According to NSU officials, the President's Leadership Class is a unique leadership and scholarship program designed to cultivate the outstanding potential of proven student leaders.
Previously offered to about 15 incoming students each fall, the President’s Leadership Class scholarship will be awarded to 20 incoming freshmen in the fall 2018 semester and will increase to 25 over the next two years. The expansion will allow for a more comprehensive scholarship experience for student leaders, officials said.
In the fall 2018 semester, incoming members of the President’s Leadership Class will receive more than $5,000 per semester for four years for housing, tuition and foundation support.
“The President's Leadership Class is among the very best student aid programs in the state in terms of length (four years) and total value,” NSU President Steve Turner said. “By increasing the number of leadership scholarships over the next two years, we are demonstrating our commitment to meet our state's need for highly skilled college graduates.”?
The Native American Journalism Fellowship is a student-training program committed to creating the next generation of storytellers through hands-on training in a weeklong immersion experience with professional journalists.
“The Native American Journalism Fellowship is NAJA’s flagship program for Native media students. It has evolved over more than 25 years into a hands-on experience and has launched the careers of many successful NAJA members through mentorship, training and professional connections,” Rebecca Landsberry, NAJA executive director, said.
College and graduate students will be able to broaden their reporting and multimedia skills by receiving multimedia training, a professional NAJA mentor, skills for job-readiness, connections to media jobs and internships though NAJA’s national network and upper-level college credit hours.
Selected students will attend the 2018 National Native Media Conference set for July 16-22 in Miami, Florida, where they will attend regular meetings with a mentor and participate in all planned webinar trainings. Throughout the remainder of the fellowship, students are required to participate in online check-ins and trainings throughout the year, write and edit reporting assignments for inclusion on the NAJA Native Voice website and seek media-focused internships.
Priority consideration will be given to proposals received by Dec. 15.
The symposium will be April 16-21 on NSU’s Tahlequah campus. The theme, “Walking with our Ancestors: Preserving Culture and Honoring Tradition,” will provide a space for the Indigenous community to examine American Indian history and reflect on how the collective past influences who American Indians are as Indigenous peoples today.
According to a NSU press release, American Indian people are often left out of conversations about minority groups, and many people believe they are only a part of the past not the present nor the future.
“On the contrary, American Indians are still here preserving their culture and honoring their traditions by incorporating this knowledge into their present day professional careers,” the release states. “While Indigenous communities may look different, they still managed to maintain their identity and hold fast to their language, sovereignty, and Indigenous ways of living.”
Larry Carney, of Tulsa; Ronnie Duncan, of Bell; Lisa O’Field, of Hulbert; and Toney Owens, of Rocky Mountain received a certificate of completion, copper gorget and Pendleton blanket.
Operated through the Cherokee Nation’s Community and Cultural Outreach, participants are taught the Cherokee language by master speakers Doris Shell, Cora Flute and Gary Vann. The program is geared towards teaching CN citizens to be proficient conversational Cherokee language speakers and teachers.
Howard Paden, CLMAP manager, said the program stemmed from a “need” for the language.
“This program gets people speaking our language again. You know, we seen a need for it because a lot of the (Cherokee) Immersion (Charter) School parents seen a need to not only push their kids to learn the language but to learn themselves and start having Cherokee speaking households,” Paden said.
Principal Chief Bill John Baker, left, stands with Ronnie Duncan, Lisa O’Field, Larry Carney and Toney Owens at the Cherokee Language Master Apprentice Program graduation ceremony on Dec. 2 at the Armory Municipal Center in Tahlequah, Oklahoma. Along with receiving certificates of completion, each graduate received a copper gorget and a Pendleton blanket. WILL CHAVEZ/CHEROKEE PHOENIX
“This is our first (workshop) through the Native American Support Center as far as hosting the Cherokee Nation Foundation, and so we are looking forward to working with them more and bringing them on campus and getting them involved in our program,” Jade Hansen, NASC advisement and career specialist, said.
The NASC, part of NSU’s Center for Tribal Studies, provides Native students services such as financial aid information to increase retention and graduation rates.
“We really focus these workshops for our new freshmen because a lot of things I’m seeing working here at NSU is that these students are running out of money going into their second year and their third year and their fourth year,” she said. “And so with CNF, it’s pretty much like a hidden gem. It’s getting that information out that a lot of students don’t really know about with the CNF programs.”
Hansen said she was a CNF scholarship recipient while attending NSU.
Marisa Hambleton, Cherokee Nation Foundation executive assistant, assists Northeastern State University students with their CNF applications during a scholarship workshop on Nov. 28 in the John Vaughn Library on NSU’s campus in Tahlequah, Oklahoma. BRITTNEY BENNETT/CHEROKEE PHOENIX
The funds awarded are not intended for tuition, fees or campus housing. They are allocated for emergency needs that can affect a student’s ability to be successful in his or her academic endeavors. Emergency needs include transportation-related expenses, unexpected utility bill increases, loss in family income due to illness or death and expenses related to dependent care and/or food shortages.
Grant awards range from $20 to $400 and all applications are considered on a case-by-case basis.
The recipient must be a full-time undergraduate or graduate student at NSU, have proof of citizenship in a federally recognized tribe and be willing to complete the required three hours of volunteer service within 30 days of receiving the award.
More information about the grant and the application can be found at https://offices.nsuok.edu/centerfortribalstudies/Forms.aspx.
“A lot of people didn’t even know where Proctor was until we got the community center. So I know a lot of people probably don’t know there was a school here or that the school system dates farther back before statehood,” Cherokee Nation citizen Maxine Hamilton, of Proctor, said.
According to the book “History of Adair County,” the area known today as Proctor was a settling point for Cherokee Old Setters and Cherokees who arrived on the Trail of Tears. Once the CN government reformed, it divided its territory into districts with the area that would be known as Proctor being part of the Goingsnake District.
In 1841, the CN established public schools within the districts, and on March 1, 1867, the area received its first school, Tyner’s Valley. It was located on Tyner’s Creek in present-day Proctor.
It was one of eight CN schools established in the district. However, as statehood approached in 1907, and white settlers continued to move in, the tribe no longer controlled schools as they were placed under the secretary of Interior.
Students and teachers pose in front of Tyner’s Valley School in 1907. Tyner’s Valley was located near Tyner Creek in present-day Proctor, Oklahoma. It eventually became known as Proctor School after being relocated. COURTESY
Tribal funds were allocated for an outdoor garden with seven raised beds and a greenhouse on the Muskogee school’s campus. Art students painted the raised beds in honor of the seven clans of Cherokee society, and the planting of flowers, herbs and vegetables began in October.
“For our students, this is making a huge impact since we have kids who live in the city and have never gardened before,” Jarrod Adair, an Indian education interventionist at Alice Robertson Junior High School, said. “Some kids just like digging in the dirt. Some want to do the business end of it and are eager to get involved and take their produce to the farmers market and sell it. To become young entrepreneurs just from a greenhouse and a gift that was given by the Cherokee Nation is very impactful since it gives students dreams and visions that they can do this at home if they want.”
Seventh- and eighth-grade science students, as well as those in the after-school program, are using the outdoor garden and greenhouse to learn horticulture and ecology, among other studies.
“Outdoor gardening opportunities created by this Cherokee Nation gift will provide Alice Robertson students a chance to put much of what they learn in the classroom to the test in one hands-on environment,” Secretary of State Chuck Hoskin Jr. said. “This investment is beneficial for the tribe and the school, and I’m convinced the Cherokee Nation will be seeing the positive results of the project for years to come.”
The report, “Resurgence: Restructuring Urban American Indian Education,” was released Nov. 16 by the National Urban Indian Family Coalition. According to a release, it tracks the history of the U.S. public education system’s relationship with Native American communities and the ongoing disparities that exist within academic achievement data for urban American Indian students, commonly referred to as “the achievement gap.”
The report states that educators and administrators have worked with policy officials and the philanthropic community to reform the system to close this achievement gap, but the gap still persists for all students of color and is especially bleak for urban American Indian students.
“We wanted to provide a roadmap for other urban Indigenous communities to follow on behalf of their own students,” Dr. Joe Hobot, the report’s author, said. “I hope (the report) will spark further evaluation and discussion by those involved in this arena.”
The report identifies six major urban centers – Denver, Seattle, Albuquerque, Portland, Minneapolis and Los Angeles – that have high concentrations of American Indian students who attend local public schools and investigates seven alternative education programs offered to these students in each city. The report states these alternative education programs leverage traditional Indigenous culture as a means of securing academic achievement and have earned respect and widespread support from the urban American Indian communities they serve.