Turning Points Magazine- Spring 2020 by ASU Turning Points Magazine

issue 05

TABLE OF CONTENTS Engage Globally

Featured Stories

Transcending borders: My travels to New Zealand BY: LEJEND YAZZIE

Transform Society

Breaking down the walls of gym intimidation BY: K ALYNN YAZZIE

Value Native Nation Building

From the frontlines: Native Sun Devil auntie Dr. Michelle Tom shares words of encouragement to students navigating the COVID-19 crisis.

"It's going to be OK:" Q&A with Dr. Michelle Tom pg

BY: TAYLOR NOTAH

Building an 'Ak'ei Emergency Fund BY: DELPHINA THOMAS

Enable Student Success

13 16 17

Pathways to graduate school BY: DANIELLE LUCERO

Native Sun Devil COVID-19 resources

Responding to COVID-19 hitting Arizona’s tribal nations, this allIndigenous collective 3D prints protective face shields (pictured) for tribal healthcare centers in need.

IndigeDesign Collab BY: BRIAN SKEET

The life of a Native scholar during COVID-19 BY: DANIELLE LUCERO

Leverage Our Ancestral Place & Knowledge

Maintaining a sense of belonging during a pandemic

TABLE OF CONTENTS

BY: NICHOLET DESCHINE PARKHURST

A semester reimagined: Three Native Sun Devils share their stories of how COVID-19 impacted their Spring 2020 semester.

Journey through pandemic

Cover story

BY: SAVANNAH JACOBS

BY: TAYLOR NOTAH

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An official publication of Arizona State University

GRAPHIC DESIGN

Ravenna Curley Brittany Gene WRITERS

Nicholet Deschine Parkhurst Savannah Jacobs Danielle Lucero Brian Skeet Delphina Thomas KaLynn Yazzie Lejend Yazzie CONTRIBUTORS

Daangoiina Haven Kaitlyn Holtsoi Baylee LaCompte Samantha Lupnacca Mariah McGhee Mario Tsosie COPY EDITORS

Rebecca Blatt Lenzy Krehbiel-Burton Frank Robertson SENIOR EDITORS

Taylor Notah Dr. Bryan McKinley Jones Brayboy COVER PHOTO

(Photo credit: Thosh Collins)

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We went into the Spring 2020 semester not knowing that our worlds would be turned upside down by the coronavirus pandemic of 2019. We didn’t know of the heartbreak, trauma and uncertainty that would happen within our personal lives, academics and communities caused by this invisible monster. What we do know is that the COVID-19 pandemic has caused unprecedented challenges for all of us and has altered the reality that we know. This issue that you hold in your hands was the toughest issue we’ve had to produce yet in our two and a half years as a magazine. As we felt the pandemic skew the trajectory of our semester in mid-March, our stories immediately changed. Despite the ongoing uncertainties and rapid changes, we remained sure of this: the power of sharing student experiences and resources are needed now more than ever. In this issue, we highlight student perspectives prior and post COVID-19. As production continued remotely from Alaska, Arizona and South Dakota, we diligently strived to present this product of love to you, valued reader. Although it felt like our strength was constantly being put to the test, our team never failed to hype up and support one another in our weekly Zoom meetings. It is in that same spirit of uplifting one another where we hope this issue sparks inspiration within you during this time. Within this diversity of college student experiences amid a pandemic are threads of unity and how family teachings and encouragement always serve as strength in challenging times. We hear about studying abroad experiences in global Indigenous communities (pg. 4-5); encouraging wellness by reframing gym intimidations (pg. 7-9); an all-Indigenous collective unifying to provide aid to tribal communities (pg. 10-11); and more. The cover photo, taken by photographer Thosh Collins (Onk Akimel O’odham), came to us via social media as we shelteredin-place and powerfully encapsulates

Indigenous resilience. It represents our vital connections to land, the generations of ancestral teachings ingrained within us reminding us to keep ourselves balanced in times of disturbances and take care of one another. It is here where feathers extend our offer of prayers for new growth, Mother Earth and our youth. Congratulations to our Native graduates of 2020! We recognize your years of hard work and determination that led you to this achievement. To you and all Native Sun Devils: you are the next generation of nation builders and scholars. As COVID-19 highlighted, there is an urgency for this generation to continue fighting for what we are continuously praying for – our lands, future and sovereignty. Move forth in your pathways knowing that we are equipped with the knowledge and teachings of those who came before us to help guide us. They have planted that seed within us to keep imagining with good intention a future that looks different than what it looks like now. With kinship in mind, we will thrive together to heal and aid one another, even if that means remotely. Until we can unite safely in person again, relatives, stay safe and well. Sincerely, Turning Points Team

A S U T U R N I N G P O I N T S M A G A Z I N E 3

TABLE OF CONTENTS

Spotify

Uniting remotely: Resilience issue

by: LEJEND YAZZIE DINÉ Major: Filmmaking Practices

Transcending borders: My travels to New Zealand

Kia Ora! Last summer, I had a life-changing experience when I studied abroad in New Zealand. For three weeks I traveled the North and South Islands learning about the Maori film industry, culture and Lord of the Rings. I would not trade this experience for anything. I knew that I wanted to study abroad at some point but didn’t know which program was best for me. However, when I learned about this program’s emphasis on Indigenous cinema, I knew it was the one. It also helped that my favorite director, Taika Waititi, is from New Zealand! So, much like Bilbo Baggins in The Hobbit, I set off on an adventure!

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Tips for studying abroad Apply for your passport far enough in advance! It could take 4-6 weeks for a new passport or renewed expired passport to be processed. Visit the U.S. Passport Office on ASU’s Tempe campus for more information. cfo.asu.edu/passport

Search programs to determine which program is best for you. Do you need to fulfill requirements for your major? Looking for an internship or research opportunity? Attend an online Study Abroad 101 for information on program types, eligibility, housing and how to apply. Don’t forget to check in with your academic advisor for advice on how study abroad fits into your major! Plan on how to finance your study abroad. Attend an online Financing Your Study Abroad Program Workshop for more information on how to use federal financial aid and for scholarship opportunities. mystudyabroad.asu.edu/students/ financing-your-study-abroad-programworkshop Wait to hear if your application for a study abroad program has been accepted.

Safe Travels! (Photos courtesy of Lejend Yazzie)

ENGAGE GLOBALLY

The process was fairly easy. I’ve traveled abroad before so I already had my passport. For those who don’t already have one, remember to order your passport well in advance! Another important aspect is funding. I was fortunate enough to receive financial aid and decided to pay the rest with student loans, something which I would not recommend. It just so happened that my situation was unique, which allowed me to do that. I also recommend applying for scholarships, grants and setting up a crowdfunding campaign! Reach out and connect with your tribal community or local chapter house, too, and see if there are any funding opportunities they can provide. All that planning immediately paid off once I landed in New Zealand. Traveling to the place you’re learning about is unlike anything else. As a Film and Media Production major, visiting film locations, touring an Indigenous television studio, going to Hobbiton, and many other film-related activities were informational and transformative. It reminded me to view things on a global scale versus staying trapped in a local mindset. It is just as important to care for one’s local community as it is to be mindful of the world around you. As a filmmaker, it showed me that creativity can happen anywhere, to use my resources and that there is much more to the industry than just Hollywood. As an Indigenous person, though, it gave me a deeper appreciation for the Maori. It taught me about standing in solidarity with other Indigenous communities around the world. We transcend borders; our experiences with colonization bind us together in our fight against white supremacy and our journey towards a brighter future. All of which I do through storytelling and other forms of advocacy. Besides my deep reflections about Indigeneity, I also had a lot of fun! I went zip lining for the first time, went on a day-long hiking trip, saw the eighth wonder of the world Milford Sound, scouted the filming locations for Taika’s What We do in the Shadows, and much more. I made a lot of great friends who otherwise I wouldn’t have gotten to know. My instructors were passionate about making the trip as informative, safe and fun as possible. Studying abroad gives students a greater understanding of the world, the subject matter and even themselves.

Visit the ASU Study Abroad Office and pursue study abroad programs on their website at mystudyabroad.asu.edu. Search for programs based on your area of study, country of interest and program type.

For more information, visit: www.diversityabroad.com/articles/category/prepare-to-go-abroad?page=1

mystudyabroad.asu.edu/racial-and-ethnic-minority-students A S U T U R N I N G P O I N T S M A G A Z I N E 5

by: TAYLOR NOTAH DINÉ '18 BA Journalism

"It's going to be OK:" Q&A with Dr. Michelle Tom

On April 22, 2020, Dr. Michelle Tom (Diné) spoke with Turning Points Magazine to share words of encouragement to our Native college students who have been impacted by the COVID-19 pandemic. Dr. Tom is a former ASU women’s basketball player who now works at the Little Colorado Medical Center in Winslow, Arizona, where she is treating coronavirus patients. (Photo courtesy of Dr. Michelle Tom)

COVID-19 has caused a lot of uncertainty. What are some words of encouragement for our students who may want to go home but can’t due to safety?

TRANSFORM SOCIETY

This hits a lot home right now for me actually because I moved out. I had been away from home since turning 18 when I was in college and I didn’t think that I’d have to leave home again. When you talk about uncertainty, I don’t know when I get to go home just like them because I’m at high-risk exposure and I have a multi-generational family at home. My mom, nieces, nephews and sisters, they all pretty much reside in the same home. I had to move out so I wouldn’t have to endanger them. So I know what they feel. I remember that being a student. What got me through those times? I know I woke up early this morning really exhausted because I’ve been doing interviews, trying to read certain journal articles, trying to do different relief efforts. I feel like I haven’t been sleeping very much. I told myself, “Okay, I need to slow down. I need to rebalance myself. I need to take a moment.” So I went out and I had my medicine bundles that I got from my mom and my dad, I burned some sage, and I just let it all out. I think you have to do that... I know our college kids want to go home and hold their moms, dads, grandmas, masanis and cheiis (Diné terms for grandmas and grandpas). I get that, but I think we have to be strong for them and for ourselves. This is for learning. This is what’s going to make them stronger. It made me stronger when I was away because your purpose is to educate yourself, do the best you can, learn as much as you can and be strong as much as you can so you can go home and be a better person for your family, mind, body, spirit, education and community. Read Dr. Tom's full story at: medium.com/ @turningpointsmagazine

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Students who may feel like they’re not able to help as much as they’d like to during this pandemic, what are some ways that they can help? Being a younger generation with social media is about being that public health advocate. I know they want to be involved and be there, but it’s also a public safety issue. I know they probably want to be on the ground and they want to do all of these things, but the best thing they can do... is to continue to educate themselves, be in line and keep themselves safe. Quarantine and public safety is huge. They can reach out by Zoom or social media and talk with their grandma if possible or their mom or siblings everyday just to say, ‘Hey grandma, grandpa, I’m doing okay. Don't worry about me.’ Their elders are worried, too, saying, ‘Our children, they’re way out in the cities.’ I know my mom likes to hear my voice everyday. It makes her feel better. Self distancing, of course. You hear it all over the media but it’s true. I see people who walk around all the time without masks and they’re close together in groups. I see it all the time. I don’t see people wearing those things. So wearing a mask, being mindful of your actions, staying away even if that means family and that’s hard, I know. Also, public health awareness. They can share legitimate information to their elders, families and to their cousins. They can say, “Let’s put in a strong effort into our family. Let’s have a group discussion on Facebook or Zoom with our family and say, ‘How can we do it better? How can we be safer?’” Develop a plan for your family. I developed a plan for my family. There’s only one or two people who go into stores, no one else can go. I've helped them saying, ‘Wear this mask, don’t touch this, this is how you’re going to have to go in and this is how you’re going to come out.’ Things like that. Develop a plan because… it’s still rising everyday. We have to keep continuing to be strong. Be mindful, respect this virus. Respect it. It has a lot of power. The education that we have so far, that’s how we’re able to combat it.

by: KALYNN YAZZIE DINÉ Major: English (Writing, Rhetorics & Literacy)

(Photo courtesy of Architeckton)

Breaking down the walls of gym intimidation express their fears and stigmas related to the gym and the weight-lifting areas. Walking into the gym for the first time is terrifying and intimidating, likewise when one has experienced a traumatic event. It took me time to understand how I felt- a mixture of frustration, selfdoubt, hesitation and no motivation. Perhaps many other students are experiencing that same lack of motivation, especially with the self-isolation, social distancing and quarantining we were thrown into during the spring semester. After opening up this discussion with others, I learned these feelings shouldn’t be viewed as excuses– it’s okay to feel intimidated. Everyone has to start somewhere. With being home and taking every day one day at a time, I decided to combat this gloomy cloud hovering over me. I live off of North Mountain in Phoenix so I began walking and hiking again. I went back to my roots of how I started my exercise wellness by doing cardio exercise. Running clears my mind and I get to spend my time with Mother Earth. During my walks and runs, I would rethink why the gym is so important to me. Gaining a bit of confidence about working out again, I still combat these fears and stigmas. I want to support myself and Native Sun Devils who have the same feelings.

A S U T U R N I N G P O I N T S M A G A Z I N E 7

TRANSFORM SOCIETY

Have you ever heard of the phrase, “mind over matter”? To be honest, I despise that statement. I started my fitness journey young, thanks to my brothers who encouraged me to weight lift the summer going into my junior year in high school. After that, the gym was my home. I enjoyed working out because I thought I was getting healthy and strengthening my body. However everything changed in my fall 2019 semester, when out of nowhere I was rushed from my home to the emergency room due to gallstones passing through my abdomen. At the age of 16 is when my first gallstones developed. It was a painful experience that further inspired my wellness journey as a teenager. Yet six years later, despite eating healthy and exercising, I had to go into surgery to remove my gallbladder. What followed was a change in mindset on my perceptions of the gym. That surgery left a stain on my mental wellness and my relationships with gyms and weightlifting. Faced with a traumatic event, I developed a fear of going back to the gym. I realized that I was not the only one who had fears of the gym. When I utilized the Sun Devil Fitness Centers, I noticed there were hardly any Native Americans there. I also heard Native Sun Devils

(Photo by: KaLynn Yazzie/Turning Points Magazine)

Reframing gym intimidations & stigmas “I feel like I'm the only girl there.” To overcome the feeling like she was the only female in a male-dominated area, Orchestral Performance in Percussion major Lindsay DeLeon (Pascua Yaqui) reminds herself that she is there to improve her body’s strength and not to compete with anyone else. She works out with her sister because she feels “less inclined to think negatively” about the gender balance at the gym. “We empower each other to focus on ourselves to maximize our strength,” she said. Wanting to workout with other women in a fun fitness class? SDFC in Tempe has a Women's Workout Zone on Fridays to help empower women in the gym by teaching exercise movements that help build a strong foundation to energize a good workout.

“Everyone is staring at me.” Though it might seem like everyone is looking at your movements and body at the gym, in reality we are all just looking at ourselves or checking to see if someone else is finished with the equipment or a specific spot. If you're like me, spacing out at the gym and looking at the wrong area might seem like I’m checking someone TRANSFORM SOCIETY

Sun Devil tip: Remember, students automatically pay to have access to all SDFC facilities as shown in their tuition statements. So, make that money work! 8 S P R I N G 2 0 2 0

out. But the stares shouldn’t matter. We are all there for the same goal of getting healthy and making them gains! Just keep pumping away and showing those weights who's boss.

“There are no Natives or students like me there.” Acknowledge and help one another. Talk about your weightlifting journeys and maybe assist each other in performing a movement. This showcases the positive and supportive community that gyms actually are. Ask for help or assistance. The welcoming fitness community provides guidance for each other in the gym. Need a spotter? Mechanical Engineering major Isaiah Johnson (Diné) and Electrical Engineer major Erin Brown (Diné) often assist other students in the gym.

“I need to wear expensive athletic wear to fit in.” Interdisciplinary Studies in Business and Sociology major Garrett Begay (Diné) acknowledges there is a cultural barrier when it comes to dress codes at gyms. Regardless, remember: flip flops aren’t allowed on the weightlifting areas. Also note that there is no “proper” gym attire. You’re expected to sweat, so wear clothing that is comfortable for you, whether that be in an old t-shirt or a $50 Nike shirt. For more information about programs and services, visit:

fitness.asu.edu/home

“The gym is always packed.” “You rarely notice others around you,” Johnson said. “It's a really packed place but with the right people there, whether that’s your friends or in my case, my barbell team, it seems like you're the only one there.” Don’t want to go to gyms when they’re packed? Try going when they’re less congested. West and Polytechnic SDFCs are ideal locations as smaller communities. I love ASU’s Downtown Phoenix gym because it’s partnered with the YMCA so students have access to both downstairs weightlifting areas.

“I need to spend two hours there everyday.” “When first starting your fitness journey, it's best to take your time and not spend many hours overdoing it. Lifting hard and heavy all the time does not work well at all,” Andrea Tso Holt (Diné) said. “A more experienced fitness person would spend about this much time at the gym. But again, we all learn and grow at a different pace.”

Diné fitness enthusiast Andrea Tso Holt’s tips to wellness Limited budget? Workout outside for free. “There are plenty of local short trails, track fields and bleachers you can find in the city. Outdoors there are rocks that can be used for weights, or different objects that nature offers, such as wood, trees, logs, and more. I highly encourage outdoor workouts because it helps to disconnect from our modern lifestyle and helps us reconnect with the land, spirits, ancestors, animals, silence, and our inner spirit.”

(Photo courtesy of Lyonel Tso)

“Living in balance, harmony, that is what it means to have wellness.” -Andrea Tso Holt Sun Devil Fitness Complex Locations Downtown Phoenix 330 N. 1st Avenue Phoenix, AZ 85003 Phone: 602-496-7777

Stay consistent “To this day I still feel lost if I don’t have a program I’m following. That's how you will grow.”

Tempe Campus 400 E. Apache Blvd. Tempe, AZ 85287 Phone: 480-727-7802

Maintain a healthy mind set “It’s not even just the workouts; it is about having a focused, healthy mindset. When we want to grow, we have to grow within ourselves first. Love life, love our progress and love ourselves on being healthy. It all starts within your mind, body, and soul. Having a strong healthy mindset and goals for a positive lifestyle.”

Polytechnic Campus 7332 Sun Devil Mall Mesa, AZ 85212 Phone: 480-727-1313 West Campus 13351 N. 47th Ave. Glendale, AZ 85306 Phone: 602-543-3488

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TRANSFORM SOCIETY

Research online resources “There are also online resources that offer free programs such as bodyweight exercises.”

by: BRIAN SKEET DINÉ '19 BSD Industrial Design, BSA Design Management

Brian Skeet is an industrial designer and R&D creative partner with the IndigeDesign Collab. The Collab is also comprised of Eunique Yazzie, Shon Quannie and Dustin Lopez.

Eunique Yazzie Diné Founder & strategist

Shon Quannie Acoma Pueblo/Hopi/Mexican Creative partner

TRANSFORM SOCIETY

Dustin Lopez Diné/Yaqui/Laguna Pueblo Creative partner & social media strategist 10 S P R I N G 2 0 2 0

As an undergraduate, I found my voice as a Diné designer pursuing my studies at Arizona State’s Design School. I took classes by Institute Professor Wanda Dalla Costa (Saddle Lake Cree Nation) that aimed to acknowledge Indigenous design, worldview and empowering placekeeping. I worked with Amanda Tachine (Diné), assistant professor, and Bryan Brayboy (Lumbee), senior advisor to President Michael Crow, to develop the first-ever magazine written and designed by, for Native students at ASU. With the mentorship from ASU’s Indigenous faculty and administration, I’ve found that amplifying my voice may inspire future Indigenous students to achieve their academic goals. My mentors helped me ground my identity and belonging in this land through design and to foster my own worldview of design based on my traditional values and culture. I never anticipated that this worldview would carry over to an all-Indigenous design group of creatives who would collectively be working with frontline providers in the COVID-19 pandemic. After graduating in 2019, I was reminded that I was re-entering a workforce that didn’t see Indigenous Design worldview as an acceptable approach. Starting my career as an industrial designer, I often found myself biting my tongue. I needed to create a space where I could work with other like-minded Indigenous Designers. I didn’t realize that this vision of placemaking was a commonality among fellow Indigenous creatives. This was when I reconnected with mentors in the profession: Eunique Yazzie (Diné), owner of Eunique Design, and Shon Quannie (Acoma Pueblo,Hopi,Mexican), owner of 4x Studio and my former instructor at the Design School. A few meetings later, our visions aligned for the start of the Indigenous Design Collab (IDC). IDC has made waves for creating space in Downtown Phoenix for Indigenous artisans. Credited for bringing Indigenous creatives together on a panel for the Annual AIGA (American Institute of Graphic Arts) Phoenix Design Week conference, IDC also created the Rise Poster Show at Evolve Gallery and partnered with Roosevelt Row Arts District and Still She Lives LLC to organize the Indigenous Artisan Fest. As IDC began to pick up steam, the COVID-19 crisis hit tribal

(Photos courtesy of Brian Skeet)

independent weekly delivery routes to safely deliver the PPE while adhering to additional restrictions like reservation curfews or checkpoints. Being confined to your home and feeling helpless has triggered strong emotions of loneliness and isolation. In the midst of all this, collaboration has brought our community together. In most cases, collaboration has been a source of healing. As the need for PPE continues and the specific requirements evolve, our traditional teachings have guided us to adapt and overcome obstacles. Together, IDC has worked alongside other grass roots initiatives and tribal communities to get the warriors of this epidemic –nurses, healthcare providers, first responders– the protection they need to keep us protected. When we come together, we thrive; and we will thrive.

TRANSFORM SOCIETY

nations, especially Navajo and Hopi. We had no idea what this would mean for our families who live there. What we did know was that their healthcare system wasn’t equipped and didn’t have the staff to take this pandemic. The supply chain had broken down across the country, and it was felt immediately by the Navajo and Hopi communities before the first case was discovered. After researching how other cities and countries were preparing their healthcare workers, we knew we had to take action – we couldn’t wait for the government to act. Seeing other maker communities 3D printing headbands to produce protective face shields sparked me to use my 3D printer to print a face shield for my fiancé, who holds a doctorate of Nursing Practice and works on the frontlines. After posting a completed face shield on social media, I received requests from high-ranking healthcare officials and emergency management specialists (EMS) from Tuba City, Arizona, and Gallup, New Mexico. I learned that Gallup’s EMS force only had 30 face shields for 200plus healthcare employees. In response, IDC became involved and tapped into our networks to coordinate the 3D printing, assembling and delivery of protective face shields to tribal hospitals and clinics in rural Navajo and Hopi areas. IDC started production in late March and has established a dozen 3D printer partners in our network of design professionals, students and community members from California and New Mexico’s Navajo Technical University. We also opened up a donation channel that gave IDC the critical funds needed to provide our healthcare professionals and first responders with the appropriate personal protective equipment (PPE) necessary to help keep them safe as they come into close contact with those infected by the coronavirus. Once we printed all of the face shield headbands, we moved our operations to assembly, sanitizing before packaging, then delivered to healthcare centers in need. IDC members and the community have mobilized

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by: DELPHINA THOMAS DINÉ Study: PhD in Justice Studies

Building an ‘Ak’éí Emergency Fund As I’m writing this article, we’re deep into social distancing, quarantining, self-isolation or however you refer to it. I’m comfortable financially, and I’m not struggling to pay my bills or put food in the fridge. I’m not saying this to brag about my financial situation, but I want people to know how far I’ve come. This wasn’t a future I ever envisioned for myself. I grew up in a low-income household. I was poor. My mom was basically a single parent with a third-grade education and took any jobs she could to put food on the table and a roof over our heads. She struggled to keep the utilities on for my three older siblings and me. There were times when our electricity and water were shut off due to non-payment, and non-essential things like cable and internet were turned off for months at a time. My mom did everything she could to get everything turned back on. As we grew up, it was our time to take care of our mom because that was one of the teachings she

instilled in us: the importance of k’é (kinship) and ‘ak’éí (family). She raised my siblings and me to think about others. Now, being in a comfortable financial position, I’m able to help her out because I have control over my finances. I’m not shaming those that can’t help their k’é or ak’éí because sometimes it’s not possible. Unfortunately, in this day and age, money does hold significance, and during times like these, in this pandemic, supporting k’é and ak’éí empowers us to help those who need it most. In issue 04, I talked about different kinds of savings accounts and I suspect, now more than ever, that an emergency fund would come in handy for many Native students. I don’t always use my emergency fund for myself, and I only use it when shimá (mom), shimásaní (grandma), shadí (siblings), shich’e’e (nieces), shiyáázh (nephews) or relatives need something. I guess you could call it “Ak’éí fund” when it’s absolutely necessary.

How to build an use an emergency fund

Be prepared for unexpected expenses so you can protect your savings. Did you know that the average cost of any emergency in America is about $1,000? Only 37 percent of Americans have enough cash in savings to cover an unexpected expense (think: broken appliances, tire blowouts, high vet bill, etc.). The rest have to slash their budgets or look to credit cards or family and friends. A fully funded emergency fund is typically 3 to 6 months of essential living expenses. That amount many feel overwhelming, so start building your fund with these simple tips:

Separate it from everyday spending. If your emergency dollars are in your checking account, you may accidentally spend them. Consider opening a savings account to make the money less accessible.

Automate the process. Set up an automatic monthly transfer between your checking and savings account or ask payroll to direct-deposit a portion of your paycheck into a savings account.

Donate a set dollar amount each week. Every weekend give your emergency fund $10—or whichever amount you choose. Just be consistent so you can see it grow over time.

VALUE NATIVE NATION BUILDING

Using your emergency fund Reserve your emergency fund for unexpected, absolutely necessary and urgent expenses—medical bills, car repairs, sending money home to your loved ones, or helping to buy essential items like food, water, gas, wood, etc.

For more Next Door resources on adult financial education such as free virtual financial classes and more, visit: NextDoorChicago.com. Explore savings account options at: NerdWallet.com 12 S P R I N G 2 0 2 0

by: DANIELLE LUCERO ISLETA PUEBLO Study: Ph.D. in Justice Studies

Pathways to graduate school Graduate school is an excellent option for many people, but it is difficult to navigate and understand if it is a good fit for you, your career and life goals. For Native students, graduate school is also a huge step into institutions that may not value or understand the reasons, methods and goals of why you are choosing to pursue a graduate degree. Because Native

students are underrepresented in graduate school and professional programs, it is important that we collectively share the knowledge of how to advocate for ourselves in graduate school, understanding the program’s expectations, and simple information about it. That is why I have compiled this article.

What is graduate school? “Have you thought about graduate school?” It’s a common phrase you’ll hear once you’ve completed your bachelor’s degree. However, it often is used without anyone really explaining what graduate school is. Graduate school is a term used to describe academic programs that offer advanced training (beyond a bachelor’s degree) in a specific academic discipline or subject area. A major component typically includes conducting original research in the field you are interested in. When researching graduate school, you may come across programs that are known as

“professional degrees.” Professional degrees are a type of graduate school geared toward preparing students for careers in specific fields such as medicine, nursing or law. Program length varies, but they are often required by law before an individual can begin working in a particular occupation. Once you’ve researched which type of graduate school you are interested in (academic or professional), it’s time to look into the prerequisites you need prior to applying. Most graduate school programs will require you to take either the GRE, MCAT, LSAT or some other form of standardized test.

What are the most common degrees offered? The Master of Arts (M.A.) and Master of Science (M.S.)

• Typically the most-advanced degree in a given academic discipline • Timeframe to complete: 4-8 years with an average of 5 years • Prepares students to do original academic work in their field of interest • Structure of the program: • A few years of required coursework • A written and/or oral exam in the discipline (sometimes called qualifying exams, comprehensive exams or general exams) • A prospectus (research proposal), conduct original research, write and defend a dissertation (original research project) A S U T U R N I N G P O I N T S M A G A Z I N E 13

ENABLE STUDENT SUCCESS

• Advanced degrees in a discipline beyond a bachelor’s degree • Timeframe to complete: 1-2 years • MA degree - the graduate program for humanities and social science disciplines (such as sociology, anthropology and history). • MS degree - the graduate program for scientific and quantitative disciplines (such as biology, computer science and chemistry).

The Doctor of Philosophy (PhD, a.k.a. a doctorate or doctoral degree)

December Review your application one last time. Check for any errors, ensure that all required materials are in order, and submit your application a few days before the due date.

May - July Begin working on your essays. Check the admissions requirements and follow any essay prompts. Expect to write a personal statement. Start on these in the summer and ask friends and colleagues to review your working drafts. Keep drafts on hand to send to those who are writing your letters of recommendation.

Be intentional about who you ask to write letters of recommendation for you. Ask someone who can speak of your strengths such as a professor or supervisor. Ask well in advance of the application deadline. Ask for a letter once youâ&#x20AC;&#x2122;ve narrowed down your schools and program of interest. Once you have your list, you can choose recommenders that fit that area or can speak to your potential at that institution and field.

April - May Register for the required tests (LSAT, MCAT, GRE) and study. Aim to take the test over the summer. If you do not do as well as you hoped, retake it in the fall. Note: double check all test restrictions and graduate school requirements. Some schools require your first test result and the LSAT only allows you to take the exam a certain number of times.

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Questions to ask if graduate school is for you 1. Is a graduate degree required in your field or career? For example, if your aim is to be a college professor, then you will likely need a PhD. 2. Are you considering graduate school to avoid looking for a career or job, or do you have an immense interest in the subject and want to pursue it further? Carefully analyze your motivations for entering graduate school. Helpful resources for prospective graduate students: 14â&#x20AC;&#x192; F A L L 2 0 1 8

November Stay on track: check on your recommendation letters and if your transcripts have been received by the schools you are applying to. Send a friendly reminder to your recommenders to submit letters in time. Your personal statement and other required essays should be completed and ready to submit. Pro-tip: Have your entire application completed by the end of this month to avoid the stress of scrambling last minute..

October Request transcripts and begin your application officially. Most graduate schools use online application portals, so create your profile and start your online application now. Don’t procrastinate: give yourself ample time to create your online profile ahead of time. Keep in mind that portals could crash or you may not be allowed to create a new profile so close to the due date.

September Reach out to your recommenders. It’s best to ask at this time because it’s early enough in the semester that they won’t be over committed, and timely enough that they can start working on them and not scramble to finish them days before they are due.

January - March Start researching graduate programs and compiling a list of admissions requirements, then create a calendar with application deadlines.

3. Are you considering graduate school because you want to prolong your college life? 4. Have you talked to a current or recent grad student about their experiences? Get a good picture of what graduate school entails. Talk about funding. 5. Can you afford to go to graduate school? Look into the funding options for that specific school and program. Many graduate programs do offer scholarships.

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Tune into our team’s full podcast discussion for a more in-depth look at graduate school!

Family Resources:

Native Sun Devil

COVID-19 resources: COVID-19 resources for Indigenous Peoples: Created by ASU’s Labriola National American Indian Data Center, this guide is “a starting point for ASU students primarily and the wider community seeking Indigenous-centric

resources and tribal perspectives on COVID-19 (novel coronavirus).” The Labriola staff will continuously update with COVID-19 developments in Indigenous communities.

American Indian Student Needs Response Team: Assists with the online class transition and immediate student needs. Please don’t hesitate to reach out to the primary contacts for any questions or concerns: + Bryan Brayboy, Senior Advisor to the President: Bryan.Brayboy@asu.edu + Jacob Moore, Vice President of Tribal Relations: Jacob.Moore@asu.edu + Annabell Bowen, Director, Office of American Indian Initiatives: Annabell.Bowen@asu.edu + Laura Gonzales-Macias, Interim Director, American Indian Student Support Services, University College: lauragm@asu.edu

American Indian Student Support Services (AISSS): is committed more than ever to maintain what our students affectionately call our “home away from home.” Our caring staff are available and working remotely to assist in all aspects of college life. Student Success and Retention Coordinators: + Vickie Baldwin + Claudia Dagnino + Jayme Deschine + Laura Medina

https://calendly.com/vickie-baldwin https://calendly.com/claudia-dagnino https://calendly.com/jldesche https://calendly.com/lauramedina

Vickie.Baldwin@asu.edu Claudia.Dagnino@asu.edu jldesche@asu.edu laura.medina@asu.edu

602-496-0355 623-543-6290 480-965-8176 480-727-1036

ASU Health Services: The ASU Health Services website is Arizona State University’s official source of information about the Novel Coronavirus, the current exposures at ASU and important tips and precautions you can take to stay healthy. Arizona’s COVID-19 information hotline: 1-844-542-8201

ASU Telehealth: 480-965-3349

ASU COVID-19 testing:

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Students who have symptoms or have been exposed can get tested for COVID-19 at any ASU Health Services Campus location. Schedule a Telehealth appointment with one of our healthcare providers by going to the ASU Patient Portal at asuportal.pointnclick.com or call ASU Health Services at 480-965-3349. The clinician will assess and then schedule you for a COVID-19 test. We do not have walk-in COVID-19 testing capability at any of the clinics at this time. There is no cost to the students for the test.

+ ASU non-emergencies: + EMPACT’S 24-hour ASU-dedicated crisis hotline: + Maricopa County crisis line:

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My Health Portal: 480-965-3456 480-921-1006 602-222-9494

Dean of Students: Part of the Dean of Student Office at all locations, Student Advocacy and Assistance (SAA), is the main connection to other university and community resources. SAA links students with appropriate university and community resources, agencies and individuals, collaborates with faculty and staff in the best interest of the students, and follows through to bring efficient closure to student concerns. DOS: 480-965-6547

Academics Loaner Laptops and WiFi Hotspots: Students in need of a laptop and/or a hotspot for WiFi can borrow these items from the university. Visit the ASU Library and University Technology Office at lib.asu.edu/ laptops-and-hotspots.

Transitioning online:

Health & Wellness

ASU Crisis Resources:

+ Provide university families with appropriate resources + Advocate for the needs of families + Collaborate with on-campus and off-campus departments and organizations in the development of delivery of programs and services to the ASU community + Expand family-responsive policies to ensure a healthy and productive environment + Educate individuals and the community about ASU Family Resources

Provides a HIPAA-secure pathway to communicate with Counseling Services. All tele-counseling services are provided for free at eoss.asu.edu/health/portal

+ Zoom guide for students: uto.asu.edu/zoom + Canvas guide for students: community.canvaslms com/docs/DOC-10701

Research Resources: + Labriola National American Indian Data Center: lib.asu.edu/labriola + ASU Library: lib.asu.edu + Tutoring services: tutoring.asu.edu

Financial Aid & Scholarships Financial Aid and Scholarship Services: To discuss your personal circumstances with someone, call 855-278-5080 or visit students.asu. edu/contact-financial-aid to chat with a team member or schedule a Zoom appointment.

Read more on medium.com/ @turningpointsmagazine

The Life of a Native Scholar During COVID-19 Comic by: Danielle Lucero (Isleta Pueblo) PHD Student Justice Studies

This was one of the most challenging comics I have had to draw. In a time of unprecedented uncertainty, my community being at risk, and being separated from family, I decided I wanted to create a comic that expressed my feelings and also the resolve and strength of my family. I know many of us have felt alone and afraid. I have cried a lot and my mental and physical health have been impacted. I made four or five versions of this comic, trying to Febe is flying back to Phoenix after a conference in Boston. The news about stay-at-home orders and lockdowns are flooding her phone.

balance the overwhelming feelings of fear and sadness with the humor and support I have been receiving from my family and community. And so I drew what I felt and how I was working through this pandemic. My mom, auntie, cousins, and nieces have all played important roles with helping me survive living alone in Tempe away from my community and family. I hope this comic brings readers a sense of validation and a little giggle!

How can I get food to my chee-ee and teh-eh? how will they get groceries?

Natives make up 50% of all positive cases in New Mexico

I want to go home. i am alone, how am i gonna survive this?

I need to make a list, I need to call home, check on my grandma...oh, and I need groceries. I need to self-isolate for 14 days.

How can I help my family and community? i feel useless

is my comminity gonna survive this?

I need to explain to my family why I can’t go home. I need to prepare mentally to enter quarantine Hey Chee-ee and Meme! I can’t do this. I want to go home. I’m all alone here…I’m worried about you and our community. I feel so useless. I don’t know what to do or how to help! I miss you all so much…

Granddaughter! You are strong! You come from people who have survived “unprecedented” times before. WE ARE BUILT TO LAST!

Oh! And guess what!... Chee-ee is teaching me more Tiwa and Meme (Uncle) is teaching me how to grow corn, squash, and beans! I can’t wait for you to come home so you can see all the amazing things I’ve learned how to do!!

Niece! Take a deep breath. Remember our ways, follow the routine we do when we are busy in the village; wake up with the sun, go outside greet the sun, pray.

Then go about your day. Make sure you take breaks to relax. Go for a walk outside, let your bare feet touch the earth! Remember our ways and know we are always with each other.

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Ket-Chu (Auntie)!! I miss you!! Guess what, schools out and mom’s my teacher now which means I get to do whatever I want!!! Yesterday we played in the mud! Ket-chu I’ll call you every day so you won’t feel lonely!

I’m afraid, I feel so alone

How am i supposed to finish my school work? i Can't concentrate

by: NICHOLET DESCHINE PARKHURST HÚŊKPAPȞA & DINÉ Study: PhD in Justice Studies

Maintaining a sense of

during a pandemic

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Invisibility, doubt and loneliness. These are feelings I have felt at one point or another while attending college. But there have also been times when I have felt confident, connected, seen, and that my desire to serve my tribes and Indian Country were understood and encouraged. Feeling a sense of belonging like I am part of a campus community has cultivated meaning for me as a Native student. Feeling connected has helped me to personally feel supported in my schoolwork and research, which has been critical to my individual fulfillment, community engagement and academic success. Having a strong sense of belonging is one factor that may explain the persistence of Native students in higher education. In the article, “Home Away From Home: Native American Students’ Sense of Belonging During Their First Year of College,” researchers Amanda Tachine, Nolan Cabrera and Eliza Yellow Bird write that Native students’ sense of belonging includes how they feel about their “relationality among students, their families, and home communities.” From an institutional standpoint, this may mean creating and supporting programs for Native student outreach and to facilitate student connections. Oftentimes the spaces that helped me feel like I belonged and helped foster individual meaning and fulfillment were not institutional spaces, such as retention programs or advisers, but rather studentcreated spaces. Having completed three degrees 18 S P R I N G 2 0 2 0

at ASU and currently working toward a Ph.D. in Justice Studies, I’ve had a variety of experiences over my academic career, from feeling like an outsider and that I didn’t belong to finding my space and community. More recently, my Indigenous sister scholars and I co-founded a student organization, the Womxn’s Council of Indigenous Doctoral Scholars (WCIDS). WCIDS carves out a space for Indigenous doctoral students to foster connection, shared understanding, reciprocity and relationality. Spaces such as this help me as an Indigenous researcher to feel less like an imposter and more confident with my research. However, the world is currently experiencing the devastation of COVID-19 and its disruption of everyday life including the college experience. ASU classes transitioned online in mid-March, college students living on campus were asked to voluntarily move away, and Arizona Gov. Doug Ducey issued a stay-at-home order with people leaving their homes only for essentials and practicing social distancing. Some Native Nations have taken similar or more stringent protective actions, even asking their members to temporarily reduce and restrict travel between urban areas and the reservation to decrease the risk of spreading the coronavirus. These protective actions, while necessary, may further isolate or impact student connections to their family, culture, homelands, schools and student groups, when they may need it most. In ordinary circumstances, a college student’s

sense of belonging might be cultivated through on-campus student involvement. The current climate of social distancing and self-isolation raises questions about how Native students and their student organizations are using online spaces to continue fostering a sense of belonging

when people are separated from each other and their campuses. While these are trying and uncertain times, a sense of belonging and maintaining connection to others can help validate experiences, provide mutual support and continue fostering meaning and fulfillment.

(Photo courtesy of Mario Tsosie)

Mario Tsosie

DinĂŠ Master of Social Work Candidate President, American Indian Social Work Student Association

A S U T U R N I N G P O I N T S M A G A Z I N E â&#x20AC;&#x192;19

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American Indian Social Work Student Association (AISWSA) is an organization located on ASUâ&#x20AC;&#x2122;s Downtown Phoenix Campus to assist in increasing student involvement, to enhance communication and cooperation among student peers and to promote activities to enhance the academic, social and cultural growth of students and members of the community. As we continue to work through the current pandemic, AISWSA and advisors have created an online space for students to meet. Rather than focusing on schoolwork and assignments, the focus is on building community strength by creating a support system where students can meet other students or community members to engage, learn and promote wellness. As an ASU Native student in the Master of Social Work program, I find it very important to have meaningful spaces to promote cultural awareness, cultural healing and like-minded individuals who feel

the need to reconnect with their culture. Having this space allows our students the ability to be with other Native and Indigenous people to promote culture, while also creating a cultural awareness platform for all students to learn more about working with Indigenous populations. As a Native American student association, we found that AISWSA is a great way to promote cultural competencies in the field of social work by promoting events to engage in students interested in learning more about our cultures. Through this platform, we were able to create engaging events throughout the year to assist students in learning more about Native and Indigenous practices in the social work field, such as providing no-cost training in SafeTalk and ASIST Training. I would like to acknowledge the officers of AISWSA for all of their amazing hard work and commitment to building a community of culture at Arizona State University. Without the commitment of this amazing team, the community that has been built would not be as strong as it currently presents itself. Thank you AISWSA!

(Photo courtesy of Samantha Lupnacca)

Samantha Lupnacca Choctaw Nation Medical Studies major and Spanish minor President, IndiGenius

IndiGenius is located on the ASU West Campus and is focused on educating about and uplifting the Native American community. Our goal is to focus on community involvement through volunteering and bringing awareness to current issues affecting Indigenous people. As an ASU Native student, the creation of meaningful spaces is important for learning and expression. I can think of the Labriola National American Indian Data Center at West Campus who has created this space for our students. Meaningful spaces are also important for creating a sense of home and to overcome challenges that are difficult to deal

with alone. At West Campus, American Indian Student Support Services (AISSS) has become that safe place for all of our students, and we would not have been as successful without it. The event we took the most pride in for cultivating a conversation about Missing and Murdered Indigenous Women and Girls during Domestic Violence Awareness Month in October. Students and officers posted five posters of our missing women every day throughout the month, and the display stirred up conversations on our campus. Very few people we talked to outside the Native American community were aware of the growing number of women who have been hurt and taken away from us. Before the pandemic, we were involved in the planning of Indigenous Culture Week this semester as well as three large events on top of general meetings in collaboration with the Labriola to share our culture with all students. With the pandemic, we decided as a club that our hands-on events would not be socially responsible to still hold in person. Our officers decided to cancel our events and focus on supporting the integration of ICW online as well as encouraging students to volunteer with Native Connections and DreamCatcher's Kindness and Compassion Initiative. Their goal is to combat the social isolation within the senior population during this pandemic in place of granting Dreams in person. We hope that students stay safe while focusing on the health of themselves, their families and their responsibilities as students!

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ASU Mobile App Stay connected with the ASU Mobile app to enhance your Sun Devil experience. The ASU Mobile App provides Sun Devils with a convenient way to integrate your course schedule and to navigate helpful resources such as My ASU, directory and the library. Plus you can receive personalized content from ASU or your department in the Notifications Center and a direct feed from ASU Now. The ASU Mobile App is for students, alumni and guests to stay connected to the University. Download the ASU Mobile App from the Apple App Store or Google Play

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by: SAVANNAH JACOBS OGLALA LAKOTA Major: Political Science

Political science major Savannah Jacobs returned home to the Pine Ridge Indian Reservation in South Dakota where she completed her spring 2020 semester online. (Photo by: Savannah Jacobs/Turning Points Magazine)

ASU TURNING POINTS MAGA ZINE 21

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This isn’t what we signed up for. The COVID-19 pandemic has paid a toll on instate and out-of-state students. It’s important to recognize that our Indigenous community at Arizona State consists of students from all across the country. We are all facing struggles whether it’s with academia, financial aid, unemployment, home travel, family concerns, or staying safe. I’m from the Pine Ridge Indian Reservation in South Dakota. I traveled 18 hours back home, which is equivalent to 1,133 miles. It's not easy coming back to my thiwáhe (family) of seven people, myself included. Being away for two years, you learn to adapt to your own way of “surviving” off reservation. It’s a constant battle of slow internet connection, balancing óta (a lot) chores that you have to accept living under the same roof, lack of understanding that education comes first, a learning environment that isn’t quiet anymore, and my typical monthly family battles. In other words, it’s a tug of war between my anxiety and sanity. It’s a difficult time to suddenly change your daily lifestyle. Although it may be a chaotic tornado right now, it’s important to help our community, family members, students and the future of Indigenous peoples. It’s important to recognize ways we are contributing and overcoming this pandemic. Wačhéčičhiye, Mitákuye Oyás’iŋ (all my relations, I am praying for you).

(Photo courtesy of Mariah McGhee)

Mariah McGhee

Yankton Sioux Business Entrepreneurship

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COVID-19 has definitely affected me as an outof-state student. I am from the Pine Ridge Indian Reservation in South Dakota. When I heard all of our classes transitioned online, I was super nervous because learning from a screen is almost impossible for me. Though I have been doing it for weeks now, I’m getting used to it but I don’t think it’s very beneficial for learning. I transitioned my student worker position to online and was temporarily laid off from my second job. I came back to South Dakota where I’ve been spending a lot of time with my grandparents. My family recently found out that my grandma was diagnosed with stage four liver cancer. I want to spend all of the time that I can with her. Being back home does have its downsides as an online student as my grandma’s house doesn’t have internet connection and it is two hours from my mom’s house. Normally I would be able to drive to a Starbucks to connect to free WiFi, but everything is closed during this time due to the coronavirus. Despite the challenges, I overcome them by driving back and forth between my mom’s and grandma’s house every other day to get my schoolwork done. During this time, I hope everyone is taking time for themselves and if you are surrounded by family make sure you are being present and actually spending time with them. I am using this time for self care, spending time with my family, and focusing on my schoolwork. If I do leave the house for essential purposes, I am taking extreme precautions with limiting touching, washing my hands religiously, and wearing a face mask.

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Kaitlyn Holtsoi

Diné Political Science, American Indian Studies Everything seems so hectic and unsure right now. I know a lot of my issues with everything going on is minuscule to others’ suffering. In comparison to healthcare workers and those unemployed and homeless, I know my issues aren’t nearly as bad. But I miss a lot of things. I miss going to the movies. Like many others, I would go to the movies to check out of reality for a couple of hours and now that it is gone, it is difficult to cope with everything. I miss my pals in class and hanging out with them in the evenings. This one is more manageable, but I still miss seeing them in person. I also dearly miss going to baseball games! Despite all of these things being absent in my life, I am still grateful for the privileges I have while in quarantine. I have access to so much more than most people do right now. While I am overwhelmed with fear and nervousness, I am also overwhelmed with a strong sense of community and hope. I see how my tribal leadership is handling things back home and it makes me proud to know there are leaders on the frontlines helping us out. I am hopeful and remaining optimistic, but it also scares me that elders in the community might not know the risks. These issues are on my mind at all times and it is hard not to worry, but I do my best to

(Photo courtesy of Baylee LaCompte)

Baylee LaCompte, Išnála Nážiŋ Wiŋ (Stands Alone Woman)

Standing Rock Sioux Tribe, Lakȟóta MS American Indian Studies (Indigenous Rights and Social Justice)

Undergraduate Kaitlyn Holtsoi keeps in touch with her family via Zoom. (Photo courtesy of Kaitlyn Holtsoi)

“... Remember our traditional teachings as the original inhabitants & caretakers of Iná Makȟá, “Mother Earth.”

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occupy myself in other ways which brings me to the positive part of all this! I have started new shows and re-watching favorites. I am also listening to new podcasts and keeping up with my favorites. I have more time to read and to apply for scholarships and internships. These are all things I could not enjoy as much if the world was not at a standstill right now. So that is always a bright side! While I am constantly fearful and anxious, I am reassured by my Navajo language professor, my parents and other tribal leaders. They impart wisdom on mindset and prayer, and how greatly that can change our mood and outlook. I am just imagining the day when the cases start appearing less frequently and we hear that more people are recovering. I keep imagining the day when people are allowed to go back in public and be able to gather. I keep imagining the day when the hope and sense of overcoming vastly outweigh our fear and dread. That is another thing keeping my spirits up.

Haŋ, mitákuyepi, čhaŋté waštéya napé čhiyuzapi. Lakȟóta čhažé Išnála Nážiŋ Wiŋ, éyaš wašíčuya čhažé Baylee LaCompte emačíyapi, na waníyetu wikčémna núpa sum yámni. Íŋyaŋ Woslál Háŋ Oyáte emátaŋhaŋ, na Húŋkpapȟa Lakȟóta Oyáte emátaŋhaŋ. Makáȟleča él wathí, na Matȟó Očhíŋšiča Thiyóšpaye emátaŋhaŋ. Hello, my friends and relatives, I shake your hand with good feelings in my heart. My Lakȟóta name is Stands Alone Woman, but my English name is Baylee LaCompte, and I am twenty-three winters old. I am from the Standing Rock Sioux Tribe, and Camps at and the End of the Horn is my band. I permanently reside in McLaughlin, South Dakota, and I come from the Mad Bear Extended Family. I am a first-year graduate student pursuing a master’s degree in American Indian Studies with an emphasis on Indigenous Rights and Social Justice. Initially, I lived at the Polytechnic Campus and utilized the library, the American Indian Student Support Services (AISSS), and the ASU Counseling Services. My ASU experience has been significantly impacted by COVID-19, since I am unable to utilize the quiet study area in the library and the printing services in AISSS in a confident manner. I decided to isolate and move in with family here in Arizona due to the outbreak. At this time, I feel unsafe traveling back home to Standing Rock, because the risk of spreading the virus to the people is tremendously high. Although the current situation is not ideal, I am looking at it optimistically by keeping a positive attitude and finishing the semester strong through peace and prayer. In the meantime, I am utilizing this time to work on course work, beading my next Jingle Dress regalia set, and dancing and praying for the people to have the strength and good health during this pandemic. I highly encourage everyone to practice good hygiene, to stay home and to remember our traditional teachings as the original inhabitants and caretakers of Iná Makȟá, “Mother Earth.” Mitákuye Oyás’iŋ - All My Relations.

(Photo credit: Lyonel Tso)

Daangoiina Haven with her paternal grandparents Marie Haven (left) and Henry Haven Sr. (right) following her first race at the 2017 NAU Cross Country Invite as an ASU freshman. (Photo courtesy of Daangoiina Haven)

Daangoiina Haven

Diné Exercise and Wellness, College of Health Solutions

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Yá’át’ééh. Ádoone’é nishłínigii ’éí Naaki Dine’é nishłį dóó Honagháanii báshíshchíín, Kachina Clan dashicheii dóó Tó’dich’íi’nii dashinálí. Daangoiina Haven yinishyé. Lók’aah Niteel dęę’ naashá. Ákóte’éego Diné asdzání nishłį. Greetings! My clans are the Mexican Clan born for the One Who Walks Around Clan. My maternal grandfather is the Kachina Clan (from Hopi) and my paternal grandfather is the Bitter Water Clan. My name is Daangoiina Haven, originally from Ganado, Arizona. In this way, I identify myself as a Navajo woman. In the Navajo culture, alongside many other Native cultures, we are taught to be resilient during the tough times, to be family-centered and to respect all living things. It is empowering teachings passed on through our people’s knowledge. With the support from my loving family and my self-determination, I have competed with the nation’s best in both Division 1 cross country and track and field. I’ve failed from being the last competitor to cross the line to finishing as ASU’s top run runner consecutively. Academically I have continued to improve my perseverance to maintain success through the classroom and in professional settings. That is until Dikos Ntsaaígíí-19 changed the daily 24 S P R I N G 2 0 2 0

life of my little world and billions of people around the world. My outdoor track and field season was cancelled. Even the 2020 Tokyo Olympic Games, a huge gathering for sports, was postponed. What a catastrophe! COVID-19 has influenced that Mother Earth needs a break from man-made destructing impacts and to allow her to begin a healing process. On the other hand, COVID-19 has suppressed dreams and opportunities for our young people and has scarified family time for those serving on the frontlines in hospitals, grocery stores, transportation systems and more. In the meantime, my athletic dreams are not over. I am taking the time to focus on the important things in life. I am learning Diné bizaad, how to weave, focusing more on school, and reflecting on self-care. It breaks my heart to not be with my family back home during this time or to hug my mom or spend a home-cooked meal with my family watching Grease or Selena. Or to visit my grandparents and share stories about their upbringing in life. As I reminisce about the competitive field of running against the nation’s best and spending time with my family, I am also a health advocate to put safety first before the risks. In Navajo teachings, it is important that we think positive thoughts, plan ahead, pay attention to our surroundings, and pray for our loved ones and those on the frontlines. All of my life teachings lead to one Navajo instruction: T’áá hó ’ájit’éego t’éiyá. Self-effort that you exert is up to you. Lead with your teachings and model the importance of instruction. Ádaa ’áhólyą́ (Take care of yourself).

by: TAYLOR NOTAH DINÉ '18 BA Journalism

Renovation, reimagination and resilience: The impacts of COVID-19 on Native Sun Devils

Moving 2,909 miles from an island to the desert was a hard transition at first for first-year freshman Kuaihelani Burgess (Native Hawaiian). Originally from O’ahu, Hawaii, Burgess came to Arizona State in fall 2019 to study sustainability. She missed her favorites of Hawaiian cuisine, poi and poke, but most of all she missed the ocean. She’d never been landlocked before. “I had never been in a place where I could not look out and see the ocean in any and all directions. As an ocean lover, not being able to see the ocean at all was very difficult,” Burgess said. Although she missed home, Burgess flourished with the independence that came with college. She loved dorm life where best friends were just down the hall. Her favorite campus spot was the Secret Garden. As an extrovert, she enjoyed meeting new people and experiencing college adventures. “I always really enjoyed going to the football games and the overwhelming energy and school spirit at every game,” Burgess, 18, said. “My favorite was the first game I went to because I had never experienced all of the fireworks and opening ceremonies before. It was really amazing.” Just as this new chapter began, the unprecedented COVID-19 pandemic changed Burgess and the rest of the ASU community’s lives in mid-March.

The disruptions of COVID-19

(Photo credit: Thosh Collins)

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The first coronavirus case was discovered within the ASU community in late January. By mid-March, the Sun Devil community felt the pandemic’s full disruption as rapid changes resulted in a semester that nobody saw coming. As COVID-19 cases began to rise nationally and globally, Arizona Governor Doug Ducey declared a public health emergency on March 11. That same day, President Michael Crow announced that classes would transition to online instruction for two weeks but five days later extended it through the end of the spring semester. “We’re an institution here to serve our students and our communities. We’re going to do that through thick and thin to every extent that we possibly can,” Crow said in a March 16 video announcement. “We see this as a very complicated moment, we see this as a moment to keep our energy focused and really stay focused in all of this.” Hearing these announcements, Burgess instantly knew that she was returning home. “It was all within a couple days that my flights were made. I had to pack everything and move out of the dorms,” she said. “I was really sad. I was happy to be able to go home, see my family and be with them while all of this was happening – there was no better place for me to be – but I also knew that I’d be at home quarantined inside for at least five months.” Following the strict guidelines from the Centers for Prevention for Disease Control and the Arizona Department of Health, statewide efforts were made to slow the spread of COVID-19. Social gatherings were cancelled and schools were closed through the end of the academic year. Residents were encouraged to “stay home, stay healthy, stay connected” and to only leave their homes for essentials. As the pandemic crisis ensued, ASU remained open as it focused on a reduced campus presence and an intense digital focus. This resulted in an instructional pivot from in-person classes to interactive remote learning where, according to university data, 84,457 on-campus students participated in 4,918 courses in Canvas and 437,790 Zoom sessions were hosted throughout the semester.

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As classes moved into the digital environment, Native campus leaders knew that COVID-19’s disproportionate impact in Indian Country meant new challenges for ASU’s 3,200-plus Indigenous students. Assessing how students were impacted resulted in the creation of the American Indian Student Response Team, or AISRT, in mid-March. “The priority is our students’ health and safety because this is a pandemic,” said Associate Vice President of Tribal Relations Jacob Moore (Lakota, Dakota, Akimel O’odham, Tohono O’odham). “The disruption isn’t just in terms of their education. It’s impacting their families on a personal level. For some students, they’re going through grief and anxiety in terms of not knowing what to expect.” AISRT categorized students’ immediate needs into four areas: health and safety; technological adaptability; socioeconomic impacts; and social and emotional impacts. To help enable the success of students amid the pandemic, AISRT disseminated multiple resources online such as a Frequently Asked Question list that reflected ASU’s coronavirus policies and highlighted available resources such as emergency funding, laptop checkouts and more. The American Indian Policy Institute also wrote policy papers that pushed ASU faculty to recognize the inequities of Indian Country’s digital divide and be considerate of students who may have returned to tribal communities without broadband. For American Indian Studies graduate student Cecilia Marek (Diné, Nimiipuu, Hopi), the disruptions and shelteringin-place order were an opportunity to focus on finalizing her thesis and preparing for her April defense. Her reformatted online defense came with new guidelines and rules from the traditional in-person exam. “It was definitely an added stress of what I had to do,” Marek said. “When they announced that we had to defend online, I was like, ‘OK, that’s something on top of getting my draft done, on top of doing a presentation, I now have to figure out all of these things of how to hold it online.” Following the requirements outlined by the Graduate College, Marek prepared the fine details of her remote presentation prior to her defense date. When the day arrived, Marek felt thankful to defend her thesis in the comforts of her home. “I get really nervous when I speak publicly. I tend to have a shaky voice and sometimes I blank out,” she said. “To be able to have it in my house, that was helpful because it did ease some of those anxieties about public speaking. I was able to burn some sage and say a prayer before I started. I think I would’ve been able to do that outside of the building in-

American Indian Studies graduate student Cecilia Marek was one of 16,000 ASU graduates who successfully defended their thesis online in April 2020. (Photo courtesy of Cecilia Marek)

28 S P R I N G 2 0 2 0

First-year freshman Kuaihelani Burgess (right) at the Sun Devil Stadium in Tempe with friends.

person, but I literally did it in the space that I spoke in, which was very important to me.” While classes resumed, AISRT continued to triage students’ needs. The team hosted Native student forums via Zoom that gave students platforms to ask questions directly to university administration and voice any concerns. Tuning into one of these forums, interdisciplinary studies major Dawn Manuelito (San Carlos Apache, Diné) asked for resources available to her as a grieving student. In her final semester as an undergraduate, Manuelito didn’t anticipate the virus to hit close to home. The mother of three initially felt prepared as her family took proactive steps to sheltering-in-place in Gilbert. However, she was still caught off guard when her family suffered the loss of four loved ones due to the virus. “I’m doing everything I can to keep my head wrapped around school,” Manuelito said in April. “Watching what’s going on and keeping up with my assignments has been very hard because of the family tragedy and trauma that we’re going through right now… To get a call once a week that a loved one has passed away is unheard of. I’ve never experienced something like this before. The biggest impact is having to deal with the loss of loved ones from a distance and feeling so helpless that you can’t be there for them, especially as Native people. That’s what we do, we get together, we help each other get through these times. Traditionally, we’re used to laying to rest our loved one within four days, but that’s not even a possibility. Our family members can’t even go bury their mom right now.” Following the forum, Manuelito found herself utilizing remote services from ASU Counseling, a resource that she hopes all students take advantage of during times of crisis. “It does help to talk to somebody,” she said. “But I personally don't think a lot of our Native American students come in to talk about that because there’s already so much trauma in our history. Generational trauma is real and this is going to be another part of that.” As she continues to cope, Manuelito reflects on the stories shared by her grandparents about her lineage of strong ancestors. “I’ve heard of the experiences through our grandmas and grandpas. I keep going back to that and our Creation stories,” Manuelito said. “We’re dealing with something we can’t see… We are taught from our stories that diseases and sicknesses are to be respected, not feared, because of the power and the danger that it can cause us and harm us.”

Since returning home after spring break, Burgess often tends to her father's cacao farm on weekends. (Photos courtesy of Kuaihelani Burgess)

As COVID-19 responses led to tribal governments forcing the federal government to uphold its trust and treaty responsibilities, Moore encouraged students to reflect on why their degrees matter in times such as now. “We are in a process of ceremony (which is) a ceremony is a process of cleansing, self-reflection and renewal,” he said. “It's all required us to stop doing whatever we were doing and recognize that perhaps there's something more important that we haven't been paying attention to... Maybe now more than ever, students see why they're pursuing their degrees, how important that work is, and how they can be a part of that change. It’s these kinds of disruptions that they’re well aware of when they’re most needed with that degree in hand.”

“Let’s not do something that’s going to carry us until it gets back to normal, especially from ASU,” he said. “It's in our ASU DNA to be innovative and talk about disruption and how we throw out the old and bring in the new. It’s about a process of renewal (and) rebuilding. Can we build it differently than what it was before?” Though Burgess misses her life at ASU, she is taking in the valuable time and teachings spent on her homelands. In quarantine, her family has taken to living a healthier lifestyle through plant-based diets and gardening. “I’ve been going up to the cacao farm that my dad runs almost every weekend to get out of the house and help out wherever he needs,” she said. “Being a Hawaiian family, we value sustainability and living off of the land, so we decided to build a garden at home.” Marek was one of the Class of 2020’s 16,000 graduates who successfully defended her thesis online and was also recognized as the College of Liberal Arts and Sciences’ University Outstanding Graduate Student. Reflecting back, Marek said she was thankful to defend three years of graduate research amid the aroma of burned sage. “Being able to burn my sage in my home and call my ancestors, my people, my dad into this space, I know that he was here watching over me. Knowing that gave me that strength to say my truth and defend what I wrote because I wrote it in a good way with a good heart,” she said. “I do believe words have impact, especially carrying energy and intention behind them. My thesis was focused on reclaiming and restoring women’s leadership that have been displaced, and recognizing generations of Native women’s leadership as a continuance of strength… I wanted to make sure that when I burned the sage and talked about it, I was doing it in a way that I was taught. I looked at it as a form of a prayer.”

A semester reimagined virtually

Indigenously strong: With her degree in hand, Interdisciplinary Studies undergraduate Dawn Manuelito plans to give back to Indian Country with a focus in nutrition, exercise and fitness. (Photo courtesy of Dawn Manuelito)

ASU TURNING POINTS MAGA ZINE 29

LEVERAGE OUR ANCESTRAL PLACE & KNOWLEDGE

As tumultuous as the semester played out, efforts of maintaining strength and support within the Native Sun Devil community were shown remotely. The Alliance for Indigenous Peoples continued to host Indigenous Culture Week through their Instagram and Facebook platforms. Indigenous writing groups still hosted weekly virtual writing sessions. And through online relief efforts, students and alumni provided aid to various tribal communities such as Navajo Nation, Hopi, Confederated Tribes of the Umatilla Indian Reservation in Oregon and more where supplies, food and water were transported to relatives in need. As Manuelito uploaded her graduation pictures to the university commencement website, she leaves advice for students on remaining committed to goals even in the midst of a pandemic. Her sights are set on accomplishing future goals in giving back to Indian Country. “Keep moving forward. Don’t let this pandemic distract you from your goals. You got to keep finishing strong and reach out to each other,” she said. “I can’t wait to finish and graduate so I can get out there and help my community.” For Moore, seeing the community rise up and unite in a time of crisis exemplifies not only Indigenous resilience but the reimagination of Indigenous futures. “The pandemic has shined a glaring light on inequities that have been around for decades and generations,” Moore said. “What an opportunity through disruption to create something new and think of new ways that we can deliver education. This shining light on inequity… is a real opportunity to take advantage of this disruption and create new ways of delivering that haven’t been done before.

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