Program purpose: American Indians/Alaskan Natives (AI/AN) have the lowest rates of college retention and graduation in the United States. These students often face barriers to completing their education. In addition to educational challenges, AI/AN face challenges to their health including higher rates of obesity and overweight as well as Type 2 diabetes. A life skills curriculum designed to promote educational achievement and healthy choices may promote confidence and self-efficacy among tribal college students. Theoretical basis: Self-efficacy influences behavior and is a key component to behavior change. Social cognitive theory and the role of self-efficacy is clear in the “Life Skills at a Tribal College” curriculum since it focuses on students and teachers working together to solve everyday problems and discussing barriers to success. Building skills to address challenges and overcome barriers are directly related to students’ view of their own capabilities to complete tasks and overcome challenges. Program description: The “Life Skills at a Tribal College” class builds self-efficacy through a curriculum delivered in a family meal style environment. The program utilizes a culturally relevant curriculum using family and consumer science standards in order to build individual value. Culturally appropriate, traditional ways of learning are utilized to promote positive educational and health outcomes. Participants are academically under-prepared first-year tribal college students. Evaluation: The effect of the curriculum on students’ general self-efficacy, college retention rates and healthy choices will be evaluated using self-efficacy measurements, food choice questionnaires, retention and graduation rates, and qualitative interviews with participants. Life Skills at a Tribal College: Addressing College Retention and Self- Efficacy for Healthy Choices among American Indian College Students Jill Keith, MS, RD, LRD*; Sherri Nordstrom Stastny, PhD, RD, CSSD, LRD*; Ardith Brunt, PhD, RD*; Wanda Agnew, PhD, RD, LRD†; Pat Aune, MS† *North Dakota State University – Fargo, ND†United Tribes Technical College – Bismarck, ND NDSUUTTC Abstract Background Research Purpose Program Description Evaluation Measures The “Life Skills at a Tribal College” class builds self-efficacy through a curriculum delivered in a family meal style environment. The program utilizes a culturally relevant curriculum using family and consumer science standards in order to build individual value. Participants Newly enrolled United Tribes Technical College (UTTC) students whose ACT test scores indicate necessity for preparatory math, reading, or English Because of challenges related to socioeconomics, historical oppression, and a culture of poverty attributed to historical oppression and relocation, American Indian students often face unique barriers to education and health.  American Indian students have a significantly lower college enrollment rate than other ethnic groups in the United States and dropout rates continue to rise. Graduation rates:  Asian/Pacific Islander (69%)  White (62%)  Hispanic (50%)  African American (40%)  American Indian/Alaskan Native (39%)  American Indians have disproportionate levels of obesity and Type 2 diabetes, both impacted by healthy dietary choices. Obesity rates:  U.S. (Men 28.6%, Women 26.0%)  American Indian/Alaskan Native (Men 46.2%, Women 45.%) Type 2 Diabetes rates:  U.S. Adults >20 years (11.3%)  American Indian/Alaskan Native > 20 years (14.2%) To explore the effects of a culturally relevant life skills curriculum delivered in a family-style environment on self-efficacy, healthy choices, and college retention in American Indian tribal college students. Goals: 1. Increase college retention rates for high risk students 2. Improve levels of self-efficacy 3. Promote healthy food choices Research Questions  Can a learning environment intervention with focused discussion and planned activities around the kitchen table increase student retention at a tribal college?  Can a Life Skills course increase self- efficacy and healthy choices in American Indian tribal college students?  What barriers and strategies for making healthy choices are identified by American Indian tribal college students? Curriculum  New curriculum built on North Dakota Family & Consumer Science standards (2008) and modified for cultural relevance  Culturally appropriate, traditional ways of learning are utilized to promote positive educational and health outcomes  Grandmother figure, round table for dining and discussion (talking circles), small groups  Lessons include: Nutrition, Budgeting, Meal Planning & Preparation, Gardening, Communication Skills, and Financial Planning  Each class period involves meal preparation and group dining around a kitchen table to mimic a family-style environment Delivery  2 times per week (Tues/Thurs) for 4 hours  4 separate semesters: Fall 2013 (pilot), Spring & Fall 2014, Spring 2015 Questionnaire (pre/post)  General self-efficacy scale  Teacher Health Behavior survey (adapted from the School Physical Activity and Nutrition survey) -Dietary behaviors, nutrition knowledge, nutrition attitudes and beliefs, weight-related behaviors Qualitative telephone interview (pre/post)  Food patterns and experiences  24-hour food recall  Barriers to making healthy food choices  Learning experiences related to food and life skills