Think Indian Community Awareness Grants

Think Indian Community Awareness Grants of $2,500 are available to student groups and accredited higher education institutions. These grants encourage institutions who serve Native students to promote the positive message of “Think Indian,” the vibrancy of Native students, and the highlight the support provided by Native scholarship programs to their campus and community.

“Think Indian” was originally created as a public awareness campaign to promote the American Indian College Fund, and the many ways that its scholars contribute to, and change our world. Its message connected so deeply with Native students and institutions that it was revived in 2018, specifically to promote the College Fund’s scholarship, and other student programs.

The American Indian College Fund has created a grant program to highlight its “Think Indian” campaign, and scholarships program for Native students. The grants are intended to encourage institutions who serve Native students to promote the positive message of “Think Indian,” the vibrancy of Native students, and the highlight the support provided by Native scholarship programs to their campus and community. Projects must engage or include Native students.

Student groups and institutions can use grant funds for any activity or project that will promote the “Think Indian” campaign and scholarships in their community. Programs can include, but are not limited to:

  • Informational, social or artistic events
  • Art displays, installations or murals
  • Music performances or video screenings
  • Local awareness, publicity or marketing campaigns
  • Online/social media campaigns
  • Participation in existing campus or community events
  • Themed volunteer or service events (including Native vote or census projects)

CLICK HERE to view summaries of the 2019 awarded projects.

 

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American Indian College Fund Invites Indigenous Academics and Administrators to Participate in Higher Education Listening Sessions April 16 and 22

American Indian College Fund Invites Indigenous Academics and Administrators to Participate in Higher Education Listening Sessions April 16 and 22

Results to help guide Native higher education policy.

March 27, 2024, Denver, Colo.— The American Indian College Fund invites Native Americans working in academia to participate in Indigenous higher education policy listening sessions.

Who should join: Indigenous faculty, student service personnel, and academic administrators whose research influences policy development or could be used for policy.

Why: The College Fund is joining with Indigenous faculty, student service personnel, academic administrators, and higher education policy organizations to examine the state of Native Higher Education Policy and to offer recommendations to improve policy development and implementation.

Purpose: Facilitators will engage participants in a recorded discussion that gathers information about scholars’ work, their interests in strengthening policy engagement, and insights into research and policy links experienced.

How we will use the information: A team of scholars engaged by the College Fund will summarize the conversation and share participants’ remarks at an invitation-only equity convening in June and include them in a report on Native Higher Education Policy that will be published by the American Indian College Fund in October 2024.

Interested Native scholars can register for one of the listening sessions below.

Tuesday, April 16, 9-11 a.m. MDT https://collegefund.org/scholar-session-1

Monday, April 22, 1:30-3:30 p.m. MDT https://collegefund.org/scholar-session-2

About the American Indian College Fund The American Indian College Fund has been the nation’s largest charity supporting Native higher education for 34 years. The College Fund believes “Education is the answer” and provided $17.4 million in scholarships and other direct student support to American Indian students in 2022-23. Since its founding in 1989 the College Fund has provided more than $319 million in scholarships, programs, community, and tribal college support. The College Fund also supports a variety of academic and support programs at the nation’s 35 accredited tribal colleges and universities, which are located on or near Indian reservations, ensuring students have the tools to graduate and succeed in their careers. The College Fund consistently receives top ratings from independent charity evaluators and is one of the nation’s top 100 charities named to the Better Business Bureau’s Wise Giving Alliance. For more information about the American Indian College Fund, please visit www.collegefund.org.

JournalistsThe American Indian College Fund does not use the acronym AICF. On second reference, please use the College Fund.

Northwest Indian College Adult Basic Education Program: A Legacy Through My Eyes

By Robert DeCoteau, NWIC Director of Workforce Education

 

An Early Encounter

My first encounter with Northwest Indian College’s (NWIC) Adult Basic Education (ABE) program was in the fall of 1989. I was 15 years old, a new student at Ferndale High School and a repeat resident of the Lummi Reservation. To say we moved around a lot while I was growing up would be an understatement. At that point I had lived in 11 different houses, shacks, or trailers usually on the rez. I didn’t know it then, but I would move another seven times before my expected graduation date.

Old day school building, where GED classes were formerly held.

Home was not a place I longed to be. As soon as I got off the bus and out of my school clothes, I was out and away until twilight. Many of the youth in our neighborhood would converge on the college to plan our after-school adventures. We called it “the college” even then, though none of us really knew what went on there. The campus at the time was a gravel parking lot, the old day school, and a couple of stick-built structures with no discernible purpose.

John Frey was the pioneer of the GED and credit retrieval programs, serving as the grant writer, administrator, and lead instructor. His classroom in the old day school building he shared with our dismal effort at a community library was beyond established in the way that brings to mind a collector’s ability to find a place for each new acquisition, a jumble of items that seem not to be organized while each having its place. A blown-up poster of Einstein stands out in my memory, his hair unruly like a pasture of thistles, his tongue protruding, a taunting call to action for every science-minded person with the gumption to pick up where he had left off. Einstein was part of the theme, but the Three Stooges in their black and white glory were featured prominently around the room as well.

Although I had been meeting up with my friends at the college after school for a couple of years, my motives on this particular day were not that of the boy I had been. I didn’t have hopes of fishing for nothing in our empty little pond, racing the trails to the big swing, or negotiating the terms of an imagined military conflict where something as simple as stealing a flag would determine a clear victor. I had fallen behind in my history and math classes, and I was told that this is where I could get help. There were only a few short weeks until the end of the term, and I was failing.

During the day, the classroom was dedicated to adult learners studying for the GED, but evenings were for high school kids. John Frey had negotiated terms with Ferndale High for a credit retrieval program to help Lummi youth. This allowed him to create an after-school program to help students complete credits to get on a track that would lead to graduation. John Frey, with the help of John Brommet and John Greene, worked to fill in the inequities of circumstance still evident in the public school system in the eighties and nineties.

As had been the habit that had led to my current predicament, I had left my textbooks in my locker at school that day. I was allowed to borrow classroom copies of my missing textbooks. John had anticipated this being an issue and had copies of all the common texts used at the high school. World History and Pre-Algebra were the classes I was at risk of failing.

Each class had packets of work to go with each chapter, and at the end of each chapter was a test that would be proctored by one of the faculty. I managed to earn back enough of the points I had lost from missing homework and failed tests. By the end of that term, I did well enough on the final exams to pass both classes.

Getting My GED

My second experience with the program wasn’t until 1998. Despite my work with the ABE program early on in high school, I dropped out my senior year and never returned. Though my older brother had graduated and moved out at 18, he was the only one out of us five siblings to do so, making him the exception rather than the norm.

There was no pressure in our immediate or extended family to succeed in school. Though I have been unable to track down data, I would estimate fewer than 30% of my Indigenous peers graduated in 1993. The grandmas and grandpas still carried the trauma associated with residential schools and our fathers and uncles found salmon fishing to be lucrative through the seventies and eighties with little or no formal education.

Come 1998, I was a displaced worker after the closing of the Lummi Casino, and grant funding was available for my retraining. By that point, a GED was the minimum qualification of most employment opportunities. Once again, I found myself working with John Frey to get my life back on track. His classroom had moved, but many of the familiar black and white images of the Stooges and Einstein graced the walls of the new space. It only took a couple of weeks of prep for me to pass the tests and get my GED, but I used the GED classroom as a homebase throughout the summer while I took computer classes at NWIC and waited for my Autobody Technology program to start at Bellingham Technical College. I informally volunteered some of my time to help other students coming through the GED process.

At that time, Kathy Humphreys was a part-time instructional technician for the program. She earned an associate degree at NWIC and had transferred to Western Washington University, eventually earning a bachelor’s degree and then a Master’s of Education in 2000. She became a full-time faculty member of the ABE program soon after, working with John and eventually taking over when it came time for him to retire.

Full Circle

My third experience with the ABE program at NWIC started in 2016. I had been a blue-collar worker for most of my adult life and was displaced once again in 2008 after the housing market crash and ensuing recession. I returned to college, eventually earning a bachelor’s in business and a master’s in management and leadership. I applied for employment in the Workforce Education Department and quickly rose to the director position.

Adult Basic Education had become a workforce program at NWIC. The program was struggling. The credit retrieval partnership with the local high school had been discontinued and a shift in GED testing in 2012 made the four tests more difficult and time intensive. Many of our adult learners faced frustration with few being able to focus enough time and energy to meet the new requirements.

We had to move our classroom again. The tutoring department wanted to expand, and our ABE program had so few participants that we couldn’t make a case to keep the space. The third and current ABE classroom doesn’t have the Einstein or Stooges posters; I assume they went with John when he retired. It does, however, have the same feel as the space that I first stepped into back when I was fifteen. It is lived in and comfortable. It belongs to the students and the students belong.

In 2017, we established a partnership with Bellingham Technical College to offer competency-based high school completion in a program called High School+. Participants’ high school transcripts are evaluated, the number of missing credits are recorded, and an individual education plan is established. Students work through online classes and independent projects to fulfill the requirements and are eventually awarded an adult diploma. While we still offer GED and work with a handful of students that have chosen that path, we have achieved a high level of success working with our competency-based program. One of our first graduates was my oldest brother, finally earning his diploma at 50 years old. The number of students we work with that earn a diploma has steadily increased each year.

Current NWIC GED building, right.

The graduation rate of American Indians/Alaska Natives in our area has been steadily rising in the last decade, reaching 71% last year. Our community is finally showing signs of valuing education at a level that leads to positive outcomes. There is still work to be done, and it is our hope and goal that we can increase our program graduates each year to the point that they offset, and eventually eclipse, the number that fail out of the public school system.

Adult Basic Education is still commonly referred to as the GED program in our community though it has never been just that. It is the longest continuously running program at Northwest Indian College, more than 40 years old now. The program has enjoyed a remarkable amount of stability with John putting in more than 25 years after it was established and now Kathy surpassing 25 and still going.

Every now and again I’ll see the neighborhood kids meeting up after school on the old campus, gathering together before riding their bikes off on that day’s adventure. I’m hopeful that none of them will need our program, that each of them will have the wherewithal to stay in school and push through to commencement. Perhaps they will come to us for a degree to go with their diploma. One of them might even have my position one day and have to make that bittersweet decision to close the ABE program because there is just so little need for our services in the community.

American Indian College Fund Student-Designed Pendleton Blanket “Drum Keepers” Available for Purchase

American Indian College Fund Student-Designed Pendleton Blanket “Drum Keepers” Available for Purchase

Winning Design Created by Little Priest Tribal College Student, Trey Blackhawk

Denver, Colo., March 26, 2024 — The 2023 winning Tribal College Blanket Design, Drum Keepers, is now available for purchase. The blanket is the latest addition to Pendleton Woolen Mills’ American Indian College Fund collection. The acclaimed lifestyle brand from Portland, Oregon has created wool blankets in partnership with the College Fund for more than 20 years. A portion of the blanket line’s sales provide approximately $50,000 in annual Native student scholarships. Pendleton also contributes to a scholarship endowment that, combined with the total of scholarships disbursed, exceeds $2.5 million.

Trey Blackhawk with his award-winning Pendleton Blanket Design.

Trey Blackhawk (Winnebago) is a graduate of Little Priest Tribal College with a degree in liberal arts who is currently working on an applied sciences degree. His design, Drum Keepers, was selected from 59 submissions. As the winning designer, Blackhawk will receive a $5,000 scholarship, $2,000 for books and incidentals, and six blankets for his design portfolio. Troy Tso (Navajo) and Cydnee Shangreaux (Oglala Sioux) placed second and third in the contest respectively. Tso’s Directions Home blanket earned him a $2,500 scholarship and $500 cash prize. Shangreaux’s Morning Storm crib blanket design won her a $1,500 scholarship and $250 cash prize.

Blackhawk said, “I want to keep the songs alive that have been sung for many generations in our tribe. There are not many of us that sing, and I wanted to be a part of that percentage that carries on the knowledge of these songs we sing. I tell the younger generation to start learning how to sing and know these songs, as these songs make us who we are.” Traditional songs were the inspiration for Blackhawk’s design Drum Keepers, which he said holds meaning for all tribes, as each uses the drum in some way. He wondered how the traditional songs of each community had been preserved and passed down, and wanted to create a piece that reflected the importance of the drum that gives life to the traditional songs that are sung.

The design includes 12 tipis for the 12 clans of the Winnebago. The color of the design shows both day and night to signify those who hold knowledge keep the memory of them forever. The Ho-chunk applique on the outside of the tipis, which is a popular applique for dancers’ regalia, signifies the women of the tribe. Blackhawk said the women are important knowledge-keepers of certain songs, and the memory of singing Winnebago songs with his grandmother one last time before she stopped due to cancer was on his mind when working on this design.

Trey Blackhawk with his award-winning Pendleton Blanket Design.

Trey Blackhawk with his award-winning Pendleton Blanket Design.

“This design holds valuable meaning to every tribe but more importantly to me,” Blackhawk explained. His lived experiences and culture are certainly clear throughout. Among the other elements tied to his identity are the drumsticks, which he designed based on an image of a drumstick he owns.

The Tribal College Blanket Design Contest is open to all Native TCU students. Applications open every November on the College Fund’s website at https://collegefund.org/pendletoncontest. The contest seeks to create greater recognition for promising Native student artists’ work, to provide valuable design experience working with an internationally known brand, and to give students scholarships and cash awards to assist with college costs. The program also helps the College Fund and Pendleton honor the richness of Native arts, cultures, and stories by sharing original Native student designs with the public.

About Pendleton Woolen Mills
Pendleton Woolen Mills is a heritage lifestyle brand and the leader in wool blankets, apparel and accessories. Weaving in Oregon since 1863 and located in Portland, Oregon, Pendleton weaves iconic designs in two of America’s remaining woolen mills located in Pendleton, Oregon and Washougal, Washington. With six generations of family ownership, Pendleton is focused on their “Warranted to Be a Pendleton” legacy, creating quality lifestyle products with timeless classic styling. Inspiring individuals from the Pacific Northwest and beyond for 160 years, Pendleton products are available at Pendleton stores across the US, select retailers worldwide, and on pendleton-usa.com.

About the American Indian College Fund The American Indian College Fund has been the nation’s largest charity supporting Native higher education for 34 years. The College Fund believes “Education is the answer” and provided $17.4 million in scholarships and other direct student support to American Indian students in 2022-23. Since its founding in 1989 the College Fund has provided more than $319 million in scholarships, programs, community, and tribal college support. The College Fund also supports a variety of academic and support programs at the nation’s 35 accredited tribal colleges and universities, which are located on or near Indian reservations, ensuring students have the tools to graduate and succeed in their careers. The College Fund consistently receives top ratings from independent charity evaluators and is one of the nation’s top 100 charities named to the Better Business Bureau’s Wise Giving Alliance.

For more information about the American Indian College Fund, please visit www.collegefund.org.

Reporters: The American Indian College Fund does not use the acronym AICF. On second reference, please use the College Fund.