1. Research Opportunities in Science for Native Americans ROSNA Iris PrettyPaint Office of Research & Development University of Montana Iris.prettypaint@mso.umt.edu (406) 243-6350

2. Prepared by Iris PrettyPaint (2008) Washington, DC: NACME2 ROSNA Logo These bear claws represent student researchers in science. Like the grizzly bear, students learn to dig deep for the roots and they are bound together for support. This bearclaw necklace signifies bravery, courage and determination in everything a person does. Our hope is to secure these attributes for Native American students in science.

3. Prepared by Iris PrettyPaint (2008) Washington, DC: NACME3 ROSNA Objectives Establish a network of tribal college research collaborations with the goal of increasing science infrastructure through collaboration. Establish a network of programs to provide seamless support for Native science students at all levels. Provide assistance in the development of minority outreach components for major research initiatives.

4. Prepared by Iris PrettyPaint (2008) Washington, DC: NACME4

5. Cultural Context Surrounding Conditions: the circumstances or events that form the environment within which something exists or takes place Indians are part of a political class (not racial) based on tribes sovereign powers

6. Prepared by Iris PrettyPaint (2008) Washington, DC: NACME6 Article X – Montana Constitution Education and Public Lands, Section 1 The state recognizes the distinct and unique cultural heritage of the American Indians and is committed in its educational goals to the preservation of their cultural integrity. 1999, Office of Public Instruction (OPI) created 7 Essential Understandings

7. Prepared by Iris PrettyPaint (2008) Washington, DC: NACME7 Indian Education in America History of Indian Education Mainstream Retention Research Twin Cities Healthy Nations Study (1996) Family Education Model (1997) Montana Tribal College Survey (1998) Grounded Theory on Indigenous Persistence (2008)

8. Prepared by Iris PrettyPaint (2008) Washington, DC: NACME8 Indian Country in the Year 1492 Indian Country Today 500 Years After Columbus Currently, approximately 562 tribes have different sovereign powers than the U.S. government and state governments and from each other

9. Prepared by Iris PrettyPaint (2008) Washington, DC: NACME9 General Principle of Sovereignty Power and Control The power of a governing body to exercise both legal and physical control over the people, land and resources found within a defined territory However, the extent and breadth of tribal sovereignty is not the same for each tribe.

10. Prepared by Iris PrettyPaint (2008) Washington, DC: NACME10 What Are Sovereign Powers? Enter into treaties Make laws Enforce laws Determine criteria for citizenship or membership Exclude people from territory Promote and protect citizens/members and territory

11. Prepared by Iris PrettyPaint (2008) Washington, DC: NACME11 Sense of Place Creation stories connect people to place – history is spatial, not linear Place is a living reality, full of energy, spirit, and in some areas, sacred In STEM preparedness, CONTEXT is critical for development of a American Indian network, support, and outreach system.

12. Prepared by Iris PrettyPaint (2008) Washington, DC: NACME12 Centrality of Family and Community The Foundations of Tribal Identity Families and communities have always had ways of assessing merit or worth based on traditional values and cultural expressions. The community is the place where the forming of the heart and face of the individual as one of the people is most fully expressed (Cajete)

13. Prepared by Iris PrettyPaint (2008) Washington, DC: NACME13

14. Prepared by Iris PrettyPaint (2008) Washington, DC: NACME14 Tribal College Student Profile 90 % are First Generation 85% live below the Poverty Index 75-85% are Female 40% are Single Parents 50-65% have Dependents Average Age of 28

15. Prepared by Iris PrettyPaint (2008) Washington, DC: NACME15 FEM Evaluation: Retention Questions How do you define retention? How do you track retention? What retention activities on your campus are effective? How do you know they are effective? How do you report retention? Why do you need to improve your retention?

16. Prepared by Iris PrettyPaint (2008) Washington, DC: NACME16 Family Education Model (FEM) Networking Kinship, Clan, Family Community, Districts Tribal, Inter-tribal City, County, State Federal, Private Rural, Urban International Spiritual/Religious Political Educational Social Environmental Health

17. Prepared by Iris PrettyPaint (2008) Washington, DC: NACME17 Family Education Model (FEM) Cultural Family Activities and Life Skills Social Gatherings with Food Craft-Making & Traditional Food Preparation Honoring Dinners Songs & Dances Storytellers Sweat Lodge Problem Solving Skills Stress Management Critical Thinking Skills Interpersonal Skills (realistic self- appraisal) Parenting Skills (time management) Critical Thinking Skills

18. Prepared by Iris PrettyPaint (2008) Washington, DC: NACME18 FEM Counseling & Mentoring Personal Academic Financial Career Transfer Search & Rescue Team (early intervention) Role Models Group Work Matching Gender/Tribal Specific

19. Prepared by Iris PrettyPaint (2008) Washington, DC: NACME19