American Indian Graduate Magazine Fall 2004 by Native Forward Scholars Fund

The Personal Pathways Back Home

American Indian

GRADUATE Fall 2004

Inside this Issue: •

Giving Back with Honor

•

AIGC Fellows Update

•

Gates Millennium Scholars

•

Volunteers Make a Difference

•

Pathway to a Career

The American Indian Graduate

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Table of Contents

The

American Indian

GRADUATE

The American Indian Graduate Volume 4, Number 1 A Publication of the American Indian Graduate Center 4520 Montgomery Blvd., NE Suite 1B Albuquerque, NM 87109 Phone: (505) 881-4584 Fax: (505) 884-0427

Volume 4, Number 1 • Fall 2004

Reflecting

Commitment and Passion By Norbert S. Hill, Jr. Taking responsibility at every level

Website: www.aigc.com Publisher

A Full Life

Norbert S. Hill, Jr. Executive Director

Giving Back with Honor By Joann Sebastian Morris Multi-faceted career and talents enrich many lives

Molly Tovar Teri Walker Consulting Editors

Cultural Bridging and Transformation

Jim Weidlein Production Editor

The Shared Graduate and Professional Journey By Teresita Aguilar Program commitment to recruiting and curriculum relevancy brings success

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Carolyn S. Tate Design & Layout

Digital Storytelling

AIGC Board of Directors

Empowerment Through Personal Expression

Ada Pecos Melton, President

By Marveline Vallo Family dedication to education through the generations

Louis Baca, Vice-President

Jemez Pueblo

Santa Clara Pueblo

Steven Stallings, Treasurer

AIGC Fellows Update

Rincon Band of Luiseño Mission Indians

The Alumni Connection

Joanne Sebastian Morris, Secretary

By James Gabbard Highlights of AIGC Alumni: Where are they now?

Cayuga

Shenan Atcitty Diné

From the President

David Powless

Taking Pride in AIGC’s Accomplishments

Oneida

By Ada Pecos Melton Current and past academic years underscore success

Libby Rodke Washburn Chickasaw

Beverly Singer

Gates Millennium Scholars

Santa Clara Pueblo/Diné

Personal Commitment Impassions a Gates Scholar

Kathryn Shanley Nakota (Assiniboine)

By Christa Moya Trials and opportunities lead to unusual career

Cover Photograph Louis Baca, Santa Clara Pueblo

Council of One Hundred

Louis Baca sits on the board of the American Indian Graduate Center.

Philip Nathan Lane: Taking the Traditional Path By Mary Hill Untold numbers across all ages benefit from long life of service

Cover title: Blue Beaded Woman

Continued on page 4

The American Indian Graduate

Table of Contents

19 22

Finding Treasure

By Susan Duran Diverse group of skilled volunteers answers AIGCâ&#x20AC;&#x2122;s call

Mailing List: If you are not currently on our mailing list and would like to receive future issues, please call or write to the address below.

Volunteers Make a Difference

University of New Mexico

A Strong Commitment to Educating Indian Lawyers By Nancy Harbert Course offerings and institutional support enhance Indian Law program

Pathway to a Career

Native American Success at the Corporate Level By Steve Stallings Finding common ground for Native American and corporate values

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The Rainer Fellowship

A Leaderâ&#x20AC;&#x2122;s Legacy

Advertising: To advertise in The American Indian Graduate, please contact Molly Tovar at (800) 628-1920 or send an e-mail to: molly@aigc.com, or Teri Walker at teri@aigc.com Article Submissions: Submit all articles to Molly Tovar, Consulting Editor, for consideration. E-mail: molly@aigc.com Reprints and Permissions: Reprints of published articles or artwork is not allowed without permission of The American Indian Graduate Center.

By Marveline Vallo Meet the 2004-05 Rainer Fellowship recipients

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

Perspective

Visit us On-Line! www.aigc.com

An Invaluable Experience

By Rebekah A. HorseChief Native American is focus of attention at student conference on national affairs

Our GMS Scholars: Future Ambassadors to American Indian Communities.

The American Indian Graduate

Ref lecting

Commitment and Passion

ounded 35 years ago by former Commissioner of Indian Affairs Robert L. Bennett (Oneida) and John C. Rainer, Sr. (Taos Pueblo), the American Indian Graduate Center (AIGC) serves to enhance the cultural and economic well being of American Indians and Alaska Natives through graduate education grants and services. The Center is among the largest contributors to Indian education, disbursing over $1 million per year and providing assistance to approximately 95% of all the Indian graduate students in the nation. Additionally, this year AIGC Scholars provided $4,723,051 in scholarships to 688 active status recipients of the Gates Millennium Scholarship. The vast majority of AIGC’s income comes from managing, on a contractual basis, grants such as the Special Higher Education Program of the Bureau of Indian Affairs. Endowment fund interest and private contributions from alumni and other individuals provide additional funding for graduate fellowships. AIGC is honored to have the confidence of the federal agencies and the Bill & Melinda Gates Foundation that fund it and of those individuals and organizations that make contributions. A vigorous outreach program has effected a 71.5% increase from 2003 to 2004 in the number of Gates Millennium Scholarship applications evaluated. As the American Indian Graduate Center nears the end of its 35th year, it is interesting to reflect on the changes that have taken place over the past three decades: • AIGC has become nationally known as a “premiere” American Indian education organization. • We are a major contributor to the positive image of the American Indian in the 21st century. • AIGC has become a model program on strategies and means for students to “give back to the American Indian communities.” • Our commitment to be visible and supportive of all American Indian and Alaska Native communities has been maintained and strengthened. • The AIGC staff has looked back with each passing year and marveled at how we have grown, not only

Norber t S. Hill, Jr. (Oneida )

• • • •

as an organization but also at the professional and personal level. We are grateful for having had the opportunity to give back to the American Indian community. We continue to have high marks on annual audit reports. Our AIGC alumni and AIGC fellows are known for giving back to American Indian communities. We have an honorary advisory council of distinguished scholars, leaders and traditionals who assist us in realizing our vision and goals. We profit from the expertise of our board members, who serve as mentors and provide guidance and encouragement.

Nothing remains the same, and there is no standing still. For the American Indian Graduate Center, it is a time of possibilities—of growing and changing and knowing, at the end of each and every day, that our work has made our community a better place. The circle of like-minded institutions and individuals with whom we collaborate grows ever wider, and we watch with pride the accomplishments of our fellows as they enter their professions. The first graduates of the Gates program are now beginning careers and in many instances taking advantage of the graduate studies program available for those pursuing advanced degrees in mathematics, science, engineering, education and library science. The hopes and plans of John Rainer and Robert Bennett for Indian Country become reality each year as the beneficiaries of their vision receive their degrees, and take their place in and work to strengthen their communities.  Norbert S. Hill, Jr. Executive Director

The American Indian Graduate

A Full Life

Giving Back with Honor By Joann Sebastian Morris

The concept of giving back is as old as the creation stories harkening back to when American Indians were first placed on this earth. We learned that thanks are to be given for the new day, and when anything is taken from the earth, an offering shall be made – whether a prayer, tobacco, or song. AIGC board member Joann Sebastian Morris (Cayuga/ Sault Ste. Marie Ojibwe) shares a personal story about her brother, William Austin Sebastian, whose values and life embodied the concept of giving back.

otivation to attend college and persistence to stay in school are two critical attributes of postsecondary students. Sometimes those attributes are innate and sometimes we need external encouragement to remain motivated and persistent. In my family, there was intense encouragement from both parents, Elmer John Sebastian, Sault Ste. Marie Chippewa of Michigan and Hazel Jamieson Sebastian, Cayuga of Six Nations Reserve, Ontario. I was the first of three siblings to attend college, leaving the Great Lakes behind for the University of New Mexico (UNM). My brother Bill followed soon thereafter. My older sister Dorothy enrolled at a Michigan university a few years later after starting her family. In time, all three of us would earn graduate degrees in various fields. In addition to promoting education, our parents instilled select values and attitudes in us. The first was always to work hard. Neither parent was able to attend school past the 8th grade. Nonetheless, our father attended night school and provided for us as best he could, working as a foreman in the construction industry. We never took new clothes or new opportunities for granted; each came through hard work. Another sentinel belief was to complete what you start. After my junior year, I wanted to quit college and work for a while. My father wouldn’t have it. His motto was: “If you start something, you’d better finish it.” Only later did I appreciate his will to persist. It’s possible I could never have returned to school.

The American Indian Graduate

Joann (AIGC Board Member) with her brother Bill Sebastian.

A third essential value was the need to give back. Both parents were activists in the Michigan Indian community from the 1940’s through the 1980s. By their example, we saw numerous contributions made by working with and for your community. In his lifetime, my brother Bill (or Austin, as he later preferred to be called, using his middle name) made our parents proud with his commitment to their teachings. He graduated from the University of New Mexico in 1968 with a degree in mechanical engineering. He stayed to attend the American Indian Law Program. After being drafted, he took 2 years out to serve his country. He was awarded the Bronze Star medal, National Defense Service medal, Vietnam Service medal and the Vietnam Campaign medal for his meritorious military service. His motivation intact, he returned to UNM to complete a law degree. Years later, he also earned a Master’s degree in Public Administration from the University of South Dakota. Our parents’ influence was obvious. Bill used his education to serve others: through Cass Lake Legal Services, his private practice in Bemidji, MN; federal service in the Indian Health Service in Aberdeen, SD, Rockville, MD, and Oklahoma City, OK; and consultant work with his own company, Native American Indian Enterprises.

A Full Life Our family was always involved in Indian culture. Bill and I were taught numerous Indian dances by none other than Norbert S. Hill, Sr. Bill danced fancy, grass and, later, traditional. He sang with several drum groups, the last ten years with the Cedar Tree Singers, traveling to pow-wows across the country and even Europe. His love of music extended first to the fiddle, influenced by our Canadian grandfather, and then to the guitar. He frequently played at coffee houses while at UNM. Years later, after marriage and becoming a father, he gifted each of his three daughters with a song on her wedding day, accompanying himself on a favorite guitar. Bill loved a good laugh, even if at his expense. He regaled others with a story of how an errant arch support escaped one of his moccasins during a senior men’s dance contest, which caused curious judges to wander over to see the strange object that suddenly appeared on the arena floor! My brother, William Austin Sebastian—lawyer, consultant, entrepreneur, dancer, singer, and family man— led a full life, thanks to his education, hard work and ingrained persistence to achieve. After struggling against cancer for 13 months, he transitioned to the spirit world in December 2003. Through my remembrance of him

Scholarships for our Future Leaders Eligibility Criteria An individual is eligible to be nominated as Gates Millennium Scholars if he or she: ��

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

Bill Sebastian with older daughter Amy

and our dear parents, I extol you to pursue your degree(s), as well as your dreams, and you too can serve the Indian community and your family in untold ways. 

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

~Elizabeth Cuellar, Eskimo, University of Arizona

For more information on the Gates Millennium Scholars Scholarship visit: www.gmsp.org Deadline: January 14, 2005 or contact The American Indian Graduate Center Scholars

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

� GMS Partner for American Indians & Alaska Natives �

The American Indian Graduate

Cultural Bridging and Transformation

The Shared Graduate and Professional School Journey By Teresita E. Aguilar

raduate and first professional enrollment trends and degrees awarded to American Indian students can provide a springboard for discussions on what is culturally gained (or lost) in the pursuit of advanced education. Clearly, these numbers cannot speak to students’ experiences in their academic programs or as members of the academic community. I offer these data to set the stage for further reflection on what institutions of higher education, in general, and graduate programs more specifically, can do to more successfully attract and support American Indian students. As I review these data for our institution, I note the following trends. • We have seen an annual increase of American Indian students in graduate programs over the last 5 years [from 105 in 1999 to 156 in 2003]. • There has been a decrease in numbers of American Indian students in Non-Degree status over a 5-year period [from 105 in 1999 to 87 in 2003]. • American Indian students account for 3.5% of our total graduate school enrollment. • The highest percentage of American Indian students in advanced programs is within the Law School (8.1%) • Two-thirds of our American Indian (undergraduate and graduate) students are women, and this trend has persisted over the past 5 years. • The average numbers of degrees awarded per year to American Indian students are as follows: Bachelors (~140), Masters (~26), Professional (~10), and Doctorates (~3). In conjunction with a review of one’s institutional trends, I would pose a series of questions. To what should we attribute these various trends and patterns? What lessons can be gleaned from them? How does the institution interpret these patterns? How are students affected by their experiences? What do they do when they finish? (How) do students return to their communities? As the Dean of Graduate Studies, I am in a position to review trends at the academic program level and to meet with students outside of their classroom experiences. I offer

The American Indian Graduate

my observations in hopes to further the critical discussion of institutional transformation to coincide with student transformation in graduate and professional education. Programs attracting higher numbers of American Indian students appear to share a few distinct features. There is a clear commitment to reaching and recruiting American Indian students. Admissions criteria often include: (Native) language competency, personal and professional experiences with Native communities and spaces, and tribal affiliations. The programs’ curricula have relevancy to American Indian issues, history, policy and/or practices. The faculty and graduate students are engaged in research or service in American Indian matters. Targeted funding is available to American Indian students in these programs by the institution, state, tribal councils, and private resources. Institutional support for American Indian graduate and professional students must go beyond marginalized or segregated cultural events. Yes, there are needs for “safe and familiar” places and faces when considering the cultural gaps between “mainstream or traditional” graduate education and racial/ethnic communities. However, genuinely embracing diversity in higher education requires an institutional transformation as much as student transformation. In this light, a review of institutional policies and practices is needed. As an institutional member of the Consortium for American Indian Graduate Education, we are obligated to look more critically at our programs and events to engage in institutional transformation. Bridging the cultural gap requires the involvement of tribal and community leadership and collaboration in support of graduate education (e.g. research review boards, research and service learning activity, graduate student mentoring, faculty mentoring, graduation celebrations, etc.). It requires the presence of institutional leadership in mutual support of American Indian community events. Again, the enrollment and degree trends merely give us a place to begin our discussions and to establish or reinforce our commitment to American Indian graduate and professional education. 

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Digital Storytelling

Empowerment Through Personal Expression By Marveline Vallo

The art of digital storytelling creates a profound shift from being externally directed by world media to an experience of empowerment that involves the sharing of stories using state-of-the-art technology. This process honors individuals, families and cultures by giving value to personal experience. Digital storytelling is the process of using scraps of multimedia materials such as snapshots, music clips, and other memorabilia from our lives and combining them with our own words on a computer to create a unique story. Instead of listening to stories constructed and told by media professionals, everyday people can now tell their own story. —Agnes Chávez, Logic Dream Productions, Inc. 2004

Christa Moya gets support from her parents

he American Indian Graduate Center and AIGC Scholars have began using digital storytelling to promote scholarship and fellowship programs. The first digital story we made focuses on the AIGC Scholars/Gates Millennium Scholarship program. It features a family whose members have made education an important part of their lives from generation to generation. Encouragement and support for succeeding in higher education are also practiced within this family. These values are portrayed in the following excerpt from the story: “My Grandpa Allen and Grandma Josephita have always stressed the importance of education to my family. They knew that education would lead to better jobs and a better life. I have faced the same struggles and challenges as my mom. I work full time and attend college part time to complete my bachelor’s degree. I know my daughter, Brittany, can be anything she wants to be. I share my grandparents’ words of encouragement, and I hope that my daughter’s future is bright. My mom told me that education could take me farther and it also could better my dreams of being a pediatrician or a designer. She always told me that the more experiences I have will help me to prepare for the outside world.”

The American Indian Graduate

Marveline Vallo and daughter Brittany spend time together (Acoma Pueblo)

The second digital story focuses on the American Indian Graduate Center graduate program. This story features an AIGC alumna, Christa Moya, and how her family’s support has taken her to the graduate level. She also includes how AIGC has help to achieve her goals and dreams by providing a fellowship towards her graduate degree. Here is a short section of her story:

Digital Storytelling “My mother, Emma, brought new ideas. She spoke of changes, the importance of self-sufficiency and independence for women, and the new world that awaited them. She pushed her children to widen their opportunities through reading, and getting an education. She taught me to never settle for less. I chose to embrace the changes and opportunities she spoke of as I began my education journey, and to find my sense of place. I received my Bachelor of Arts degree in Psychology and Criminology at the University of New Mexico. Shortly, after graduation, I took my education a step further. I applied and was accepted into the master’s degree program in Community and Regional Planning. It has always been a lifetime dream of mine to attend graduate school. I didn’t think it was possible. But by receiving a fellowship from the American Indian Graduate Center, my dreams became a reality. The AIGC Fellowship was an important part of my financial support I needed in order for me to attend graduate school.”  To request a copy of these digital stories, please call (505) 881-4584 or visit the AIGC website: www.aigc.com

Clockwise from top: Christa Moya (Navajo) at work, Grandma Josephita (Acoma Pueblo) with one of her children, Grandpa Allen (Acoma Pueblo)

Be a Part of the

Connection!

The AIGC Connection is a personal networking program designed to help AIGC alumni across the country build contact with each other. The AIGC Connection is a network of our alumni: Native American and Alaska Native professionals in a variety of fields and geographic locations.

Benefits include: ��

Access to a network of other alumni; Exchange career contacts, advice, and support; Offer ways to give back to AIGC and community; Assist students through mentorship and internships; Free subscription to our bi-annual magazine The American Indian Graduate

Call the AIGC Connection at 1-800-628-1920. Email us at aigc@aigc.com. Write to: AIGC Connection American Indian Graduate Center Ste. 1-B 4520 Montgomery Blvd. NE Albuquerque, NM 87109

Please visit our website to update your information via the Alumni Connection form at http://www.aigc.com/alumni-and-friends/alumni-and-friends.html to become part of the AIGC family! At AIGC, we believe that our Alumni are an important part of our organization. Since 1969, AIGC has provided over 10,000 fellowships to Native American and Alaska Native students in graduate studies. If you are an AIGC Alum, we need your help. Please contact us soon!

The American Indian Graduate

AIGC Fellows Update

The Alumni Connection By James C. Gabbard (Witchita and Affiliated Tribes) 2004 marks a milestone for the AIGC Fellowship Program: 35 Years of Success. AIGC takes pride in being “more than a check and a handshake.” The program’s goal is simple: increase the number of American Indians in graduate and professional school so they may acquire the knowledge and skills required to “give back to their communities.” The graduates and current fellows highlighted below testify to the program’s growth and success. Vincent R. Werito ’02 (University of New Mexico) MA in Language, Literacy and Sociocultural Studies – Currently Cultural/ Language Resource Teacher for the Albuquerque Public Schools. Kester K. Tapaha ’01 (San Diego State University) MA in Vocational Rehabilitation Counseling – Currently working on Pupil Personal Service, School Counseling credential. “AIGC Fellowship helped me a great deal in obtaining my first Master’s.” Eric L. Blanchard ’97 (Oklahoma City University) MBA – Currently Business Operations Analyst for Lucent Technologies. Tina M. Farrenkopf ’94 (University of Maine School of Law) JD – Currently Associate Director of National Tribal Justice Resource Center. “My AIGC Fellowship allowed me to finish law school and instilled in me the desire to continue working for tribes and tribal entities.” Tamara Clay ’02 (University of Hawaii at Manoa) MSW– Currently Social Services Intern for Indian Health Service. Barbara J. Watson ’80 (University of Oklahoma) ME – Currently Branded Products Manager for U.S. Meat Export Federation. “I am thankful for the AIGC Fellowship in helping me achieve my graduate degree.” Sara L. Oberly ’85 (University of Oklahoma) MSW – Currently a Counselor for the University of Oklahoma. “The support from AIGC was invaluable knowing there was an entity that believed in me and my goal to obtain a graduate degree.” Jennifer J. Cotter ’02 (Argosy University) MS, Clinical Psychology – Currently a Coordinator of Native American Student Programs for Northport Public School. Tassy Parker ’98, 01 (University of New Mexico) MA & PhD in Sociology – Currently a Assistant Professor of Psychiatry and Behavioral Medicine at the Medical College of Wisconsin. Michael R. Ayers ’03 (University of Miami School of Law) JD – Currently an Associate with Butler Pappas. Jeremy L Laducer ’02 (University of Mary) MBA– Currently Transportation Planning Director for Turtle Mountain Band of Chippewa. 12

The American Indian Graduate

Eldena N. Bear Don’t Walk ’03 (University of Montana) JD – Currently a self employed Legal Researcher. J.T. Petherick ’99 (University of Oklahoma) JD & MPH – Currently Executive Director of National Indian Health Board. “The American Indian Graduate Center is a great program.” Mary J. Wilson ’97 (Kansas State University) MS, Statistics– Currently a faculty member of the Department of Mathematics at Haskell Indian Nations University. “Thanks again AIGC for the support I received to help pay for grad school at Kansas State University.” Gordon D. Henry ’92 (University of North Dakota) PhD, English/ Creative Writing/American Indian Studies – Currently an Associate Professor at Michigan State University. Elizabeth Little Elk ’80 (Howard University) MSW – Currently Director of Field Office for Casey Family Programs. “I am very proud to be an alumni of AIGC for what the organization did for me when I was in graduate school and all the support they provided me.” Shauna M. Skillern ’02 (Colorado State University) MS – Currently a Child and Family Therapist for Larimer Center for Mental Health. “The AIGC Fellowship helped provide me with an excellent education that I may not have gotten otherwise.” Laura A. Brooks ’98 (University of Maine School of Law) JD – Currently Deputy County Attorney for Maricopa County Attorney’s Office. “I’ve been working as a prosecutor since 1999; thanks AIGC for your help.” Patti J. Pitcock ’04 (Oral Roberts University) EdD – Currently Elementary Administrator for Union Public Schools/Tulsa, Oklahoma. “Without the AIGC Fellowship my studies would not have been possible.” Christie L. Wooten ’02 (University of Tulsa) JD - Currently a Research Clerk for Tulsa County. “Thanks for the AIGC Fellowship. I will be taking the Oklahoma Bar Exam soon and hope to practice law in Tulsa.”

From the President, AIGC Board of Directors

September 2004 Welcome back alumni, students, supporters, and partners in Indian education! Itâ&#x20AC;&#x2122;s hard to believe that three months have passed since we sent congratulations to our most recent group and AIGC and AIGC Scholars alumni. The new school year is here and AIGC is in full Ada Pecos Melton swing. One hundred and fifty freshmen are being helped in their transition to college this month by the financial and personal support of AIGC Scholars and the Gates Millennium Scholarship. We look forward to personally meeting many of these freshmen at leadership conferences in Los Angeles and Chantilly, Virginia this fall! Additionally, over 500 continuing GMS scholars are returning to campuses across the United States to continue undergraduate and graduate programs with funding from the Gates Millennium Scholarship fund. We applaud their accomplishments thus far and look forward to partnering with them through the completion of their degree programs. Our graduate program continues its support of over $1,000,000 per year to over 400 American Indians and Alaska Natives in graduate programs in all fields of study. We are eagerly anticipating some good news that will increase the funds available for AIGC graduate fellows by another $500,000. As educational costs continue to rise, every bit of support is invested right back into our students. As I near the completion of eight years of service on AIGCâ&#x20AC;&#x2122;s Board of Directors, I am filled with pride and gratitude to have been part of the tremendous growth that AIGC has experienced in recent years. A proud alumnua, I am happy to give back to AIGC through my contributions as a Director and President of the Board. I know that like me, many of our students are professionals and traditional people, parents as well as children of parents, dreamers and realists, who spend each day facing the many challenges that all of those roles present. The AIGC fellowship enabled me to develop a career in tribal justice, establish my business, and inspire my children. I am committed to making sure that AIGC can offer the same effective support for each new generation of students. I look forward to continuing to work with all of you, especially AIGC and Scholars alumni, so that AIGC continues to be a major supporter of American Indian and Alaska Native college students, an effective education resource for all Indian students, and a leader throughout the country in impacting the higher education of our tribal and community members. I hope you choose to support AIGC with a contribution, or a call the AIGC office to see how you can help! With best wishes, Ada Pecos Melton President, AIGC Board of Directors

The American Indian Graduate

Gates Millennium Scholars

Commitment Impassions a Gates Scholar By Christa Moya

alter Besio’s brother, Jim, was left paralyzed from the neck down after a car accident in which their parents died. With no other immediate family members, Walter, at age nineteen, faced the challenge of caring for his brother and coping with the loss of his loved ones. After graduating from high school, he worked in the electronics industry. With the encouragement and support of a co-worker, Glenn Hess, Walter entered the University of Central Florida and received his Bachelor of Science Degree in Electrical Engineering in 1993. In 1994 Walter entered the Master of Biomedical Engineering Program at the University of Miami as an American Indian Graduate Center fellow. During his first year of graduate school, Walter’s advisor and professor, Dr. Peter Tarjan, took his class on a tour of the Miami Project To Cure Paralysis. The project sparked Walter’s interest, and when he discovered that Dr. Dejan B. Popovic, a professor in his department, also conducted research at the Miami project, he realized an opportunity had presented itself. Walter took the initiative to meet with Dr. Popovic, gave him his resume, and asked to work with him. Dr. Popovic, impressed with Walter’s work experience, invited Walter to work with him for the remainder of the semester and throughout the summer. By the fall semester, Walter received the awaited news: Dr. Popovic offered him a research assistantship.

Walter with his brother Jim.

Conducting research at the prestigious Miami Project To Cure Paralysis led to a Ph.D. in Biomedical Engineering from the University of Miami and motivated Walter to pursue a career in that field. He realized he could combine his creativity, his love for his brother, and his engineering background to accomplish what experts said “couldn’t be

“Everything I learned in school I practiced on my brother. I designed a variety of adaptations and devices that my brother utilized to answer the phone, open doors, or to turn on his television — things most people take for granted.” 14

The American Indian Graduate

Gates Millennium Scholars

Walter demonstrates one of the devices he designed to some of his students.

he needed and he passed on. I must say that he had a full life, experiencing much more than most people have in their lifetime. Jim has been my greatest source of inspiration. He is my mentor and he continues to be the driving force in my work in the Biomedical Engineering Field.” Walter encourages all those in pursuit of their educational goals to stay focused. He says, “There will always be distractions, but if you divide your goals into small attainable ones, you will work wonders.” Walter also encourages students to apply for internships or research assistantships to enhance their educational experience. Walter says, “Internships are a way for students to develop good work ethics and to gain valuable experience. These types of experiences will open doors for you.” Finally Walter says, “Look at every obstacle or challenge as an opportunity to enhance your skills. There are no short cuts; work hard. I am forever grateful to the Gates Millennium Scholars Program and to AIGC for their support while I pursued my education.” 

done”—give muscle control to persons with spinal cord injuries. Walter became an inaugural Gates Millennium Scholar while studying for his doctorate and continued to receive the AIGC fellowship as well. He is now an Assistant Professor at Louisiana Tech University with positions in both Biomedical Engineering and the Center for Biomedical Engineering and Rehabilitation Science. Walter says, “Everything I learned in school I practiced on my brother. I designed a variety of adaptations and devices that my brother utilized to answer the phone, open doors, or to turn on his television — things most people take for granted.” Walter’s inventions created a sense of hope for his brother. For years Jim had been told he would never regain any control of his body. Walter proved this wrong. He developed an automated system that processes volitional electromyographic signals, and when applied to finger flexor muscles, assists tetraplegics in grasping. Unfortunately, while Walter was away at school, there was no one to continue Jim’s therapy, but Walter went home four times a year. “Jim was always excited to see me come home. He looked forward to my creations.” Each visit was packed full of cherished memories. Walter was reinvigorated and motivated, and Jim had a renewed sense of hope and vitality. When asked what his brother thought of his accomplishments, Walter replied, “ Jim was truly proud of me and could see the direct results of my education. In the end, we didn’t have enough money to give him the care that Walter with a group of his students.

One of Walter’s Automated Grasping Circuits.

The American Indian Graduate

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Council of One Hundred

Philip Nathan Lane, Sr.

Mato Gi (Brown Bear) • 1/11/15 – 3/29/04 By Mary Anne Hill

“Life is not measured by The number of breaths we take, But by the number of moments That take our breath away.” (Anonymous)

he world lost a special friend, who continually took our breath away, when Phil Lane, Sr. died suddenly on March 29, at 89. He woke up on a beautiful morning, laughed and joked with his wife, Bow, and daughter, Deloria, and ate a stack of homemade pancakes. After breakfast, he sat down in his favorite chair, and let his eyes drink in the vista of nearby Mill Creek, the Blue Mountains, and the lush greenery of a Walla Walla Spring. Then, in a moment, he was gone. With his customary dignity and grace, Phil slipped away to join his relatives in the “Other-Side Camp.” During his Dakota-Episcopalian funeral service, his good friend and minister, Father Steve Woolley, revealed that Phil had told him six months earlier, “I will die in March.” Fr. Woolley also said that Phil Lane “was the most spiritual man I ever knew.” Friends and relatives filled the huge Anglican,church for Phil’s funeral service, spilling out into the aisles and vestibules. The sound of drums and Lakota honor songs blended with the tolling of the bell and gave way to the strains of “Amazing Grace.” All of his grandchildren delivered eulogies, both funny and poignant, many in the Lakota language their grandfather had taught them. Grandson Jordan Bighorn, unaccompanied except by the marvelous gift of his own voice, sang “Sacred Songs for his Grandfather,” which filled the church and touched the heart. Iconic images of Phil were everywhere. Inside the door of the church was a display of Phil’s western saddle,

Phil Lane; rodeo champion, role model, and spiritual leader

rope, gloves still molded in the shape of his hands, his worn Tony Lama boots, and signature white Stetson hat, as though he had just stepped out for a moment and would be right back. A full-feathered Sioux headdress lay on top of the red and white Anglican Cross mantle, which covered his coffin, as congruent as his life. The funeral procession was met and escorted into the cemetery by a horse and rider, who wore Phil’s trademark, Levis, red shirt, and white hat. Horace Axtell, Phil’s Nez Pearce friend and colleague, rang his bell and sang a farewell song at the

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Council of One Hundred graveside, just as the sunset spilled over the green hills, like maple syrup on pancakes. Horace told the rider to lead the horse around in a circle “in the Lakota direction,” which made everyone laugh and remember that Phil and Horace often bumped into each other because their traditions differed about the direction circles should take. Woven through every ritual and reflective moment were remembrances of Phil. From CEOs and former inmates, children and the elderly, neighbors and international visitors, came testimonials. Individual stories ranged from funny to profound, ordinary to unbelievable, accounts of joys and sorrows. “He made me feel special,” was always the common thread. Born to a long line of hereditary chiefs and spiritual leaders, Phil was born on January 11, 1915, on the Standing Rock Sioux reservation in South Dakota. His mother, Lyma Rose Deloria Lane, died of tuberculosis when Phil was 7, and his father, Fred Lane, left the reservation to find work. Phil was raised by his grandfather, Philip Deloria, the first American Indian Bishop of the Episcopal Church whose statue stands in the National Cathedral in Washington, D.C. In 1930, Phil enrolled at Haskell Indian School in Lawrence, Kansas, graduating in 1934. He played several sports and learned to box. Due to the death of both his father and grandfather in 1931, Phil had no home to return to after graduation. He accompanied his Umatilla roommate home to Pendleton, Oregon, and never again left the Pacific Northwest. Phil earned a BS degree in Forestry and Civil Engineering from Oregon State University in 1941. He participated in the Intercollegiate Boxing team and was the runner-up for the Pacific Coast Lightweight Title. He received “The Outstanding Alumni Award” at Haskell in 1994, the “OSU Distinguished Alumni Award” and the ”Forestry Alumni Association’s Individual Achievement Award” in 1992. However, the biggest prize 17-year-old Phil found at Haskell, was a 13-year-old, Chickasaw girl from Oklahoma, named Lena Rose “Bow” Vale, who later became his wife. They married ten years after they met, had two children, Phil, Jr., and Deloria, and remained devoted to each other throughout their remarkable 70-year relationship. During WWII, Phil enlisted in the US Navy and served with the Seabees and Naval Air Corps from 1943 to 1946. After the war, he returned to work with the Corps of Engineers on the Sea Level Locks Project in the Panama Canal. While there, he designed a special pump to empty locks with greater efficiency. In 1948, he was transferred to Oregon and Washington, where he worked in structural design on Columbia River dams,

The American Indian Graduate

retiring after 30 years in 1971. Phil’s innovative designs for a fish ladder and vertical locks, merited two Presidential citations from Lyndon B. Johnson. Phil’s talents and interests spread in many directions. He raised and trained quarter horses and won several awards in cutting horse events, the last one at the age of 75. He continued his boxing career and fought in 250 amateur and professional fights over 18 years, under the names: Billy Sunshine, Flash Gordon, Pug Lane, and The Kansas Express. He had a long career in volunteering and public service and believed in giving back to the communities that had welcomed him. He served on the Umatilla School Board, youth camps, athletics, city council, chamber of commerce, church activities, and established “The Confederated Indian Tribes,” a Native American prison group at Washington State Penitentiary, for which he received the Governor’s Distinguished Volunteer Award in 1984. He was a founding member of the Four Worlds International Elders Council and served on the AISES Council of Elders until his death. He received a number of awards for his work, including the Baha’i Human Rights Award in 1975 and the Eli S. Parker Science and Leadership Award from AISES in 1987. Phil was known for his kindness, compassion, respect and humor. He cared for everything and everyone he touched, from grooming his horses, tending his relationships, repairing his machinery, contributing to his community, or sweeping his driveway. He greeted people with the words, “My friend,” which made one feel like they had just been accepted into the most exclusive society on earth. He was funny and wise, often at the same time. He did ordinary things in extraordinary ways, and never lost his childlike sense of wonder, enjoyment, and imagination. He was a true traditional teacher, related to all things, yet, incomparable and unique. Phil often said, “None of us are getting out of here alive. There will come a day when we take off our earth suit and go to the other-side camp. Toska ake wacin yen kta yelo—In another time and place, we will be together again.” 

Finding Treasure

Volunteers Make a Difference By Susan Duran

n order that the majority of dollars be directed into the funding of Outreach programs and scholarships/ fellowships, as with most not-for-profit organizations, one major AIGC emphasis is the maintenance of minimal administration costs. While the amount of paperwork and program facets may increase, in most cases the number of staff members does not. Over the years, the American Indian Graduate Center has occasionally relied on students as liaisons, mentors, conference and seminar presenters, and volunteers. In the summer of 2004, AIGC implemented a structured “Volunteer Program” and in doing so, discovered a vast and rich resource, which previously had been virtually untapped. We placed an ad for volunteers in Prime Time, a local monthly Albuquerque newspaper dedicated to bringing fun and information to New Mexicans who are fifty-plus. The response to the ad was immediate and overwhelming. As our new volunteers were interviewed, we discovered accomplished writers, public speakers, passionate advocates and many other professional and proud ‘treasures,’ who were unwilling to quietly retire. “Prime Timers” of all ages signed up for everything from reception and filing to assisting with AIGC’s magazine publication and the agency database system. Our new volunteers came with sparkles in their eyes, an invasive and contagious energy, and enthusiasm for making a difference. We asked a few of them why they responded to our advertisement and how they viewed their role with AIGC, and they told us: Matthew McIntosh: My reason for volunteering with AIGC is two-fold. I believe in volunteering in the community where you reside or for passionate organizations you have been following throughout your life. Participation is

Matthew McIntosh participating in one of AIGC’s monthly group activities.

the key in understanding and to having the ability to suggest improvements and enhance the level of quality among members of the organization and the students applying for scholarships. It is very important to share

Left to right: Dodie Sodos, Bertha Felland and Louella Begay preparing GMS packets to be sent to high schools across the nation.

The American Indian Graduate

Finding Treasure Our new volunteers came with sparkles in their eyes, an invasive and contagious energy, and enthusiasm for making a difference.

Bertha Felland works with the AIGC Staff every Monday & Tuesday.

ty. Some admitted that they initially volunteered because they simply wanted something more to do and sought out AIGC based on an interest in, and desire to learn more about, Native Americans. However, after a short time working with AIGC, they discovered that they were really enjoying themselves. Young, mature, with varying areas of experience: they came together with only two things in common—a generous, giving heart and a willingness to undertake any task, large or small, which would help us fulfill our mission. Truly, there is no greater treasure than this. 

experiences and to open the “door of opportunity” to students, to help them realize their dreams. This is the cornerstone to making the world a better place. Every member of AIGC is sensitive and strategic in creating an atmosphere for volunteers to feel comfortable developing and assisting in projects. Currently I have done testing of an on-line student application for AIGC. Even though I permanently reside in San Francisco, Albuquerque has touched my heart and so have the individuals I have met in their quest to build pride and dignity among the many American Indian students applying for scholarships. I plan to continue my volunteer efforts from my home in San Francisco and would invite students and staff of AIGC to visit my city. Robert Bessier: I admire the Native American lifestyle and culture and would like to learn more about that while assisting with any endeavor I’m able to help AIGC with. Bertha Felland: After moving to Albuquerque five years ago and overcoming a difficult adjustment, I soon found I had more time on hand. So I decided to do volunteer work, and here I am at AIGC! AIGC’s volunteer pool began to grow—a multi-cultural diversity of unique and talented individuals who wanted to be productive and give back to the communi-

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Bob Bessier researches the digital story process.

Faces of Our AIGC Fellows

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University of New Mexico School of Law

A Strong Commitment to Educating Indian Lawyers By Nancy Harbert

very fall, at the University of New Mexico School of Law, Native American students and their families are officially welcomed for another academic year at a convocation and Gathering of Communities. This annual event is characteristic of the sense of belonging that Native American students feel at the state’s only law school. For more than thirty years, the UNM law school has been a leader in Indian legal education, beginning in 1967 with the establishment of a pre-law summer institute that continues to attract Native American students from around American Indian Law Students celebrate graduation the country. Through the years, the program, today operated by the American Indian Law Center, mitted by legal scholars, tribal law practitioners and law Inc. (AILC), a separate Indian-controlled nonprofit, students. has prepared more than 1,000 students for law school; The school’s commitment to Indian Law is further many have gone on to become national leaders in Indian noted in an extensive library collection that contains affairs and leaders in their own communities. materials from tribal governments, all known journals The unique setting of the law school in the heart of and digests of Indian Law, along with a wide variety of Indian Country, amidst New Mexico’s nineteen pueblos other documents important to the study of Indian Law. and only hours from the Navajo Nation and Apache With Native American students finding a strong nations, provides an opportunity to learn and underindigenous community at the law school, they enjoy supstand a variety of tribal judicial systems. The AILC, port, both informally and formally, in such groups as the directed by Sam Deloria and housed inside the school, Native American Law Students Association (NALSA), is involved with tribes, state and federal governments on which sponsors a moot court team every year that comjudicial and policy issues. petes nationally with other law schools on Indian Law Students can earn an Indian Law certificate, signifytopics. The Indian Alumni Council provides financial ing a specialized course of study that emphasizes Indian and professional support, along with networking opporLaw. In the Southwest Indian Law Clinic, directed by tunities. Professor Christine Zuni Cruz, an Isleta Pueblo member “I have enjoyed UNM’s small size and very supportand tribal judge, students represent Native American ive Indian law community,” says Natasha Young, presiclients in a supervised setting. As part of their clinical dent of NALSA and of Ponca/Yankton heritage. “I’ve requirement, students also work on special projects with met both professors and students from all walks of life tribes, pueblos and community groups where they might and it has broadened my perspective of Indian Country; take on broader legal issues and challenges. at the same time it has made it more intimate.” In 2002, students established the Tribal Law JourUNM law school’s Native American graduates purnal, a scholarly online publication dedicated to the sue many pathways: some practice Indian Law, some discussion of the internal law of tribal nations. Students don’t. Some head to Washington, D.C. to work on continue to run the publication, which includes case national issues, others return home, bringing with them notes, comments, tribal legal profiles and articles subnew skills to contribute to their communities. 

The American Indian Graduate

Pathway to a Career

Cultivating Native American Success at the Corporate Level By Steve Stallings

ccording to the 2000 U.S. Census, eleven percent (11%) of Native Americans, aged twenty-five (25) and over, completed higher levels of education, including some college, bachelor’s or advanced degrees. Each year, more and more Native Americans attend colleges and graduate schools to develop professional and leadership skills through higher education. Nonetheless, many of us who want to work for corporations upon graduation find it to be worlds apart from the theories learned in school and find the hiring process difficult to understand. This partly due to the fact that the values instilled in someone from an American Indian background are quite different than those of a typical American corporate environment. While traditional Native American values include practicing patience, nonverbal communication, indirect criticism, modesty, and emphasis on the group, traditional European-American industrial behaviors value more aggressive behavior, verbal communication, direct criticism, self-attention, and emphasis on the individual. Many times these cultural differences lead to miscommunication in the corporate world and can negatively impact our professional growth. Consider this example: Native American tribes emphasize the virtue of modesty. However, in mainstream organizations, touting one’s own accomplishments is the norm. Reluctance to promote ourselves could lead to a negative performance evaluation or even being denied a deserved promotion. We are taught that showing due respect to elders or superiors involves not looking them directly “in the eye”. In contrast, American culture dictates that if you do not look someone in the eye, you are either unfriendly or have something to hide. Thankfully, there are many Native American professionals already in the corporate world, like myself, who are committed to supporting and promoting other future Native American business leaders. If you are a recent Native American graduate or a Native American entering the corporate world for the

Steve Stallings of Phoenix, senior vice president and director of Wells Fargo Native American Banking Services, is a member of the Rincon Band of San Luiseño Mission Indians. He is responsible for the nationwide delivery of financial-serivces products to Native American communities and enterprises. He also sits on the board of directors of the American Indian Graduate Center.

first time, you are not on your own. In my organization alone, there are many people and resources available to help you enter the corporate world and become successful employees and leaders. Below are some helpful hints that will help pave your road to success in corporate America:

Find the right organization. Find a company that values diversity and actively recruits Native American employees. Corporations that regularly attend large Native American recruiting events, such as the annual American Indian Business Leadership Conference, are usually committed to supporting and promoting future American Indian business leaders. It is also valuable to find an organization that can provide you with work experience while you are still in Continued on page 24

The American Indian Graduate

Pathway to a Career college. For instance, my organization offers paid internship placements for college students entering their junior or senior year. In addition to gaining valuable skills, you might be able to have a job lined up even before you graduate.

Interact regularly with Native American peers in your organization. Native American peers can play a major role in helping you acclimate to the corporate environment and to your life as a Native American professional, role model and leader. Peers within your organizations, who already have years of experience with the company, can help explain how they have handled personal, professional and cultural issues in the past. At my organization, we have a Team Member Resource Group called Native Peoples that offers its members opportunities for career development through networking and mentoring and helps educate its members on how to identify workplace barriers.

Take advantage of corporate world benefits. You should be taking full advantage of all the benefits your company provides. Benefits may include: healthcare insurance, retirement plans and vacation packages. Educate yourself about the nuances of each benefit. For instance, my organization offers a 401 K program that matches one hundred percent (100%) of your contributions up to six percent (6%). Also, learn about the various career development programs your company offers; ultimately, in the corporate world, you are in charge of your own career path.

Learn business etiquette. There are many unwritten expectations in the workplace including: appropriate dress, office protocol, electronic communication etiquette and much more. Talk to someone in your organization, either a peer or your manager, about your companyâ&#x20AC;&#x2122;s specific etiquette.

AIGC Welcomes New Staff Susan Duran

Senior Administrative Assistant Joined AIGC in January 2004. She has worked in various settings for over twenty years, including government, public and private corporations and owned her own business. Susan has found she prefers the team spirit and personal commitment of a non-profit environment.

Adele Dixon

Receptionist Navajo from Shiprock, New Mexico Adele has an AAS degree in Networking Technology and joined AIGC in August of 2004. She has two children and has lived in Albuquerque for six years.

Understand the corporate environment in which you will be working.

Sean Bruna

Possessing this knowledge in advance will help you to understand the behavior that takes place in a team setting. By better understanding your team members, you will be able to communicate more effectively and better share work responsibilities, which in turn will help you hone leadership skills.

From El Paso, Texas and joined the AIGC staff in September 2004. Sean is a cultural anthropology graduate student at UNM where he studies the relationship between place, identity and health. Prior to entering UNM Sean taught at a Chicago Community College and worked at a law firm.

Culture shock is definitely one of the greatest challenges for Native Americans entering the corporate world for the first time. However, thankfully, more and more

corporations today realize the struggles we face and give us a hand with the transition into corporate America by providing training, mentoring, and assimilation programs. Our own personal attitudes also play a role in facilitating our success or failure in a corporate environment. Learning about the differences that will exist in your new corporate environment before starting your job is a step in the right direction. Lastly, never forget you are not alone. Always look to other Native American professionals for help and advice. î &#x2020;

The American Indian Graduate

Graduate Assistant

The Rainer Fellowship

A Leader’s Legacy By Marveline Vallo

IGC is proud to announce the 2004-05 academic year Rainer Fellowship recipients: Veronica Boone (Navajo) and Charles Cunningham (Cherokee). The Rainer Fellowship is in memory of John Rainer of Taos Pueblo, New Mexico, co-founder and the first director of the American Indian Graduate Center. John spoke only his native language when he was sent to boarding school at age thirteen. Yet, at a time when it was rare to find Indians with any degrees, he persevered, ultimately earning a master’s degree in education from USC in 1951. Holding positions such as director of the National Congress of American Indians, chairman of the All Indian Pueblo Council, and director of the New Mexico Commission of Indian Affairs demonstrates his dedication to improving the quality of life and creating opportunities for Native Americans. His advocacy for education included participating in a Senate Budget Committee field hearing on science and math education and testifying before the Senate and House Appropriations Sub-Committees on Interior Affairs. Recipients of the Rainer Fellowship are charged with following John Rainer’s path by using their education and career as tools for giving back to their communities—a logical assignment for this year’s recipients, given their history of volunteerism. They are already following John Rainer’s advice, “Get the best possible training you can.” Veronica Boone graduated in May of 2004 from Arizona State University with a Master’s in Social Work. When asked how she has taken steps on her personal pathway back home, she indicated she would continue to work as a research assistant for the Effective Sex Offender Management Task Force on the Tohono O’Odham and Pascua Yaqui reservations. “I continue to be an active participant in working with the University of Arizona American Indian Alumni, the South Tucson House of Neighborly Service, Native American Youth Program (NAYP), and Native Images, Inc. I also continue to foster and maintain my connections with the Tucson Indian Center through volunteering and donating goods/items.”

Veronica Boone (Navajo) participates in traditional events.

Charles Cunningham is a third year medical student at the University of Oklahoma Health Sciences Center. Along his personal pathway back home, he has held holiday food drives at a local Indian clinic and volunteered for the Health Careers Opportunities Program. Currently he is working with the Native American Research Center for Health’s project to decrease risk factors for type-two diabetes in elementary school children from Oklahoma’s Five Civilized Tribes. His future plan is to become a family physician in northeastern Oklahoma. Under the provisions of the fellowship award, Victoria and Charles are to apply $500.00 of their $1,000.00 award to education costs as they see fit. Since the Rainer Fellowship is designed to reward the qualities and commitment that are characteristic of Indian leaders, the remaining $500.00 is to be used to attend a conference or seminar that focuses on developing leadership skills. At the end of the academic year, they will submit a paper outlining their experiences at the leadership events they chose to attend. On behalf of the AIGC Board of Directors and staff, we wish the 2004-05 recipients the best of luck in their education endeavors. We look forward to hearing from them about their experiences next year. 

The American Indian Graduate

Perspective

An Invaluable Experience By Rebekah A. HorseChief

s a participant at the 49th Annual “Student Conference on National Affairs” (SCONA) held at Texas A&M University, I had an invaluable personal experience as well as my first taste of developing foreign policy. Early on, those in attendance likened the experience to a “foreign policy boot-camp.” Our topic of discussion at this event was “Exploring U.S. Policy Toward Developing Nations.” Today, the U.S. stands unmatched in many ways both militarily as well as economically, and communicatively as well as politically. “There is no better way,” I overheard a conference attendee, Keegan Kautzky, say, “to exercise leadership than in developing nations.” My assigned group (thirteen pre-selected prior to our arrival) chose to work with Latin America. We found that because Texas A&M has a historically rich military background, and those individuals that were in my group were from varying political, racial, economic as well as collegiate backgrounds, there was much discussion when it came down to deciding upon “cultural impact,” “political design,” “economic development,” “humanitarian efforts,” and finally “military initiatives.” As a personal note, I was the only Indigenous Person (Osage/Pawnee from Oklahoma) in attendance at this event, which made my presence, and my views and how I conducted myself, much more pronounced. If the group were to collectively decide upon discussing Latin America—as a developing nation—then my background as an Indigenous Person was relevant historically, politically, militarily, and economically similar to that of individuals that inhabit most of Latin America. There exist today ten million Indigenous People in the world; most live in Latin America although two million are in the United States and Canada. Suffice to say our conversations were long and intense, sometimes lasting until way past 9 p.m. even though our days started at 8 a.m. Our final policy presentation for the conference was entitled, “Stabilization through Education.” It was a nice concert of all our views and intents.

The American Indian Graduate

Rebekah A. HorseCh ief

“In order for the United States to help the population of Latin American countries, it is important that the United States be sensitive to the diverse and deeply rooted cultures of these states.” Overall, I was most impressed with the “cultural exchange” aspect of the policy that states, “In order for the United States to help the population of Latin American countries, it is important that the United States be sensitive to the diverse and deeply rooted cultures of these states. In the past, the United States government has failed to understand the importance of culture to these people, trying to impose American culture upon them. This serves to create a barrier between the people and the United States, which hampers efforts to improve the region both politically and economically. To be able to reach the population, the United States must encourage their cultural beliefs while working alongside education programs which familiarize populations with developments that they would otherwise feel threatened by. This will allow people to learn and adopt aspects of modernization and evolution that will benefit them while maintaining their cultural identity.” I am very fortunate that the Office of Graduate Studies gave me this opportunity. I gained invaluable experience from a highly concentrated nexus of enlightened individuals from all over the United States. I had my first taste of developing foreign policy, and I foresee doing more of this in the future. I wish to thank Dean Teresita E. Aguilar and the Office of Graduate Studies for funding and intent. 

AIGC Magazine Advertisers • 2002 - 2004 The following organizations have supported the current and previous issues of the American Indian Graduate magazine. AIGC greatly appreciates their support and encourages our readers to contact them for further information. American Association for the Advancement of Science American Indian Science & Engineering Society American University (DC) – School of International Service Carnegie Mellon – Heinz School of Public Policy Central Washington University Columbia Business School MBA Program Cornell University – American Indian Programs Council of Graduate Schools Creighton University (Undergraduate Admissions/ Multicultural Affairs) Howard University – Graduate School Los Alamos National Laboratories Maricopa Community Colleges NASA National Consortium for Graduate Degrees for Minorities in Engineering and Science, Inc. (GEM) New Mexico State University – Graduate School Northern Illinois University – Graduate School

William Rainey Harper College Oak Ridge Institute for Science and Education PhD Project – Montvale, New Jersey Smithsonian Institution – National Museum of the American Indian Society for Advancement of Chicano and Native Americans in Science South Dakota State University – Graduate Studies Southern Connecticut State University – Graduate Studies University of Chicago – MAPSS University of Missouri, Columbia – Graduate School University of New Mexico University of North Carolina at Chapel Hill – Graduate School University of North Dakota University of Oklahoma Health Sciences Center U.S. Department of State Washington State University – Graduate School Wells Fargo (David Mahooty) Wells Fargo Bank of New Mexico Winds of Change Magazine

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