1. PATHWAYS TO SUCCESS: NATIVE AMERICAN STUDENTS’ TRANSITION PROGRAM (NASTE) Spirit Brooks, Allyson Dean, & Dana Beck

2. Rationale…  Spirit’s Awesome Slides

3. Native American Students’ Transition Experience (NASTE) Program Description  Based on College Assistance Migrant Program (CAMP)  Housed under Intercultural Student Services in American Indian Initiatives office  1 Week Summer Orientation with student mentors  Fall Term U-Engage Class specific to Native students  Spring Term Project Credit Course (ES406) developing leadership and mentoring skills as well as recruiting events on campus and in tribal areas

4. Native American Students’ Transition Experience (NASTE) Summer Orientation Schedule SundayMondayTuesdayWed.ThursdayFriday BREAKFAST Check-in Cultural Resources on Campus Challenge Course Career Services Field trip to Hatfield Marine Science Center with CAMP students Ethnic Studies Department Overview Campus Tours Community Service Center Welcome Tour Longhouse, EOP, ISS Financial Aid Mentor Question & Answer Parent & Student Info Sessions Campus Scavenger Hunt LUNCH Group Picture Academic Success Center Workshop Challenge CourseTour Corvallis Field trip to Oregon Aquarium with CAMP students First Class of Fall Transition Course Icebreakers & Team Building Activities Overview & Expectations Writing Center Workshop Meet Your Mentor DINNER Journal Reflection Return to OSUJournal Reflection Student Panel- Transition & Adjustment Concerns Prepare for Talent Show Mentor One-on-One Activities Talent Show Journal Reflection See you later! (NOT Goodbye!) Group Activity (Kickball)Group Activity (Bowling)Movie Night

5. Native American Students’ Transition Experience (NASTE) Budget Proposal CategoryBudget ItemCost Salaries & Benefits Director, American Indian Initiatives,.1 FTE @ $50,000$5,000 Director, American Indian Initiatives,.1 OPE @ 24%$500 Coordinator, NASTE,.49 FTE$12,000 NASTE Student Summer Orientation Mentors (40 hrs x $9/hr x 20)$7,200 $24,700 Summer Orientation Housing & Dining (5 days x 20 x $26.75/person for room & board)$2,675 Challenge Course Fees$600 Memorial Union Bowling Reservation - 2 Hours, OSU 20% Discount$175 Transportation to Newport (2 12 passenger vans from Motor Pool)$110 Oregon Aquarium Admission (20 tickets @ $15 each)$300 T-Shirts (20 participants + mentors + staff = 50 shirts x $7/each)$350 General Supplies$1,500 $5,710 Administrative Printing & Mailing$1,000 Office Supplies$500 Advertising & Marketing Costs$1,000 $2,500 Fall and Spring Courses Supplies$1,000 Transportation to Tribal Areas for Recruiting Events$375 Promotional Items for Prospective Students$1,000 $2,375 TOTAL $35,285

6. Native American Students’ Transition Experience (NASTE) Timeline of Events January 2010: Hire NASTE program coordinator February - June 2010: Create application; recruit future first- year students for NASTE and current students to be mentors July-August 2010: Organize summer orientation; set up workshops, conference services, and other special events September 2010: Run summer orientation; facilitate first-year student ’ s transition into college September – December 2010: Instruct U-Engage course. January – March 2011: Advise students individually; set up recruiting events on and off campus for Native American students; work on curriculum for ES406 course April - June 2011: Instruct ES 406 course; lead recruiting events; continue to advise students; recruit students for 2011 cohort; review and assess program after one year July – August 2011 Organize second-year program with official student mentors

7. Theoretical Support for NASTE  Horse’s Reflections on American Indian Identity  Sanford’s Challenge and Response  Schlossberg’s Marginality and Mattering  Astin’s Student Involvement Theory

8. Native American Student Transition Experience References Astin, A.W. (1984). Student involvement: A developmental theory for higher education. Journal of College Student Personnel, 25, 297-308. Horse, P. G. (2001). Reflections on American Indian identity. In Wijeyesingh, C. L., & Jackson, B. W. III. (Eds.) New Perspectives on Racial Identity Development (pp.91-107). New York: New York University Press. Sanford, N. (1966) “Challenge and Response”. In Self and Society: Social Change and Individual Development. New York: Atherton, p. 44-46. Schlossberg, N.K. (1989) Marginality and mattering: Key issues in building community. In D.C. Roberts (Ed.), Designing campus activities to foster a sense of community (pp. 5- 15). San Francisco: Jossey-Bass.