 AR MID-SOUTH COMMUNITY
    [Show full text]
  • Addressing COVID-19 Pandemic at Tribal Colleges
    Addressing of the COVID-19 Pandemic by Tribal Colleges Presentation to NSF CEOSE, June 11, 2020 Bob Megginson, University of Michigan Former Summer Adjunct Faculty, Turtle Mountain Community College Definition and number of U.S. tribal colleges • Broadly defined here to be institutions of higher education whose student bodies are, in fact and by intent, primarily indigenous people of the U.S. • Most have connections to a specific tribe, though serving the broader American Indian/Alaskan Native communities • Two exceptions, generally considered tribal colleges but federal schools without a specific tribal connection: Haskell Indian Nations University (Lawrence, KS), Southwestern Indian Polytechnic Institute (Albuquerque) • One other exception: Fond du Lac Tribal and Community College (Cloquet, MN), considered a tribal college due to its founding by the Fond du Lac Band of Lake Superior Chippewa Indians, but now part of the Minnesota State Colleges and University System with enrollment only about 16% American Indian, with the majority (about 62%) white • Also often mentioned in conversations about tribal colleges, but not actually tribal colleges, and not discussed here: Native American-Serving Non-Tribal Institutions (NASNTIs); e.g., Fort Lewis College (Durango, CO) is an important example • Close to 40 2 What follows in this 10 minute presentation (technology willing!) • NOT a look at all of the 20 remaining slides! They contain, primarily, detailed data collected from 32 of the tribal colleges, for those who might want to bore into this more deeply, as well as a (slightly) more complete list of institutions I prepared for a paper about sustainability at the colleges, to appear this year.
    [Show full text]
  • How Tribal Colleges and Universities Build Nations, Strengthen Sovereignty, and Persevere Through Challenges
    Redefining Success: How Tribal Colleges and Universities Build Nations, Strengthen Sovereignty, and Persevere Through Challenges After enduring nearly 400 years of higher education efforts driven by religious indoctri- nation and forced assimilation, in 1968 Diné College opened its doors as the first Tribally controlled post-secondary institution, marking a new era of self-determination for Native American students. Since then, Tribal Colleges and Universities (TCUs) have grown to in- clude 37 institutions, serving over 28,0001 students and are actively working to revitalize Native languages and culture, promote Tribal sovereignty and further economic growth aligned with Tribal values in the communities they serve. These remarkable institutions often go unrecognized for their achievements, and most remain unjustly underfunded in spite of the fact that their work redefines the valuable impact that higher institutions can “The Penn Center for MSIs presents the have within their local communities. important story of the Tribal Colleges in this succinct, factual report that We hope to support the Tribal Colleges and Universities, their membership association, the Ameri- includes recommendations that can be can Indian Higher Education Consortium (AIHEC), and their non-profit support organization, the American Indian College Fund (College Fund), by reframing the conversation and reminding critics readily supported by anyone concerned that TCUs were not created to serve the same purpose as other higher education institutions. about educational access and achieve- Rather, TCUs were created for the purpose of supporting Tribal Nation-building after Indigenous ment among the least-served peoples cultures endured generations of cultural and economic deterioration. This report offers an of the United States: its first citizens, alternative story of success that looks beyond quantifiable measures to focus more deeply on how these schools meet this mission.
    [Show full text]