Progress 09/01/20 to 08/31/23
Outputs
Target Audience:The target audience for this grant include included NBTS student support. NBTS served 22 total students with scholarships/stipends that represented 9 Tribes, through 3 academic years, with 60% continuing students (with 1 graduate), and 81% were in Agriculture, Natural Resources, Food and Health and Human Sciences. Services included numerous recruitment, retention, cultural, and social events for each student for the duration of their time as a New Beginning UI student. NBTS also focused on partnerships with the 11 MOU Tribes. These partnerships existed with recruitment visits, tribal scholarship assistance, cultural presenters/activities, alumni collaborations, and advisory board support. Finally, NBTS focused on direction and support from the NBTS Advisory Board. This included reports on NBTS progress, directives on program implementation, guidance for partnerships with tribes, and collaboration with Washington State University. Changes/Problems:A few challenges/problems during the grant included: Due to the pandemic that caused unprecedented changes and delays, the intended outcomes of this project were hindered. It will be evident in the outcomes of our evaluation, staffing, and retention. Covid impacted student retention and hiring of permanent full-time workforce. New Beginnings did hire temporary staff to carry out grant responsibilities and brought on a Retention Specialist on a temporary basis. A hiring waiver was approved, but the individual found an alternative position. Further obstacles faced, we were unable to complete our evaluation due to staff shortages and the unavailability of potential evaluators. NBTS Advisory board suggested a different approach to the Resident Elder position and instead of hiring one person, suggested contracting varied cultural elders/leaders to work with and present to students. This changed our proposed salary line item. What opportunities for training and professional development has the project provided?During this grant cycle the following trainings were provided; ITS security awareness, stewardship of resources, conflict of Interest, defensive drivers training, working with minors, safety in the workplace, and diversity and inclusion. How have the results been disseminated to communities of interest?NBTS has disseminated information every semester to the 11 MOU Tribes including information to the Tribal Council and Higher Education Programs through our President's Native American Advisory Board and Tribal recruitment events, NBTS Stakeholder/Advisory Board, and UI Administration via our Project Director. What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
Below is how NBTS met the measurable outcomes listed in the approved grant as of august 2023 (end of grant). Enroll 20 students in NBTS program -NBTS enrolled 22 students over the 3 academic years. This included serving 19 new first year students and 3 new transfer students. Provided advising, tutoring, academic, and career counseling for students - Students received the following support. Recruitment Support included (college application completion, financial aid submission, course registration, campus visits, parent and advisor meetings, vandal card, housing, books, and account balance review (measured via new student checklist). Students also received the following annual support. Study table, advising/grade reports, tutoring, cultural/academic events, referrals (measured via Semester Education Plans). New First year students also participated in our New Beginnings First Year Transition class that included a look into careers in ANFHS and other relevant careers with Native American Alumni. This provided a detailed and actual pathway for students to plan and prepare for their career. Provide opportunities to attend orientation, leadership, and cultural enrichment activities for students - New First year students participated in New Student Orientation, New Beginnings Retreat with Dr. D'lisa Pinkham (focused on Indigenous Ways of Learning and Knowing) and attended Cultural Presentations. A few of these specific offerings included; Arlen Washines (Treaties/Sovereignty/Culture Storytelling), Silas Whitman (Natural Resource Restoration - 7th Generation), Roger Vielle (Sweat lodge Ceremony and Resiliency), Indigenous People's Day, Rock your Mocs, Mike Lopez (Speakers Series), Charlotte Cote (Speakers Series), Dr. Huaman (Speakers Series), Dr. Philip Stevens (American Indian Studies, Visiting Lecture-AIST204), Sonya Samuels-(Nez Perce Tribal Housing Authority/Credit Reports & Budgeting, Visiting Lecture-AIST204), Food Friday (Dr. Shanny Spang-Gion, Professor Dylan Hedden-Nicely & the Native American Law Student Association), What your Auntie's Didn't Tell you (cultural focus on Healthy Relationships), Crafternoon with the UI Women's Center-Parfleche bags, Tribal Nations Night w/UI Athletics. Students provided a stipend, FAFSA renewal, additional aid, and knowledgeable about FAFSA - NB awarded $75,000 in stipends to NB Students over 3 years, with two students being awarded 2 years of funding. The focus was on new students (new first year/new transfer) as outlined and approved in grant proposal and extension request. 100% of students completed FAFSA and FAFSA renewal annually. FAFSA renewal nights occurred in October and November annually. Students will have learned how their knowledge is incorporated into their career - First year students interviewed Native American Alumni that specialized in careers in ANFHS and related degrees. The project included an intensive interview, with culturally relevant approaches, and tied their personal, academic, and cultural goals. A few professional Native Alumni interviewed included Dr. Zachary Penney (Nez Perce Tribal Member UI, Alum, and current NOAA Senior Advisor), Joe Oatman (Nez Perce Tribal Member, UI Alum, Deputy Manager Nez Perce Tribe Fisheries Program). 12 of the 20 students will pursue a degree in Agriculture, Natural Resources, Food and Human and Health Sciences - Including qualifying students (22 students total) added during the approved extension period after their first year 13 students (or 60%) pursued ANFHS relatable degrees. Degrees included; Computer Science, Natural Resources, Wildlife resources, Fitness Health and Human Performance, Biochemistry, Education, Criminology, sociology, etc. At least 17 of the 20 students will persist in their academic program after their first year - Including qualifying students (22 students total) added during the approved extension period after their first year 15 students (or 68%) persisted. Did not meet this goal due to the unprecedented pandemic that occurred right as this grant was funded. Stop outs that include Family death/emergencies, covid (includes students having covid and impacting their academics as well as impact from family members with covid), and medical withdraws. NBTS also hired 10 Native American Student Mentors/Tutors during the grant cycle. The tribes represented included Yakama, Shoshone-Bannock, Shoshone-Paiute, Nez Perce, Dine', Bishop Paiute. These students held good academic standing during their mentorship and shared many of their cultural ways of learning and knowing.
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Progress 09/01/21 to 08/31/22
Outputs
Target Audience:The target audience for this reporting period includes continued academic, cultural and social support of NB students who are continuing at UI as well as the 11 MOU Tribes. Tribal collaboration is important as we seek students to participate in UI programs as well as provide culturally relevant programs for UI students. In this reporting period we also focused on connecting with our Stakeholders/Advisory Board. Changes/Problems:NBTS faced issues due to covid, family death and emergencies, and medical withdraws regarding our student retention. This did not limit the student support services that we provide to the entire NBTS student cohort. Due to NBTS stakeholders/advisory board recommendations, we were not able to hire a Resident Elder. The board felt it would become too much on one elder and that included travel costs to Moscow campus, irregular hours, etc. They also felt it would provide a broader spectrum to include viewpoints and knowledge from various elders and tribes. Therefore, we will continue to use contracts to provide the elder support as another means of incorporating cultural ways of learning and knowing. We did not provide stipends/scholarships in the reporting period but will in the next reporting period. NASC wanted ensure we were meeting all other goals/objectives as well. What opportunities for training and professional development has the project provided?During this reporting period NBTS completed regular trainings with our NBTS student mentors and ensured they completed additional trainings some of which included; defensive drivers training, working with minors, safety in the workplace, and diversity and inclusion. How have the results been disseminated to communities of interest?NBTS has disseminated information every semester to the 11 MOU Tribes including information to the Tribal Council and Higher Education Programs through our President's Native American Advisory Board and Tribal recruitment events, NBTS Stakeholder/Advisory Board, and UI Administration via our Project Director. What do you plan to do during the next reporting period to accomplish the goals? During this next period NBTS seeks to hire a Retention Specialist, Mentors, and Tutors. NBTS will also seek to award additional stipends to qualifying students for the 22-23 academic year. NBTS will also continue collaborations with speakers, elders, and cultural workshops that support retention and outreach to native students. We will also use funding to recruit to increase our number of native American students at UI. Finally, NBTS will continue academic, cultural, and social student support activities and events as well as complete our NBTS evaluation.
Impacts
What was accomplished under these goals?
Below is how NBTS met the measurable outcomes listed in the approved grant as of May 2022 (end of Spring 2022 semester) Enroll 20 students in NBTS program - Completed successfully Provide Advising, tutoring, academic, and career counseling for students - Completed successfully and continuing past this reporting period Provide opportunities to attend orientation, leadership, and cultural enrichment activities for students - Completed successfully and continuing past this reporting period Students provided a stipend, FAFSA renewal, additional aid, and knowledgeable about FAFSA - Completed successfully and continuing past this reporting period Students will have learned how their knowledge is incorporated into their career - Completed successfully and continuing past this reporting period 12 of the 20 students will pursue a degree in Agriculture, Natural Resources, Food and Human and Health Sciences - Completed successfully with 13 students At least 17 of the 20 students will persist in their academic program after their first year - Did not meet but will use extension funding to recalculate persistence in the final report. For this report on the initial 20 students, 13 of the 20 students continued at UI in the 22-23 Academic Year. The reasons for stop out match those issues we have seen nationally with college students. The reasons include Family death/emergencies, covid (includes students having covid and impacting their academics as well as impact from family members with covid), and medical withdraws.
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Progress 09/01/20 to 08/31/21
Outputs
Target Audience:he impacts of this program will directly support 20 tribal students through culturally responsive recruitment and retention activities that provide, tuition and related fee support; experiential learning with engagement in Indigenous Ways of Learning and Knowing (IWLK); and intentional student services that includes tutoring, counseling, and academic advising. These Tribal graduates could return to their tribal communities prepared to address the economic needs of their communities in the areas of ANFHS. Changes/Problems:The Resident Elder position is delayed as it took some time to gather a comprehensive list of elders from the 11 MOU Tribes. It has been recommended by our NBTS Advisory Board that the Resident Elder be implemented on a rotating basis to minimize the travel and preparation on one elder. Therefore, we will be selecting several elders to participate in the program in the content areas of Culture, Education, Natural Resources, History/Leadership, Resiliency and Military Service. What opportunities for training and professional development has the project provided?UI Mandatory trainings and Equity and Diversity Unit cultural trainings/workshops have been provided for all new UI hires for the New Beginnings program. How have the results been disseminated to communities of interest?UI-NBTS has disseminated our current results to the communities via the New Beginnings Advisory Board/Stakeholders meetings. These meetings occur every semester and are established in collaboration with Washington State University. To date we have met on 12/8/20, 3/25/21, and 9/30/21. The attendees invited are from the 11 MOU Tribes. Agenda items shared by UI-NBTS include the following: Grant goals and objectives, completing office set up (office supplies, recruitment materials, new staff trainings, etc.), update on staff hiring process and hires, collaborations with student support programs (i.e. financial aid, student accounts, etc.), semester grant goals, recruitment, Vandal Generations, introduction of NB students and mentors/tutors, update on field camp, progress on grant objectives, and provide details on New Beginnings grant II. Those items UI-NBTS sought out feedback and guidance include incorporating Indigenous Ways of Learning & Knowing (IWLK) Immersion, Speakers Bureau, recruitment strategies during covid, Field Camp, Tribal Speakers Series, INSTEP-NB Course, Native Alumni Project, student portfolios, Resident Elder, and incorporating ANFHS. What do you plan to do during the next reporting period to accomplish the goals?UI-NBTS will continue focusing on objective three by continued emphasis on incorporating Indigenous Ways of Learning and knowing; objective four to continue incorporating ANFHS degree/career options into our NB students learning and experiences and collaborating with UI colleges and departments; and finally focus on objective five to continue intensive retention support to guide and keep students into their 2nd year at UI (Fall of 2022). UI-NBTS will finalize theResident Elder positions.
Impacts
What was accomplished under these goals?
UI-NBTS successfully collaborated with researchers, universities, and tribal communities during this reporting period. In regard to working with universities UI-NBTS partnered with Washington State University in carrying out our shared NBTS Advisory/Stakeholders Committee, as well as partnering to brainstorm our first annual Nations Building Speakers Series. UI-NBTS worked with tribal communities in our recruitment activities (parent nights, new student/parent meetings, tribal education department visits, etc.), advisory/stakeholders committee, speakers' series, field camp/student orientation, ANFHS native college graduate student interviews, and cultural activities and events. Finally UI-NBTS collaborated with researchers by having the Bridge to Doctorate PhD students present their research to students, as well as having Native faculty and alumni participate in our ANFHS Native College Graduate student interviews. A few of the respected participants/researchers interviewed, included Dr. Shanny Spang-Gion, Dr. Zach Penney, Jessica Matsaw, and Joe Oatman. During this reporting period UI-NBTS focused heavily on Culturally Responsive Recruitment. Culturally Responsive Recruitment was implemented by tribally affiliated UI staff and UI staff familiar with tribal communities, schools, and tribal leaders. UI-NBTS also practiced consistent communication with tribal education departments/staff, school staff, parents, community members and students. We facilitated student/parent meetings and traveled to student's hometown to complete (covid precautions followed) relation building. Finally, students also attended "UIdaho Bound" a campus visit opportunity during their senior year of high school and came to campus for New Student Orientation prior to the start of the semester. UI-NBTS Recruiter/Retention Specialist with NASC staff were able to: visit 15 high schools on the 11 MOU Reservation communities, carried out over 300 contacts with potential students, 60 seniors, and 22 maintained contact with UI-NBTS. We completed 100% one on one meetings with the 22 seniors, assisted with admissions, FAFSA, student accounts, class registration, vandal account access, enrollment in AIST: Transition course for NBTS students. UI-NBTS successfully recruited 20 students for our Fall 2021 cohort. This included 17 first year students, and 3 transfers all new to UI. Culturally Responsive Retention has been implemented for the 20 new UI-NBTS tribal students. This support includes $3,000 stipend to supplement expenses for Fall and Spring semester, weekly study table, monthly advising, tutoring as needed, monthly leadership/cultural workshops, attendance to AIST: Transition course (taught by UI-NBTS staff), and assistance in applying for tribal and external scholarships. Students are also able to participate in the Native American Student Association and the American Indians In Science and Engineering Society Chapter. All UI-NBTS student also participated in our field camp experience that focused on Indigenous Ways of Learning and Knowing. Dr. D'lisa Penney attended our trip to the McCall Outdoor Science School and held learning opportunities that centered around "Indigenous College Student Epistemology and Indigenous Knowledge Systems: Carrying it with Me." We did exercises on the power of story and place and implementing it into their college experience. In terms of engagement with ANFHS as a retention process, UI-NBTS primary focus this reporting period was carrying out our Native College Graduate student interviews. NBTS completed training on Information Interviews with our Careers Center campus, developed a list of questions, virtually interviewed Native American College Graduates who have completed their degree of interest (most were in ANFHS areas), and then students present on the results of their learning objectives. This will provide students direct application of their degree as well as provide insight on their college plan and career outlook. Finally UI-NBTS offered an intensive speakers series focused on ANFHS related issues in Indian country. These topics included: Indigenous Knowledge Systems and Research for Planetary Beauty, Understanding Food Sovereignty and its Potential for Revitalizing Indigenous Health and Wellness, and Safeguarding Nez Perce Tribal Sovereignty and Treaty Rights.
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