University Relationships with Tribal Nations: Opportunities for University Action Spring 2022 Prepared by Danielle Fuecker, Audrianna Goodwin, Henry Paddock, and Madeline Titus Students enrolled in PA 8081: Master of Urban and Regional Planning Capstone Faculty Advisor Dr. Greg Lindsey Humphrey School of Public Affairs Prepared in Collaboration with An Garagioloa Office of American Indian Tribal Nations Relations University of Minnesota The project on which this presentation is based was completed in collaboration with the Office of American Indian Tribal Nations Relations at the University of Minnesota, as part of a 2021–2022 Resilient Communities Project (RCP) partnership. RCP is a program at the University of Minnesota’s Center for Urban and Regional Affairs (CURA) that connects University faculty and students with local government agencies in Minnesota to address strategic projects that advance local resilience, equity, and sustainability. The contents of this report represent the views of the authors, and do not necessarily reflect those of RCP, CURA, the Regents of the University of Minnesota, or the Office of American Indian Tribal Nations Relations. This work is licensed under a Creative Commons Attribution- NonCommercial 3.0 Unported License. To view a copy of this license, visit www.creativecommons.org/licenses/by-nc/3.0/ or send a letter to Creative Commons, 444 Castro Street, Suite 900, Mountain View, California, 94041, USA. Any reproduction, distribution, or derivative use of this work under this license must be accompanied by a full bibliographic citation for this report and the following attribution: “Produced by the Resilient Communities Project (www.rcp.umn.edu) at the University of Minnesota. Reproduced under a Creative Commons Attribution-NonCommercial 3.0 Unported License.” This publication may be available in alternate formats upon request. Resilient Communities Project University of Minnesota 330 HHHSPA 301—19th Avenue South Minneapolis, Minnesota 55455 Phone: (612) 625-7501 E-mail: rcp@umn.edu Web site: http://www.rcp.umn.edu The University of Minnesota is committed to the policy that all persons shall have equal access to its programs, facilities, and employment without regard to race, color, creed, religion, national origin, sex, age, marital status, disability, public assistance status, veteran status, or sexual orientation. Towards Recognition and University-Tribal Healing (TRUTH) Project University Relationships with Tribal Nations: Opportunities for University Action Prepared by Hubert H. Humphrey School of Public Affairs Capstone Team: Danielle Fuecker, Audrianna Goodwin, Henry Paddock, Madeline Titus July 2022 1 TABLE OF CONTENTS EXECUTIVE SUMMARY 3 TRUTH Project and Capstone Project Background 3 Capstone Project Purpose 3 Findings 3 Implications 4 ACKNOWLEDGMENTS 5 ABSTRACT 5 INTRODUCTION 6 RESEARCH DESIGN AND METHODOLOGY 7 Design 7 Sampling 8 Recruitment 9 Data Collection & Analysis 10 Future Research 10 RESULTS AND DISCUSSION 10 Brown University 11 Cornell University 11 Indiana University 13 Massachusetts Institute of Technology (MIT) 14 The Ohio State University (OSU) 14 University of Arizona 15 University of Hawaiʻi at Mānoa 16 University of Oregon 17 University of Wisconsin 18 University of Minnesota, Twin Cities 19 Themes Identified in Interviews 20 Land Acknowledgement: 20 Tribal Office Location 21 2 Tuition Support 22 Student & Faculty Demographics Collection/Reporting 23 Academic Programs 24 Native American Tribes, Faculty, and Students 24 Policy Implications and Conclusions 25 Key Theme – Land Acknowledgements 26 Key Theme – Tuition Support 27 Key Theme – Tribal Relations Office Location 27 Key Theme – Admissions Identification 28 Key Theme – Academic Programming 28 Key Theme – Recruitment and Retention of Native Students and Faculty 29 Epilogue 30 Bibliography 31 References 31 University Sources 32 Appendix 1: Initial Contact Email 35 Appendix 2: Interview Consent Form 36 Appendix 3: Interview Guide 38 Appendix 4: Tribal Nations Historically in Oregon 40 Appendix 5: Map of American Indian Reservations, Alaska Native Areas, and Hawaiian Home Lands 41 3 EXECUTIVE SUMMARY TRUTH Project and Capstone Project Background In 2020, the Minnesota Indian Affairs Council (MIAC) passed a series of resolutions calling for the University of Minnesota to be in better relations with the eleven Tribal Nations that share geography in Minnesota. The result was the formation of the Towards Recognition and University Tribal Healing (TRUTH) Project. The goal of the Truth Project is to investigate the current and historical relationship between Tribes and the University of Minnesota through a series of research projects. This portion of the TRUTH research was completed by a graduate capstone team through the University of Minnesota’s Humphrey School of Public Affairs. Capstone Project Purpose The purpose of this research is to understand the extent of the relationship between universities across the United States and the Native American Tribes with whom they share geography in the present day context of United States Territorial boundaries. Our central research question was: To what extent are other U.S. universities evaluating and addressing harms done to their Tribal populations? What level of support have those projects received from their institutions? What barriers or pushback did they encounter? Our goal, ultimately, is to offer the TRUTH Project several potential avenues to propose to the University to improve University-Tribal relations, backed by experiential knowledge and effective practices of the University's peer institutions. Findings This research project involved a series of interviews with Tribal relations officials at other Universities around the country to explore different avenues of how the University of Minnesota might improve its relationships with Tribes. We observed several key themes in approaches universities are taking in building University-Tribal relations, and we were able to use those to offer several opportunities the University of Minnesota might explore to better their relations with Tribal Nations. 4 1. Land Acknowledgements - The University of Minnesota has created a land acknowledgment that was approved by all 11 Tribal Nations, but that has not been formally adopted. This land acknowledgement should be adopted and viewed as a crucial first step in relationship-building. 2. Tuition Support - The University of Minnesota Morris offers free tuition to any member of a Tribe or descendant of a member in the U.S. and Canada. This program could be expanded to the entire University of Minnesota System. 3. Tribal Relations Office Location - The University of Minnesota does have a Senior Advisor to the President for Native American Affairs in the president's office, which is essential for influencing how the University engages with Tribes from top University leadership. However, the position and its department are in their infancy and need continued funding and access to the President and other key decision-makers in the University. 4. Admission Identification - The University of Minnesota’s methods that enable students to identify as Tribal members are limited. The University could expand its methods to include Tribal-affiliation identification to better support Native student recruitment and retention and to build better relationships with the Tribes represented at the University. 5. Academic Programming - The University of Minnesota could expand its American Indian Studies Program and Ojibwe Language Program to the Master’s and PhD level, as well as granting more access to research and archival resources held by the University to students and Tribal members outside the University. 6. Recruitment and Retention of Native Staff and Faculty - The University of Minnesota could expand its resources to support Native students and faculty, who are underrepresented in the institution. A University that puts resources into making Native Students and staff feel welcomed and supported can attract and maintain more Native students and faculty and build deeper relationships with Tribes. Implications The University of Minnesota can implement several concrete changes to build stronger relationships with the Tribes. The University of Minnesota can learn from, and improve upon, the strategies, projects, and programs implemented at its peer institutions. This research will hopefully provide the TRUTH Project with potential paths forward in Tribal relations with the University of Minnesota, given the difficult history of the University’s relationship with Tribes. 5 ACKNOWLEDGMENTS In 2020, the Minnesota Indian Affairs Council (MIAC) passed a series of resolutions calling for the University of Minnesota to evaluate and improve upon their relationship with the eleven Tribal Nations that share geography in Minnesota. The TRUTH Project is a result of those resolutions, and this capstone research is only part of a large, grassroots, Native-led research initiative. Our project is in collaboration with the University of Minnesota’s Office of American Indian Tribal Nations Relations, and the Resilient Communities Project (RCP). Miigwech (Thank You) to the TRUTH team, who have helped craft ideas, offer feedback, and take the opportunity to directly engage with our research. Thank you to Dr. Greg Lindsey, our Capstone professor, for his patience and guidance in the research process and for proofreading countless drafts. Lastly, thank you to all the professionals, professors and representatives of Tribal Communities including who we interviewed specifically: Dr. Nicky Belle, Dr. Eric Cheyfitz, Honorable N. Levi Esquerra (Chemehuevi), Dr. Steve Gavazzi, Dr. Willy Kauai (Native Hawaiian), Dr. John Low (Pokagon Band of Potawatomi Indians), David Lowery (Lumbee Tribe of North Carolina), and Dr. Jason Younker (Coquille Nation). This project would not be possible without your wisdom, insight, and willingness to share with the Capstone team. ABSTRACT The purpose of this research is to understand the extent of the relationship between universities across the United States and the Native American Tribes whom they share geography with in the present day context of United States Territorial boundaries. The data from this research was gathered from ten universities across the United States including the University of Minnesota. Our central research question was: To what extent are other U.S. universities evaluating and addressing harms done to their Tribal populations? What level of support have those projects received from their institutions? What barriers or pushback did they encounter? Through these interviews we observed key themes such as: land acknowledgements, Tribal office location, tuition support, demographic reporting of Native American students and faculty, academic programming, and institutional will. Our final analysis summarizes university best practices for university action such as: Adopting a university-wide land acknowledgement with Tribal approval, expanding the UMN Morris affinity-based tuition waiver, improving admissions data collection, expanding academic programing for American Indian Studies, recruiting Native staff and faculty, and increasing administrative funding and student support. 6 INTRODUCTION The article in High Country News, by Robert Lee and Tristan Ahtone titled, “Land-grab Universities: Expropriated Indigenous land is the foundation of the land-grant university system” was instrumental in reaching audiences and sparking conversations about the foundations of many U.S. institutions and the role of colonization in the creation of the elite universities. The information contained in this article was from research conducted by Tristan Ahtone, Robert Lee, Kalen Goodluck, Geoff McGhee, and Margaret Peace and was published March 30, 2020. The research team reconstructed and found about 10.7 million acres taken from nearly 250 tribes, bands and communities through over 160 violence-backed land cessions, a legal term for the giving up of territory.1 This research, as well as a series of Minnesota Indian Affairs Council (MIAC) resolutions in 2020, prompted the creation of the Towards Recognition and University-Tribal Healing (TRUTH) Project in order to examine the University of Minnesota’s past, present, and future relationships with Tribal Nations. The University of Minnesota’s American Indian Tribal Nations Relations Office and the Resilient Communities Project (RCP) have partnered together to conduct research to be included in the TRUTH Project. We are a team of four researchers at the University of Minnesota, Humphrey School of Public Affairs, and this work comprises one part of our final capstone project before finishing our graduate programs. During the previous semester, another group of researchers conducted an economic analysis of the Morrill Act of 1862, and the wealth it transferred to the university2,3. In our related report, Permanent University Fund: Land Grants and Mineral Leases4, we built on this by examining the wealth generated for the university from retaining mineral rights on land-grant lands, as well as looking at the role this money played in the development of the state. After this documentation of the wealth generated from displacement, genocide, and lands stolen from Native people, we are now asking “what’s 1 Lee, R., Ahtone, T., Pearce, M., Goodluck, K., McGhee, G., Leff, C., ... & Salinas, T. (2020). Land grab universities: A high country news investigation. High Country News. https://www.hcn.org/issues/52.4/indigenous-affairs-education-land-grab- universities Retrieved: May 11, 2022 2 Bozich, M. (2022). TRUTH: A Strategic Analysis of the Morrill Land Grab in Minnesota. University of Minnesota Resilient Communities Project. Toward Recognition and University-Tribal Healing Project. Unpublished as of July, 2022. Available from the Center for Urban and Regional Affairs’s Resilient Communities Project: https://www.cura.umn.edu/programs/local- government/resilient-communities-project 3 Malone, K. (2022). TRUTH: A Strategic Analysis of the Morrill Land Grab in Minnesota. Center for Urban and Regional Affairs & University of Minnesota Resilient Communities Project. Toward Recognition and University-Tribal Healing Project. https://storymaps.arcgis.com/stories/d402092609d44ab7bac2ead074e7f9c5 4 Fuecker, D., Goodwin, A., Paddock, H., & Titus, M. (2022). The Permanent University Fund: Land Grants and Mineral Leases. University of Minnesota Resilient Communities Project & University of Minnesota Humphrey School of Public Affairs. Toward Recognition and University-Tribal Healing Project. Unpublished as of July, 2022. Available from the Center for Urban and Regional Affairs’s Resilient Communities Project: https://www.cura.umn.edu/programs/local-government/resilient- communities-project 7 next?” for the University of Minnesota’s relationship with Tribal Nations. There are 11 federally recognized Tribal Nations within the colonized boundaries of Minnesota: the Bois Forte Band of Chippewa, the Fond du Lac Band of Lake Superior Chippewa, the Grand Portage Band of Lake Superior Chippewa, the Leech Lake Band of Ojibwe, the Lower Sioux Indian Community, the Mille Lacs Band of Ojibwe, the Prairie Island Indian Community, the Red Lake Band of Chippewa Indians, the Shakopee Mdewakanton Sioux Community, the Upper Sioux Community, and the White Earth Band of Ojibwe. Further, bands of Dakota people were forcibly displaced from the state; it’s on their land that the University of Minnesota Twin Cities is located today. This research report aims to answer the following question: To what extent are other U.S. universities evaluating and addressing harms done to their Tribal populations? What level of support have those projects received from their institutions? What barriers did they encounter? A sub-question we sought to answer was: How does the University of Minnesota compare? Are there any effective practices to be explored? To answer these questions, we conducted key informant interviews with university practitioners from across the United States and qualitatively analyzed them to identify common themes and practices across peer institutions. We then developed a list of actionable recommendations that have the potential to better University-Tribal relations, with the caveat that Tribal Nations know what they need and should be the ones to choose which university actions would be meaningful to them. The following sections of this report detail our research design and methodology, our data collection processes, our findings, and our recommendations that come from the findings. RESEARCH DESIGN AND METHODOLOGY Design University Relationship with Tribal Nations: Best Practices for University Action is a qualitative study using key informant interviews with purposefully selected university practitioners. The goal of this research is to present a comparison of effective practices with comparable universities as well as introduce new concepts being done by universities that have developed more substantial relationships with their local Tribes. To address our research question we conducted interviews with practitioners from ten universities; we reached out to eleven universities, however one did not respond to our inquiry. As part of our design we recognized that our positionality and identity matters when conducting interviews and gaining access. Three of the four researchers are white/non-Native, 8 and one is Native American – she conducted the interviews, while the others took notes. Eight out of the eleven individuals interviewed identified as Native, and it was important to us to conduct these interviews with a degree of humility and sensitivity, knowing that these are difficult and traumatic topics to discuss. Our interviews were conducted with individuals with extensive knowledge on Tribal Nations and who are highly professionally educated. Sampling We used purposeful sampling to have universities that were comparable to the University of Minnesota through various metrics (Table 1). We were interested in their land-grant status, whether they received Mellon funding, their geographic location, and whether they were also BIG10 universities. Before interviewing, we conducted preliminary research into the universities that were to be sampled. The following review of peer universities summarizes how they received Tribal land, the people who historically lived on the land, the current highest position dealing with university-Tribal relations, any academic or student programs relating to Native/Indigenous studies, the current university-reported Native student enrollment, and any other information we thought was important to the context of the institution. To keep our sample consistent with the High Country News (HCN) article that documented Morrill Act land, all institutions were searched for in their database to determine their land- grant status. This is notable because some universities, like the University of Hawai‘i at Mānoa, report themselves as being a Morrill Land-Grant university but are not documented as having received 1862 land or scrip in the HCN database5. Using this metric, 6 peers received Morrill 1862 land, including the University of Minnesota. We were also interested in institutions who had received similar funding to the TRUTH Project. Minnesota Transform received a grant from the Mellon Foundation “to support a Just Futures Initiative project6.” When assembling our sample, we looked for universities who had received Mellon Funding for any initiatives aimed at Native American studies, as well as those who received grants for Just Futures Initiatives projects without specifying which project the money would go to7. Table 1 presents the final list of universities that were selected, and why they were selected. 5 Lee, R., Ahtone, T., Pearce, M., Goodluck, K., McGhee, G., Leff, C., ... & Salinas, T. (2020). University/Tribal Land Database. https://www.landgrabu.org/universities Retrieved: May 11, 2022 6 https://mellon.org/grants/grants-database/grants/university-of-minnesota-at-twin-cities/2009-09181/ Retrieved: June 29, 2022 7 https://mellon.org/grants/grants-database/?grantee=&q=&s=&n=&e=&w=&z=2&lat=22.7231920&lon=- 73.9529910&per_page=25 Retrieved: June 29, 2022 9 Table 1: Sampled Universities and their Characteristics8 Also of note in the sampling process was the geographic context in which the land was colonized. We wanted to have a variety of positionalities reflected in the analysis of peer institutions; for example, Hawaii’s history of being illegally annexed by the United States informs the present state of the relationship between Native Hawiians and the University of Hawai‘i at Mānoa. Similarly, the continental East Coast’s history of being violently colonized very early in the history of the United States informs Tribal relations at Brown, Cornell, and MIT. In the midwest context, the University of Wisconsin system was important to consider because some Tribal Nations span the colonized border between MN and WI, and the two states’ universities have tuition reciprocity. Cornell was also of particular interest because of the sheer amount of Morrill land granted to them, nationally and within the boundaries of Minnesota.9 Recruitment We identified various people who worked either wholly or partially on university-Tribal relations. The sample was a mix of administrators and faculty and did not contain any students. Roles ranged from Native American student support to Senior Advisor to the President. Initial contact emails were sent on March 1st, 2022 (Appendix 1), and interviews were conducted from March 22nd, 2022 until May 5th, 2022. All interviews were conducted via zoom, and were 8 University of Michigan did not respond to our requests for an interview 9 https://www.hcn.org/issues/52.11/latest-cornell-university-addresses-stolen-indigenous-land-in-new-project Retrieved: June 29, 2022 10 recorded for the TRUTH team’s reference; the recordings are not to be shared outside the TRUTH team, per the consent form (Appendix 2). The interview guide (Appendix 3) includes practical questions about the person’s position, the University’s relationship with Tribes, and administration’s/public’s response, as well as evaluative questions about the power dynamics at play, barriers to productive University-Tribal relationships, and effective practices/recommendations. Data Collection & Analysis Interviews were scheduled for 2-hour slots and were recorded. Interviewees received the consent form and a copy of the interview guide for reference. With our limited time, we were able to create contact notes for each interview instead of transcribing them. Contact notes were then sent back to each interviewee for additions, edits and final approval. After interviewees approved the notes, they were uploaded into Atlas.ti, a software package designed for analysis of interviews, focus groups, and texts, and qualitatively analyzed. Future Research In the future, more universities should be interviewed about their relationships with co-located Tribal Nations. We were limited in the number of universities we could speak with because of our 4-month time constraint. Our interviewees identified other universities, like the University of Connecticut, as well as other key Native population areas, such as Alaska and the continental South, that would be of interest to this project. RESULTS AND DISCUSSION Our results include short descriptions of peer institutions that participated in interviews, as well as the results of those interviews. The short summaries below include a brief history of each University that was interviewed as well as their current highest position dealing with university- Tribal relations, any academic or student programs relating to Native/Indigenous studies, the current university-reported Native student enrollment, and any other information we thought was important to the context of the institution. 11 Brown University Receipt of Tribal Land. Brown was the first land-grant institution in what is now Rhode Island. The governor accepted funds from the sale of 120,000 acres10 expropriated from the Kiowa People, located in the Kansas territory.11 Tribes Historically in State. The land that is now Rhode Island was historically the home of the Pequot, Narragansett, Niantic Eastern, Nipmuc, and Wampanoag peoples. Current Office. DEI: The Native American and Indigenous Studies Initiative (NAISI) office is staffed by Indigenous people from in and outside of the United States. They are responsible for program development and student engagement services, and the office also hosts research and community fellows as well as a rotating Tribal community member in residence. Programs of Note. NAISI received a $700,000 grant from the Mellon Foundation to develop an undergraduate concentration in Native American and Indigenous Studies. There is also an involved student organization for Native students, Native Americans at Brown, who successfully pushed for recognition of Native and Indigenous students and an official Indigenous People’s Day designation.12,13 There is currently no land acknowledgement statement for the university. Brown’s president, Christina Paxson, established a working group in March 2021 and received five recommendations the following year. No announcement or follow up of recommendations has been posted.14 Current Native Enrollment. Reporting of enrollment demographics varies; in one report there is no reporting of Native student enrollment due to “data privacy” issues, but they also report elsewhere that there are 114 self-identified undergraduate Native students and 32 self- identified Native Hawaiian/Pacific Islander students.15 Additional Insights. While Brown received the initial land-grant, it was transferred to the University of Rhode Island in 1894, and Brown is no longer considered a land-grant university. Cornell University Receipt of Tribal Land. Corrnell received almost 1 million acres of land from the Morrill Act of 1862, making it the largest beneficiary of the land-grant. It was estimated that this expropriated 10 https://www.brown.edu/about/history/timeline/brown-becomes-land-grant- university#:~:text=In%201863%2C%20Brown%20became%20Rhode,government%20under%20the%20Morrill%20Act Retrieved: April 12, 2022 11 https://www.uri.edu/about/history/detailed-history/ Retrieved: May 11, 2022 12 https://www.brown.edu/news/2016-02-02/indigenous Retrieved: May 11, 2022 13 Ibid. 14 https://www.brown.edu/academics/native-american-and-indigenous-studies/land-acknowledgment Retrieved: April 12, 2022 15 https://www.brown.edu/academics/native-american-and-indigenous-studies/undergraduate Retrieved: May 10,2022 12 land gave Cornell’s endowment almost $6 million by the year 1914 – about $150 million when adjusted for inflation.16 Tribes Historically in State. The land that is now New York was historically the home of the Abenaki, Cayuga, Erie, Laurentian, Mohawk, Mohican, Mohegan, Munsee, Oneida, Onondaga, Poospatuck/Unkechaug, and Seneca peoples. Cornell sits specifically on Cayuga land. Current Office. The only office that works on Native and Indigenous issues, and on Tribal relations, is the American Indian and Indigenous Studies Program (AIISP), an academic program that offers undergraduate and graduate minors in American Indian and Indigenous Studies. This program’s staff and faculty are very vocal about Cornell’s blatant disregard of their history with Native peoples. In a series of blog posts called the “Cornell University and Indigenous Dispossession Project,” they document interactions with administration, ongoing results from research and also include resources such as text articles, opinion pieces, video lectures and panels, and audio podcasts.17 Programs of Note. Besides AIISP, there are two undergraduate student groups and one graduate student group for Native students at Cornell. Current Native Enrollment. According to 2021 reporting, out of 4,739 total undergraduate students, there are 43 students who self-identify as Native, making up about 0.9% of the undergraduate student body. Additional Insights. At first glance, there seems to be little administrative recognition of Cornell’s role in the genocide and displacement of Native American peoples, active dismissal of the wealth generated from Native land, and little support for beginning a process of reconciliation with Native peoples impacted by the university. The university endorses a false history of its foundation, claiming that Ezra Cornell and his telegraph company were entirely responsible for establishing Cornell, instead of acknowledging that they were the largest recipient of Native land through the Morrill Act.18 This is also apparent in two separate land acknowledgements associated with the University. One was put out by the institution itself and acknowledges that “Cornell University is located on the traditional homelands of the Gayogoẖó꞉nǫʼ (the Cayuga Nation),” and the other one, created by AIISP, additionally emphasizes that “Cornell’s founding was enabled in the course of a national genocide by the sale of almost one million acres of stolen Indian land under the Morrill Act of 1862” and states that the university has provided no restitution to the Native peoples impacted.19 16 https://cornellsun.com/2020/04/24/cornells-land-grant-heritage-a-sinister- tradition/#:~:text=Cornell%20was%20the%20largest%20beneficiary,inaugurate%20the%20college%20in%201865. Retrieved: May 11, 2022 17 https://blogs.cornell.edu/cornelluniversityindigenousdispossession/ Retrieved: May 9, 2022 18 https://live.alumni.cornell.edu/greatestgood?v=61721766fa4ec9002fd57966 Retrieved: May 11, 2022 19 https://cals.cornell.edu/american-indian-indigenous-studies/about/land-acknowledgment Retrieved: May 9, 2022 13 Indiana University Receipt of Tribal Land. Indiana University(IU) was founded in 1820 by a state legislative act, and is not considered a land-grant university. While they have a land acknowledgement for the institution, the process by which the university was built on the land of Native peoples is not clear. Tribes Historically in State. The land that is now Indiana was historically the home of the myaamiaki (Miami), saawanwa (Shawnee), Bodwéwadmik (Potawatomi), Lenape (Delaware), Wea, Piankashaw, and Eel River peoples. While the state currently has one federally recognized tribe, they do not have their headquarters in Indiana.20 Current Office. DEI: The First Nations Educational and Cultural Center (FNECC) works on Tribal relations at IU. Along with drafting a land acknowledgement for the university, they also host an annual Powwow that celebrates Native traditions and dancing with a multigenerational lens. The 2022 Powwow welcomed the University President, and this was the first time a sitting president joined the event. Programs of Note. The FNECC partners with the department of American Studies, which offers a minor in Native American and Indigenous Studies for both undergraduate and PhD students. Other on-campus resources include the American Indian Studies Research institute, the Mathers Museum of World Cultures, and the Native American Graves Protection and Repatriation Act (NAGPRA) Program.21 The FNECC is also promoting a campaign called “indigenize Indiana!” that aims to empower Native presence, and to raise money for Tribal Nations’ language and culture departments22. Current Native Enrollment. According to the university’s public reporting, there are 13 undergraduate students and eight graduate/professional students who identify as American Indian. Further, within the selection option of “two or more races,” 380 students selected American Indian as part of the multiracial category.23 Additional Insights. Beginning in the 1930’s Indiana University was party to the exhumation of the remains of 700 Native American people from a site called Angel Mound, located in Evansville, Indiana. IU’s role in Angel Mound was to assist in the collection of Native bodies and artifacts that were then kept and displayed rather than returned to the Tribes they belonged to. Angel Mound has been the official field school location for archaeology since 1945.24 While the Native American Graves Protection and Repatriation Act (NAGPRA) was 20 https://www.pokagonband-nsn.gov/our-culture/history Retrieved: May 12, 2022 21 https://americanstudies.indiana.edu/research/native-american-indigenous-studies.html Retrid May 9, 2022 22 https://firstnations.indiana.edu/land-acknowledgement/indigenize-indiana-shirts.html Retrieved April 19, 2022 23 https://uirr.iu.edu/doc/facts-figures/enrollment/diversity/ipeds-base-sets/1-IU_BL_base_2021.pdf Retrieved: April 19, 2022 24 https://www.indianamuseum.org/blog-post/guest-blog-celebrating-80-years-of-archaeology-at-angel-mounds-state-historic-site/ Retrieved: May 11, 2022 14 passed in 1990 and required that Tribal remains be returned, Angel Mound remains were not fully returned until 2021. Massachusetts Institute of Technology (MIT) Receipt of Tribal Land. MIT was one of the first universities to benefit from the Morrill Act, and received 366,111 acres of scrip from across the country25. Tribes Historically in State. Traditional unceded territory of the Wampanoag Nation. Current Office. DEI with Distinguished Native Faculty position. Programs of Note. MIT has active academic courses and student groups include MIT’s American Indian Science and Engineering Society and Natve American Student Association. 26 27 Current Native Enrollment. MIT’s undergraduate and graduate demographic information is a tab on the registrar's page however is locked to the general public.28 Additional Insights. Former MIT president, Francis Amasa Walker was author and Head of US Office of Indian Affairs which wrote and promoted the “Indian Question” which was a series of treaties that justified the killing and forcibly removed Tribal Nations from their land to distant reservations. As David Lowery was quoted in an article saying, “Walker might be the face of Indian genocide and it is troubling that his name is memorialized at MIT”.29 MIT names genocide in their land acknoweldgement that was written by MIT Indigenous community, including students, staff, visiting scholars, and alumni, as well as officials from local Tribal organizations and staff from the ICEO and the Office of Intercultural Engagement. The land acknowledgement is a work in progress and in the process of revision.30 This Spring of 2022, current MIT President Reif will be writing a letter detailing how MIT will move forward with the revelation of a historical project on MIT’s impact on Native communities. The Ohio State University (OSU) Receipt of Tribal Land. OSU resides on land ceded in the 1795 Treaty of Greeneville and the forced removal of tribes through the Indian Removal Act of 1830. Ohio received 4,411 parcels of land, about 630,000 acres spread out over 14 states.31 25 https://www.landgrabu.org/universities/massachusetts-institute-of-technology Retrieved: May 11, 2022 26 http://web.mit.edu/aises/www/#:~:text=About%20Us,for%20our%20students%20and%20allies. Retrieved: June 29, 2022 27 https://nasa.mit.edu/native-american-student-association Retrieved: June 29, 2022 28 https://registrar.mit.edu/stats-reports/enrollment-statistics-year/all Retrieved: May 12, 2022 29 https://www.wbur.org/news/2021/10/15/mit-francis-amasa-legacy Retrived: April 4, 2022 30 https://iceo.mit.edu/land-acknowledgement/ Retrieved: May 12, 2022 31 https://pulitzercenter.org/stories/interactive-see-lands-sold-fund-ohios-land-grant- universities#:~:text=In%20Ohio%2C%20land%20grant%20funds,term%20for%20giving%20up%20territory Retrieved: June 1, 2022 15 Tribes Historically in State. OSU does not have a school-wide, formal land acknowledgment. We were told by the interviewees that the Tribes listed on the DEI website are inaccurate. The following tribes were believed to have lived in the territory of Ohio: Shawnee Tribe, the Ojibwa Tribe (also called the Chippewa Tribe), the Delaware Tribe, the Wyandot Tribe, the Eel River Tribe, the Kaskaskia Tribe, the Iroquois Tribe, the Miami Tribe, the Munsee Tribe, the Seneca- Cayuga Tribe, the Ottawa Tribe, the Piankashaw Tribe, the Sauk Tribe, the Potawatomi Tribe, the Seneca Tribe, and the Wea Tribe.32 Current Office. At the time of this research, there was no official office dealing explicitly with University-Tribal relations. Some voluntary work in this space was being done by faculty in DEI and other academic offices. Programs of Note. There is a growing collaboration between two centers: the Newark Earthworks Center and the Humanities Institute. Newark Earthworks Center(NEC), is an academic research center that promotes research in all aspects of Indigenous lives and accomplishments. NEC connects faculty and students to experiences and promotes university- Tribal relations. The collaboration is “lead with research and follow with advocacy” and has been acquiring research-oriented funding and following up with advocacy at the university for recognition and new policy. Most of the funding gain for the collaboration is through grants and outside sources. Current Native Enrollment. System-wide, 49 students identify as Native, about 0.1% of the student population.33 Additional Insights. There are no federally recognized tribes that reside in Ohio. University of Arizona Receipt of Tribal Land. The University of Arizona received 143,564 acres of land through the Morrill Act of 1862, with which they raised an endowment of $449,624. This land was “purchased” for a total of $354 dollars – less than one cent per acre.34 Tribes Historically in State. The land that is now Arizona was historically home to many Tribal Nations and peoples, including the Chemehuevi, Cocopay, Quechan, Mojave, Havasupai, Walapai, Yavapai, Hualapai, Halchidhoma, Maricopa, Southern Paiute, Southern Ute, Navajo, Dilzhe’e Apache, Chiricahua, San Carlos Apache, White Mountain Apache, Akimel O’odham, Tohono O’odham, Hia C-ed O’odham, Hope, Tewa, Zuni, and Yaqui peoples35. Tucson, where 32 https://ohiohistorycentral.org/w/American_Indians#:~:text=From%20these%20missionaries%2C%20historians%20know,Myaamia% 20(in%20western%20Ohio) Retrieved: May 26, 2022 33 https://live-facts-osu.pantheonsite.io/sites/default/files/documents/2022/02/Ohio_State-Statistical-Summary-2021_2022_v2.pdf Retrieved: June 1, 2022 34 https://www.landgrabu.org/universities Retrieved: May 11, 2022 35 https://heard.org/education/arizona-indian-communities/ Retrieved: July 6, 2022 16 the university is located, is historically the home to the O'odham and the Yaqui Tribal Nations.36 Current Office. In 2020, the university hired their first Senior Vice President for Native American Advancement and Tribal Engagement.37 Programs of Note. The University of Arizona’s American Indian Studies program offers Ph.D., M.A., J.D./M.A., and Graduate Certificates in Higher Education, Natural Resources Administration & Management, and Native Nation Building. Besides that, there are many other academic programs aimed at American Indian studies, such as the Collaboratory for Indigenous Data Governance, the Indigenous Governance Program, the Indigenous Peoples Law and Policy Program, and more.38 Current Native Enrollment. As of fall 2021, there were 1,659 Native students total, making up about 3.4% of the student body.39 Additional Insights. The University of Arizona has some of the better demographics reporting for Native students of the institutions we’ve looked at. They note Tribal affiliation, as well as the Native makeup of freshman classes, transfer students, etc. University of Hawaiʻi at Mānoa Receipt of Tribal Land. The history of the University of Hawai‘i at Mānoa is complex, and the mode of colonization was different than that of the mainland universities we reached out to. While officially labeled a Morrill Act land-grant institution founded in 1907, public education on the islands goes back to the Hawaiian Kingdom. Before the occupation of Hawaii, the monarchy had established robust education infrastructure that was then retrofitted to fit the vision of occupiers40. The monarchy was illegally overthrown, and the United States annexed the territory – despite a petition against annexation signed by 21,269 Native Hawaiians – due to its strategic location and agricultural potential.41 All of the lands on which the University of Hawaii system sits were taken without treaty or payment, and now make up one of the largest US Navy bases in the Pacific. Tribes Historically in State. Native Hawaiians are the indigenous people of the Hawaiian Islands. 36 https://news.arizona.edu/story/uarizona-land-acknowledgement-illustrates-commitment-indigenous-students-communities Retrieved: July 1, 2022 37 https://president.arizona.edu/person/n-levi- esquerra#:~:text=Levi%20Esquerra%20(Chemehuevi)%20is%20the,consonance%20with%20the%20strategic%20plan. Retrieved: June 29, 2022 38 https://naair.arizona.edu/campus-resources/academic-educational-programs Retrieved: June 29, 2022 39 https://naair.arizona.edu/native-students/demographics-equity-diversity-inclusion/student-demographics Retrieved: June 29, 2022 40 Interview with University of Hawaii contact 41 https://www.archives.gov/education/lessons/hawaii-petition Retrieved: June 29, 2022 17 Current Office. The University of Hawai‘i at Mānoa has a Native Hawaiian Affairs Program Officer who is located in the Office of the President. Programs of Note. The Hawai‘inuiākea School of Hawaiian Knowledge was established in 2007, and it consists of the Kamakakūokalani Center for Hawaiian Studies, Kawaihuelani Center for Hawaiian Language, Ka Papa Lo‘i O Kānewai Cultural Garden, Native Hawaiian Student Services. It is the only college of indigenous knowledge at any US Research 1 institution.42 Because of consolidation with a K-12 Hawaiian outreach program, the Kamakakūokalani Center hosts K-PhD programming. Over the summer, this department will be offering 19 courses for credit, free of charge, for Hawaiian students. Most of the initiatives put on by the Kamakakūokalani Center are externally funded. Current Native Enrollment. There are about 1,900 Native Hawaiian undergraduate students and 700 Native graduate students at the University of Hawai‘i at Mānoa.43 Additional Insights. The Native Hawaiian Student Services office supports student activism. Student activists are currently most visible in opposition to the Thirty Meter Telescope on Mauna Kea. University of Oregon Receipt of Tribal Land. The University of Oregon was founded in 1859 as required by Congress to establish a public university.44 While it is not considered a typical land grant university, some of its founding endowment has ties to Morrill Land granted to the state of Oregon.45 The Morrill Act of 1862 granted the state of Oregon 90,000 acres of land46; while most of the resulting endowment money went to Oregon State University, the state appropriated $30,000 of the endowment for the creation of the University of Oregon. The remaining $27,500 of the endowment came from the Eugene community.47 Tribes Historically in State. The state of Oregon currently have 9 federally recognized Tribal Nations that represent the descendants of those who first lived there: the Burns Paiute of Harney County, the Confederated Tribes of Coos, Lower Umpqua and Siuslaw Indians, the Confederated Tribes of Grand Ronde, the Confederated Tribes of Siletz, the Confederated Tribes of Umatilla Reservation, the Confederated Tribes of Warm Springs, the Cow Creek Band 42 https://manoa.hawaii.edu/hshk/ Retrieved: June 29, 2022 43 https://manoa.hawaii.edu/nhss/ Retrieved: June 29, 2022 44 https://www.uoregon.edu/our-history Retrieved: May 16,2022 45 https://around.uoregon.edu/content/historical-money-coming-uos-way Retrieved: May 16, 2022 46 https://library.uoregon.edu/universityarchivesfaqs Retrieved: May 16, 2022 47 See note 42 18 of Umpqua Indians, the Coquille Indian Tribe, and the Klamath Tribes.48 For a more detailed list of the Tribal Nations that first lived on the land that is now Oregon, see Appendix 4 Current Office. In 2014, the university hired their first formal liaison to the nine federally recognized tribes of Oregon, the Assistant Vice President and Advisor to the President on Sovereignty and Government to Government Relations.49 Programs of Note. The University of Oregon offers a major in Native American and Indigenous Studies. They offer both conventional and language tracks in this program.50 For incoming Native students, they offer a week-long pre-college program in order to break down barriers and help them get comfortable in a new city. The University also has the Many Nations Longhouse which is a culturally significant structure for people to gather. Native student groups on campus include the Native American Student Union, the Native American Law Student Association, and the Indigenous Women’s Wellness Group. Current Native Enrollment. Currently, University of Oregon has 71 students who are citizens from federally recognized tribes. About 185 students self-selected as Native but are not members of a tribe. The Native students make up .5% of the student population, which is a deficit based on state population, where the Native people make up 1.2% of the state population. Additional Insights. The University of Oregon has a generally good reputation among Tribal affairs personnel for building relationships with Tribal Nations, and that was part of the reason we chose to reach out to them. University of Wisconsin Receipt of Tribal Land. The University of Wisconsin received 235,530 acres of Native land through the Morrill Act of 1862, and raised an endowment of $303,439 with it51. Tribes Historically in State. The land that is now Wisconsin was historically home to the Chippewa, Dakota, Fox, Ho-Chunk, Housatonic, Illinois, Iowa, Iroquois, Kickapoo, Mahican, Mascouten, Menominee, Miami, Missouri, Munsee, New York Indians, Noquet, Ojibwe, Oneida, Oto, Ottawa, Potawatomi, Sauk, Stockbridge, Tionontati, Winnebago (Ho-Chunk and Hochungra), and Wyandot peoples, as well as the Bad River Band of Lake Superior Chippewa, Lac Courte Oreilles Band of Lake Superior Chippewa, Red Cliff Band of Lake Superior Chippewa, Lac du Flambeau Band of Lake Superior Chippewa, Sokaogon (Mole Lake) Band of 48 https://www.oregon.gov/dhs/ABOUTDHS/TRIBES/Pages/Tribes.aspx Retrieved July 6, 2022 49 https://president.uoregon.edu/content/jason-younker-join-uo-tribal- liaison#:~:text=Jason%20Younker%20will%20join%20the,and%20Government%20to%20Government%20Relations. Retrieved: June 29, 2022 50 https://nativestudies.uoregon.edu/ Retrieved: May 30, 2022 51 https://www.landgrabu.org/universities Retrieved: May 11, 2022 19 Lake Superior Chippewa, St Croix Band of Lake Superior Chippewa, and Stockbridge-Munsee Band of the Mohicans. Current Office. The University of Wisconsin has a Director of Tribal Relations, who was hired in 2019. Programs of Note. The American Indian Studies department offers a certificate program52. There are also a number of student groups, such as Wunk Sheek, the Indigenous Law Students Association, Alpha Pi Omega, and more. Current Native Enrollment. According to 2020 reporting, there were 112 Native American students total in the student population53. Additional Insights. The University of Wisconsin was an important institution for us to look into because there are Tribal Nations that span the borders between MN and WI, and because the Universities of Minnesota and Wisconsin have tuition reciprocity. University of Minnesota, Twin Cities Receipt of Tribal Land. The University of Minnesota received 94,631 acres of land through the Morrill Act of 1862, and sold that land to raise a total of $579,430 for their endowment. The federal government paid the Tribal Nations $2,309 total for this land.54 Tribes Historically in State. The land that is now Minnesota was historically home to the Dakota and Anishinaabe/Ojibwe people. Current Office. The University of Minnesota hired Karen Diver as the inaugural Senior Advisor to the President for Native American Affairs in 2021. Before hiring someone for this role, Tadd Johnson served as the Senior Director of American Indian Tribal Nations Relations. Both of these positions are meant to serve as liaisons between the University of Minnesota system and the 11 Tribal Nations. Programs of Note. The Department of American Indian Studies program offers a major as well as Dakota & Ojibwe Language Program55. There are also five student groups, such as Circle of Indigenous Nations (COIN), American Indian Student Cultural Center (AISCC), American Indian Cultural House, American Indian Science and Engineering Society (AISES), and Canoe Rising.56 Current Native Enrollment. University of Minnesota Native student population is 729 for the Twin Cities campus and 1416 system-wide.57 Additional Insights. 52 https://amindian.wisc.edu/certificate-program/ Retrieved: June 29, 2022 53 https://registrar.wisc.edu/enrollment-reports/ Retrieved: June 29, 2022 54 https://www.landgrabu.org/universities Retrieved: June 29, 2022 55 https://cla.umn.edu/ais/undergraduate/degree-programs-and-courses Retrieved: June 10, 2022 56 https://cla.umn.edu/ais/undergraduate/clubs-and-organizations Retrieved: June 10, 2022 57 https://idr.umn.edu/reports-by-topic-enrollment/enrollments retrieved: May 16, 2022 20 Themes Identified in Interviews Qualitative analyses of our interviews identified six thematic areas or topics: Land Acknowledgement; Tribal Office location; Tuition Support; Student & Faculty Demographics Collection/Reporting; Academic Programs; and Native American Tribes, Faculty, & Students. Table 2 summarizes how the University of Minnesota compares to its peer institutions in these themes, and the full discussion of our quantitative analysis follows. Table 2: University Snapshot Comparison Land Acknowledgement: Land acknowledgments are formal statements that situate an event or building on land that was originally inhabited by Indigenous people. According to the Native Governance Center, they should be genuine, accurate, and well-researched, while also centering present-day Native communities and followed by meaningful action.58 However valuable they may be in acknowledging past wrongs, they tend to be viewed skeptically by Tribal Nations unless accompanied by other, more meaningful action. As described by Dr. Jason Younker, Advisor to the President on Sovereignty and Government to Government Relations at University of Oregon, “a land acknowledgment is like someone who just stole your car and drives up next to you in it, waves and says ‘I just want to acknowledge that I have your car’ and drives off still.” Land acknowledgements should be used to move the university forward and to recognize that the removal of Native people and the expropriation of their land via treaties – which were often broken – provided the base for many university endowments and allowed their existence. Land 58 https://nativegov.org/news/a-guide-to-indigenous-land-acknowledgment/ Retrieved June 29, 2022 21 grant universities have a particular responsibility to adopt land acknowledgements because of the direct connection from the disposition of Native land to the creation of the institution. Six of the nine peer institutions have a land acknowledgement, created both with and without Tribal input. We found the most robust practice for university land acknowledgements is that they be written with local Tribal input and not solely written and approved by the university. Land acknowledgements should accompany research into the Indigeous peoples who historically lived on the land that the university is located on, as well as the method by which those people were removed or dispossessed – such as the Morrill Act of 1862. The University of Arizona’s land acknowledgement is a basic example of what form they can take, with the caveat that they don’t acknowledge their land grant status: We respectfully acknowledge the University of Arizona is on the land and territories of Indigenous peoples. Today, Arizona is home to 22 federally recognized tribes, with Tucson being home to the O’odham and the Yaqui. Committed to diversity and inclusion, the University strives to build sustainable relationships with sovereign Native Nations and Indigenous communities through education offerings, partnerships, and community service. University of Arizona’s Senior Vice President for Native American Advancement and Tribal Engagement, Honorable Nathan Levi Esquerra, consulted with the two local Tribes in drafting and writing the statement, which was completed over the course of 11 meetings. Land acknowledgements must be met with substantial follow up and partnership with local Tribes to build relationships that are mutually beneficial. We found that in situations where university staff wrote their land acknowledgment without Tribal input, they often contained errors. For example, Ohio State University’s pushlibed land acknowledgement within their Office of Diversity and Inclusion names at least one Tribal Nation that is not historically connected to Ohio. However, Ohio State University and the University of Wisconsin, have no official university accepted land acknowledgement for the entire school. Tribal Office Location Office location, while bureaucratic in nature, is key in determining political and institutional will. Tribal Nations have inherent sovereignty that lacks recognition when the office is located in a diversity, equity, inclusion (DEI) office. While indigeneity is counted as if it is a racial/ethnic identity, the relationship between identity and power is unique to Indigenous peoples because of their Tribal sovereignty and citizenship. The analogy is that if a head of state, such as the 22 Prime Minister of New Zealand, visited a university, they would be received by the president of the university, not the DEI dean or vice president. Tribal relations need to be considered in the same way, because they are sovereign nations. Proximity to power was a key concept that emerged in the interviews when discussing the initiatives and institutional will of a university. With a direct reporting relationship to the president, the ability to create and propose change is much greater than having a multi-step process of change that often gets caught up in committees or bureaucratic initiatives. Executive level Tribal leadership and Tribal relations positions are necessary for sovereignty recognition and Tribal/University relationship building. In our comparison, four offices were located in DEI spaces, and four offices were located in the president's cabinet or office. Cornell does not have an office for Tribal relations or a representative. They do, however, have a faculty committee that advocates for the creation of such an office and for other substantial policies that would better Native representation. While Cornell staff and students are strong advocates, they lack the proximity to power necessary to create lasting change and have to compete with other versions of university founding history. Tuition Support Across universities, there is limited, if any, tuition support or waivers for Native students. The University of Minnesota's Native American Promise Tuition Program, while perceived as a tuition waiver for all Native students, has income and citizenship qualifications. It should be noted that programs based solely on Tribal enrollment/citizenship, and not including Tribal lineage, are subscribing to the concept of blood quantum requirements59, which were imposed by the federal government with the goal of diminishing Tribal populations60,61. Because of the income requirements, the Native American Promise Tuition Program is a needs-based scholarship, and is not an affinity-based waiver. Additionally, Dakota people who were removed from the Minnesota state borders do not qualify for the program, regardless of ancestral heritage and land confiscation. The University of Minnesota Morris, on the other hand, has a broad sweeping, affinity-based tuition waiver that is based on lineage. The requirements are the following: “a direct descendant of a parent or grandparent, an enrolled member, or a direct descendant of a tribally verified member of a federally recognized American Indian tribe, Alaskan Native Village, or Canadian First Nation, other than parent or 59 Depends on the Tribal Nation; some nations are voting to amend their citizenship requirements to eliminate blood quantum. As of this report, most blood quantum policies are still in place. 60 https://www.startribune.com/determining-citizenship-minnesota-chippewa-face-historic-blood-quantum- vote/600177367/#:~:text=Since%201961%2C%20membership%20in%20the,kept%20by%20the%20federal%20government. Retrieved: June 22, 2022 61 https://www.npr.org/sections/codeswitch/2018/02/09/583987261/so-what-exactly-is-blood-quantum Retrieved: June 22, 2022 23 grandparent”.62 Tuition support is not just Minnesota specific, but across the entire United States and Canada because of the campus’ history as a boarding school. Only two other peer institutions offered some form of tuition support. University of Hawai’i offers a program where Native Hawaiian Faculty teach courses and incorporate Hawaiian ways of being and knowledge into core courses which are only offered to Native Hawaiian students in the summer for free. While this is not direct tuition financial support, students receive college credits and build relationships with other Hawaiian students and faculty. University of Oregon offers support through the Oregon State Legislature, who passed an allocation of funds that supplements the cost of attendance (which includes room and board) after other federally funded and private scholarships are applied. Students must apply for the program, and the legislature has only approved funding for one year with the intention to reevaluate. The scholarship is affinity based on citizenship, but is only applicable to federally recognized tribes which excludes seven additional tribes in Oregon. Student & Faculty Demographics Collection/Reporting Student and faculty demographics collection and reporting was often the hardest question for interviewees to answer with most responses being wide ranging or paraphrased inaccurately. Six of the 10 universities enable students to self-identify as Native or American Indian. Multi- racial reporting is often limited or races are prioritized and ultimately reported as one. For many universities, such as Brown University, race-ethnicity records vary in reporting. For “American Indian or American Alaskan” the website states “number is not posted due to data privacy”. However, in the same data table, Brown reports by number of students in federally recognized tribes. For example, 10 students identify as Cherokee and five identify as Chippewa, with other Tribes such as Navajo and Sioux numbers not reported for data privacy.63 In addition to that reporting, the Native American and Indigenous Studies Initiative page reports “114 undergrad students self-identified as American Indian and Alaska Native and 32 undergraduates who self-identified as Native Hawaiian or Pacific Islanders”. This is evidence that Native enrollment numbers vary across university departments and reports, and that self- identification data is not handled in a uniform way. Many other university practitioners expressed that the collection of Native demographic information led to wide ranging estimates, and ultimately weren’t very accurate. 62 https://policy.umn.edu/morris/amindianwaiver Retrieved: June 1, 2022 63 https://diap.brown.edu/data/diversity-dashboards/student-data/graduation-rate-race-ethnicity Retrieved: June 1, 2022 24 University of Oregon’s Dr. Jason Younker pioneered a new form of data collection and reporting for Native Students. He wanted to know what tribes incoming freshmen belonged to in order to better welcome them. Younker met with the Director of Admissions and added a series of questions for Native students who self-identified to also add Tribal affiliation and citizenship. When the University of Oregon implemented the Tribal and Citizenship affiliation, the university Native population dropped significantly, which to Younker represented a more accurate count of Native students. This characterization allows for Oregon administration to know which communities students are coming from as well as potential outreach areas for relationship building, recruitment, and retention. This similar implementation has been repeated with the Common Application for general college admission, and at other universities, including University of Arizona and University of Wisconsin-Madison. The result has been more accurate numbers and use of the data to better inform Native staff who support Native students. Academic Programs Academic programs were evaluated as a measure of institutional support and funding. Universities, such as the University of Arizona and the University of Hawai’i, who offer graduate degrees have some of the most robust academic and student programs compared to the other institutions. Self-critique within institutions allows for robust research and the evolution of an institution. Often indigenous studies also provide a deeper dive and historical understanding of Tribal relations to the university because of the inherent historical relationship. A key consideration that was discussed in the University of Minnesota interview was intergenerational teaching and learning. Most programs were targeted for traditional, right out of high school students, where the vast majority of Native students might not be ‘traditional’ students. Often academic programs incorporate a living-learning community where students live together in shared housing. However, at University Minnesota, the living-learning communities have few students interested in living in the house and excludes any students with families or elders who could also be residents in the community and teach. Native American Tribes, Faculty, and Students The idea of cultural erasure was prevalent in many of our interviews. As seen in the comparison table, the number of federally recognized Tribes that reside in the state can also be an indicator of cultural erasure. In the interview with David Lowry, the Distinguished Fellow in Native American Studies at MIT, he described the “east/west of the Mississippi'' difference in 25 colonization. He described how colonization east of the Mississippi – earlier in the colonization of what is now the United States – resulted in cultural genocide and absolute removal of Native peoples, while the later colonization west of the Mississippi occurred through Westward Expansion and resulted in widespread displacement and the creation of reservations through treaties. Encyclopædia Britannica offers a map of reservations and shows the stark contrast on the east and west sides of the Mississippi River (Appendix 5). This theme of cultural erasure was especially prominent for the universities on the east coast, with anecdotes from Brown, Cornell, and MIT about how little visibility Native people have in general, let alone at the universities. Colonization was so thorough that Indiana and Ohio Universities, whose land belonged to the myaamiaki (Miami), saawanwa (Shawnee), Bodwéwadmik (Potawatomi), Lenape (Delaware), Wea, Piankashaw, Wyandotte, Ottawa, Seneca, and Eel River peoples, currently have no federally recognized tribal headquarters in the state, with the state of Ohio having no federally recognized tribes at all.64 Policy Implications and Conclusions For each key theme that we analyzed from our conversations with university practitioners, there is an actionable opportunity for the University of Minnesota to better University-Tribal relations and to begin to reconcile with the genocide and ill-gotten wealth in their history. These suggestions are not to be prescriptive; we do not want to recreate the patronizing attitudes that universities and governments have had towards Tribal Nations. These should be considered effective practices from peer institutions, and Tribal Nations can choose to bring any, some, or none, of these suggestions to the table with the university. The key opportunities follow, and are summarized in Table 3. 64 See note 32. Retrieved May 26, 2022 26 Table 3: Key Themes and Opportunities for Change Key Theme – Land Acknowledgements Peer University Practices: Seven of the nine peer institutions interviewed had university-wide land acknowledgements. The University of Minnesota does not. Three of the seven had land acknowledgments written by and with the co-located Tribal Nations, which we deem a best practice. The three universities who have Tribe-created land acknowledgments, Indiana University, University of Arizona, and University of Oregon, also all have regular meetings between the Tribes and the university Presidents. The Presidents of Indiana University and University of Oregon meet with Tribal Chairs twice a year, and the President of the University of Arizona has quarterly meetings with Tribes. Current UMN Practice: There is no university-wide land acknowledgment. We learned in our interview with a University of Minnesota practitioner that there has been a land acknowledgment approved by all 11 federally recognized Tribal Nations, and that it has been tied up in committees pending institutional approval. Opportunities for UMN: The statement approved by the Tribes should be adopted. We recommend that this statement be viewed as a critical first step in this process of reconciliation. This process could also lead to sustained relationships with Tribal Nations. We would advocate for the University of Minnesota to match its peers both in adopting a land acknowledgement and in putting in the effort to maintain meaningful relationships with Tribal Nations. 27 Key Theme – Tuition Support Peer University Practices: Two peer institutions offered some sort of tuition assistance for Native students. The University of Hawai‘i at Mānoa runs a summer program where Native Hawaiian faculty teach core courses to Hawaiian students, incorporating Hawaiian ways of knowing into the course materials. These courses are offered for credit and free of charge to Hawaiian students. The Oregon state legislature passed a budget that will provide Native students the cost of attendance at the University of Oregon, after other federally available scholarships are applied. This scholarship is only funded for the next fiscal year at this point. Current UMN Practice: The President of the University of Minnesota announced the system- wide Native American Promise Tuition program in 2021, but it is not an affinity-based waiver; a 100% waiver of tuition is only available to people whose families make $75,000 or less annually, and the scholarship is not available for families making over $125,000. This program also does not include people from the Tribal Nations who were forcibly removed from the boundaries of Minnesota. The University of Minnesota, Morris, on the other hand, offers a true affinity-based tuition waiver for any Native student. They need to be either enrolled in a Tribal Nation or be the descendant of someone enrolled, and they can be from any American Indian Tribe, Alaskan Native Village, or Canadian First Nation.65 Opportunity for UMN: The University of Minnesota has the opportunity to be a national leader and to go above and beyond the tuition assistance that its peer institutions provide by expanding the Morris tuition waiver to the entire system. As has been well-documented, the University of Minnesota generated, and continues to generate, large amounts of wealth from stolen Native lands and resources. The University has the opportunity to use this money to help those whose land they sit on. Key Theme – Tribal Relations Office Location Peer University Practices: Four of the institutions have a Tribal-Relations position within the President’s office. Our key informants identified this as an effective practice; having a direct line to the President both provides Tribal Nations with the position and privilege that their sovereignty warrants, and provides the university with the opportunity to keep up a collaborative and effective relationship. We also know that being located in the President’s office is about being in close proximity to people who can assert their institutional will, and make lasting change. Current UMN Practice: The University of Minnesota hired its inaugural Senior Advisor to the President for Native American Affairs in 2021. 65 See note 59. Retrieved: June 29, 2022 28 Opportunity for UMN: The University of Minnesota should keep their newly created position, and should put money and time into fostering a Nation-to-institution relationship with Tribal Nations. Key Theme – Admissions Identification Peer University Practices: Two peer institutions utilized Tribal affiliation when recording admissions demographics, instead of solely doing self-identification.The Universities of Arizona and Oregon both allow students to select whether they identify as Native American as well as what Tribal Nation they are affiliated with. The practitioners we interviewed from these two institutions highlighted the importance of knowing where their Native students were coming from, and what Tribal Nations the university should build up their relationships with. We heard from east coast practitioners that, because of their geographic context of colonization, there is a high amount of cultural erasure of Tribes who called those states home. Even though they did mostly self-identification, they expressed the desire to know whether there are any Native students from local Tribal communities, especially given the violent history of early colonization on those lands. Current UMN Practices: The University of Minnesota, to our knowledge, does only self- identification and it does not make the numbers very accessible. Opportunity for UMN: The University of Minnesota should expand admissions demographics data to include Tribal Affiliation, Tribal Lineage, and citizenship for Native students. This could help identify which Tribal Nations are most/least represented at the University, and which Nations the University needs to build up relationships with. Key Theme – Academic Programming Peer University Practices: Only one of our peer institutions has American Indian Studies academic programming up through a PhD program, and that is the University of Arizona. One more institution has a Master’s degree opportunity, which is the University of Hawai‘i at Mānoa. This metric was important for us to look at, as it gives us a sort of proxy measurement of institutional support and funding. Along with academics, many of our interviewees stressed the importance of Native people having access to research and archival resources held by the University, whether that be through increased efforts in digitizing archived primary and secondary sources on Native American Tribes and history, or through more opportunities for people who are not students to get access to archives. For example, Indiana University grants “research-affiliate” status to people who are not in the IU system so they can get full access to the university archives, libraries, JSTOR/other online journals, etc. 29 Current UMN Practice: The University of Minnesota only programs up through a Bachelor of Arts in American Indian Studies or in Ojibwe Language. Opportunity for UMN: The University of Minnesota should grow the American Indian Studies program to include Master’s of Arts and PhD programs, and to do so with the help of Native students and faculty. They should also look into the IU “research-affiliate” program – this model could be used at the University of Minnesota to make research more accessible to non- UMN affiliated Native people. Key Theme – Recruitment and Retention of Native Students and Faculty Peer University Practices: Native students and faculty are underrepresented at all peer institutions, including the University of Minnesota. The first steps the University should take is to confirm how many Native students are currently enrolled and evaluate institutional policies for recruitment and retention of those students. A common theme in our interviews was that representation matters when talking about recruiting and retaining Native students. It’s important for students to have the experience of being taught by someone who looks like them, thinks like them, etc., and for that reason the University should focus efforts on recruiting Native staff and faculty. Feeling connected to University staff and faculty leads to better retention of Native students, and helps them to build the confidence that they can excel at this institution. This key theme intersects with all of the other ones; the Universities that have more, and better, supports in place for Native students, and devote more institutional power to Native students and faculty, have higher numbers of Native students enrolled. While we can’t conclude causality, we can imagine it is easier to leave home and attend university for a Native student who feels like they are wanted there. Having access to research, culturally specific buildings/gathering spaces, Native staff who can help them navigate a large city-based and majority white institution, etc. are all things that came up in our interviews that have helped to make those schools more accessible to Native students, and to support them all the way through graduation. To conclude, there is one overarching theme that was present throughout each interview, one that is essential to the success of any of the above best practices: institutional will. Having supportive leadership and an administration that utilizes its power within the institution as a catalyst for change is necessary for beginning the process of reconciliation. This has been reflected already in the changes that came with the new President, Joan Gabel, and that is encouraging. As new information comes to light about just how much the University profited off of indigenous land and Native genocide, this effort must be sustained and amplified by the administration, in consistent collaboration with the Tribal Nations. 30 Epilogue Being able to contribute to this project provided our team of researchers an opportunity to engage with our client and interviewees in a way that utilized a combination of western and Indigenous Research Methods and ways of knowing. Through our research we were able to learn from one another and with one another about some of the often overlooked and untold histories of the relationship that colonial institutions have with Tribal Nations. Centering the voices of those that the research directly affected was critical to the relationship building with our client and partners that took place over the course of the semester. Through this relationship building we were able to foster connections that positively affected our ability to gather the data in a way that can begin to repair some of the harms that have been committed throughout history. Our team of researchers hope that any future research with Tribal partners will honor Indigenous Research Methods and cultural protocols. 31 Bibliography References Bozich, M. (2022). TRUTH: A Strategic Analysis of the Morrill Land Grab in Minnesota. Toward Recognition and University-Tribal Healing Project. Unpublished report, July 2022. Minneapolis: Resilient Communities Project, University of Minnesota. https://www.cura.umn.edu/programs/local- government/resilient-communities-project Chow, K. (2018). So What Exactly is ‘Blood Quantum’?. Code Switch. NPR. Retrieved June 22, 2022 from: https://www.npr.org/sections/codeswitch/2018/02/09/583987261/so-what-exactly-is-blood- quantum Fuecker, D., Goodwin, A., Paddock, H., & Titus, M. (2022). The Permanent University Fund: Land Grants and Mineral Leases. Toward Recognition and University-Tribal Healing Project. Unpublished report, July 2022. Minneapolis: Resilient Communities Project, University of Minnesota. https://www.cura.umn.edu/programs/local-government/resilient-communities-project Heard Museum. Arizona Indian Communities. Heard Museum. Retrieved July 6, 2022 from: https://heard.org/education/arizona-indian-communities/ Hollingsworth, J. (2022). Determining citizenship: Minnesota Chippewa face historic blood quantum vote. Star Tribune. Retrieved June 22, 2022 from: https://www.startribune.com/determining- citizenship-minnesota-chippewa-face-historic-blood-quantum- vote/600177367/#:~:text=Since%201961%2C%20membership%20in%20the,kept%20by%20the%20 federal%20government Hunt, C. (2020). Interactive: See the Lands Sold to Fund Ohio’s Land “Grant” Universities. Eye on Ohio. Pulitzer Center. Retrieved June 1, 2022 from: https://pulitzercenter.org/stories/interactive-see-lands- sold-fund-ohios-land-grant- universities#:~:text=In%20Ohio%2C%20land%20grant%20funds,term%20for%20giving%20up%20te rritory Lee, R., Ahtone, T., Pearce, M., Goodluck, K., McGhee, G., Leff, C., ... & Salinas, T. (2020). Land grab universities: A high country news investigation. High Country News. Linderman, M. (2019). Guest Blog: Celebrating 80 Years of Archeology at Angel Mounds State Historic Site. Indiana State Museum and Historic Sites. Retrieved May 11, 2022 from: https://www.indianamuseum.org/blog-post/guest-blog-celebrating-80-years-of-archaeology-at- angel-mounds-state-historic-site/ Malone, K. (2022). TRUTH: A Strategic Analysis of the Morrill Land Grab in Minnesota Storymap. Toward Recognition and University-Tribal Healing Project. Unpublished report, July 2022. Minneapolis: Resilient Communities Project, University of Minnesota. https://storymaps.arcgis.com/stories/d402092609d44ab7bac2ead074e7f9c5 32 Marcelo, P. (2021). MIT grapples with early leader’s stance on Native Americans. Wbur. Retrieved April 4, 2022 from: https://www.wbur.org/news/2021/10/15/mit-francis-amasa-legacy Native Governance Center (2019). A Guide to Indigenous Land Acknowledgment. Native Governance Center. Retrieved June 29, 2022 from: https://nativegov.org/news/a-guide-to-indigenous-land- acknowledgment/ O’Connell, S. (2020). Cornell’s Land Grant Heritage: A Sinister Tradition? The Cornell Daily Sun. Retrieved May 11, 2022 from: https://cornellsun.com/2020/04/24/cornells-land-grant-heritage-a-sinister- tradition/#:~:text=Conell%20was%20the%20largest%20beneficiary,inaugurate%20the%20college%2 0in%201865 Ohio History Central. American Indians. Ohio History Connection. Retrieved May 26, 2022 from: https://ohiohistorycentral.org/w/American_Indians#:~:text=From%20these%20missionaries%2C%20 historians%20know,Myaamia%20(in%20western%20Ohio) Oregon Department of Human Services. Overview of the Nine Tribes. Oregon.gov. Retrieved July 6, 2022 from: https://www.oregon.gov/dhs/ABOUTDHS/TRIBES/Pages/Tribes.aspx Petition Against the Annexation of Hawaii; 1897; Petitions and Memorials, Resolutions of State Legislatures, and Related Documents, which were referred to the Committee on Foreign Relations from the 55th Congress; Petitions and Memorials, 1817 - 2000; Records of the U.S. Senate, Record Group 46; National Archives Building, Washington, DC. [Online Version, https://www.docsteach.org/documents/document/petition-against-annexation-hawaii, July 1, 2022] Pokégnek Bodéwadmik, Pokagon Band of Potawatomi. History. Retrieved May 12, 2022 from: https://www.pokagonband-nsn.gov/our-culture/history University Sources In order to use exactly what peer Universities shared about their Tribal Relations, we sourced directly from their websites. In lieu of traditional referencing, below are web-archived links to their websites as they were when we accessed them between April and July of 2022. Sources outside of direct university webpages are cited above. Brown University: https://www.brown.edu/about/history/timeline/brown-becomes-land-grant-university https://web.archive.org/web/20220630003437/https://www.uri.edu/about/history/detailed- history/ https://web.archive.org/web/20220630003627/https://www.brown.edu/news/2016-02- 02/indigenous https://web.archive.org/web/20220630003934/https://www.brown.edu/academics/native- american-and-indigenous-studies/land-acknowledgment 33 https://web.archive.org/web/20220630004043/https://www.brown.edu/academics/native- american-and-indigenous-studies/undergraduate https://web.archive.org/web/20220701192020/https://diap.brown.edu/data/diversity- dashboards/student-data/graduation-rate-race-ethnicity Cornell University: https://web.archive.org/web/20220630004346/https://blogs.cornell.edu/cornelluniversityindig enousdispossession/ https://web.archive.org/web/20220630004435/https://live.alumni.cornell.edu/greatestgood?v =61721766fa4ec9002fd57966 https://web.archive.org/web/20220630004532/https://cals.cornell.edu/american-indian- indigenous-studies/about/land-acknowledgment Indiana University: https://web.archive.org/web/20220630004818/https://americanstudies.indiana.edu/research/n ative-american-indigenous-studies.html https://web.archive.org/web/20220630004939/https://firstnations.indiana.edu/land- acknowledgement/indigenize-indiana-shirts.html https://web.archive.org/web/20220630005029/https://uirr.iu.edu/doc/facts- figures/enrollment/diversity/ipeds-base-sets/1-IU_BL_base_2021.pdf Massachusetts Institute of Technology (MIT): https://web.archive.org/web/20220701170101/http://web.mit.edu/aises/www/ https://web.archive.org/web/20220701170500/https://nasa.mit.edu/native-american-student- association https://web.archive.org/web/20220701170806/https://registrar.mit.edu/stats- reports/enrollment-statistics-year/all https://web.archive.org/web/20220701171142/https://iceo.mit.edu/land-acknowledgement/ Ohio State University: https://web.archive.org/web/20220701172557/https://live-facts- osu.pantheonsite.io/sites/default/files/documents/2022/02/Ohio_State-Statistical-Summary- 2021_2022_v2.pdf University of Arizona: https://web.archive.org/web/20220701172719/https://president.arizona.edu/person/n-levi- esquerra 34 https://web.archive.org/web/20220701172812/https://naair.arizona.edu/campus- resources/academic-educational-programs https://web.archive.org/web/20220701172902/https://naair.arizona.edu/native- students/demographics-equity-diversity-inclusion/student-demographics https://news.arizona.edu/story/uarizona-land-acknowledgement-illustrates-commitment- indigenous-students-communities University of Hawaiʻi at Mānoa: https://web.archive.org/web/20220701185238/https://manoa.hawaii.edu/hshk/ https://web.archive.org/web/20220701185332/https://manoa.hawaii.edu/nhss/ University of Oregon: https://web.archive.org/web/20220701185502/https://www.uoregon.edu/our-history https://web.archive.org/web/20220701185945/https://around.uoregon.edu/content/historical- money-coming-uos-way https://web.archive.org/web/20220701185820/https://library.uoregon.edu/universityarchivesfa qs https://web.archive.org/web/20220701190129/https://president.uoregon.edu/content/jason- younker-join-uo-tribal-liaison https://web.archive.org/web/20220701190216/https://nativestudies.uoregon.edu/ University of Wisconsin: https://web.archive.org/web/20220701190308/https://amindian.wisc.edu/certificate-program/ https://web.archive.org/web/20220701190441/https://registrar.wisc.edu/enrollment-reports/ University of Minnesota, Twin Cities: https://web.archive.org/web/20220701190658/https://cla.umn.edu/ais/undergraduate/degree- programs-and-courses https://web.archive.org/web/20220701190754/https://cla.umn.edu/ais/undergraduate/clubs- and-organizations https://web.archive.org/web/20220701190856/https://idr.umn.edu/reports-by-topic- enrollment/enrollments University of Minnesota, Morris: https://web.archive.org/web/20220701191745/https://policy.umn.edu/morris/amindianwaiver 35 Appendix 1: Initial Contact Email Good Morning XXXXXX, My name is Madeline, I am working with the University of Minnesota’s American Indian Tribal Nations Relations Office and the Resilient Communities Project (RCP), on the Towards Recognition and University-Tribal Healing (TRUTH) Project. “At the heart of this truth-telling project is community - led participatory research designed to give Tribes the opportunity to tell, in their words, the history of relations between their Tribal Nations and the University of Minnesota.” We are interested in learning about your experience, and the ways in which your institution is building relationships to recognize its role in injustices towards American Indians, more specifically the appropriation of land and resources, more specifically the appropriation of land and resources through the Morrill act of 1862. Would you be interested in talking about your experience with XXXX University and its work regarding the recognition of injustice and relationship-building with American Indian communities? We will use the information gathered for a final report including interviews from 10 other universities that will be available to you. If you have any questions, please reach out to our team! Best Regards, Audrianna, Dani, Henry & Madeline 36 Appendix 2: Interview Consent Form TRUTH Project: University Comparison Interview Consent Form I, ________________________, volunteer to participate in an informational interview as part of the University of Minnesota’s American Indian Tribal Nations Relations Office and the Resilient Communities Project (RCP), on the Towards Recognition and University-Tribal Healing (TRUTH) Project. I understand that the purpose of this interview is to ascertain the University’s relationship with Tribal Nations. If you have any questions regarding the form and the interview process please contact Madeline Titus, interview coordinator, at titus118@umn.edu . 1. I understand that my participation in this project is voluntary, and that it will not affect my current or future relations with the University of Minnesota. I understand that I will not be paid for my participation. I may withdraw and discontinue participation at any time without penalty. If I decline to participate or withdraw from the interview this will not affect my current or future relations with the University of Minnesota. 2. I understand that most interviewees will find the discussion interesting and thought- provoking. If I feel uncomfortable in any way during the interview session, I have the right to decline to answer any question or to end the interview. 3. I understand that my participation involves being interviewed by a graduate student or team of graduate students from the University of Minnesota, via tele-conferncing software Zoom. The interview will last approximately two hours. Notes will be written during the interview and the interview will be recorded for analysis purposes and to provide quotations for the report. The recording will not be made public and only the people working on the TRUTH Project will have access to the recording. 4. I understand that the student will write a paper reporting on the interview. Information will all be de-identified unless every participant agrees to have their names be published. 37 All direct quotes will be sent for final approval, as well as a copy of the draft report. Because of the specialized work and expertise of some interviewees, interview content may be potentially associable with individuals even if those individuals are not identified directly. In such cases, anonymity cannot be guaranteed. If I do not wish to have information or quotes identified by name, position/title, or university, or any other identifying information, I will state my preference at the conclusion of the interview. The graduate student(s) will ask for preference at the conclusion of the interview. 5. I have read and understand this Interview Consent Form provided to me. I have had all my questions answered to my satisfaction, and I voluntarily agree to participate in this study. Statement of Consent: ● I have read and received a copy of the above information and I consent to be interviewed. ● I would like to receive a copy of the final report and emailed to: _____________________________________________ Signature:________________________________________ Date: __________________ Signature(s) of interviewer:_______________________________ Date:_______________ PRINT NAME OF INTERVIEWER(s): __________________________________________ 38 Appendix 3: Interview Guide TRUTH Project: University Comparison Interview Guide Overview 1. Go over consent process 2. Start recording after consent 3. Factual questions 4. Break if needed 5. Evaluative questions 6. Concluding questions and remarks Factual Questions: ● Can you tell us a little about yourself? ● Can you begin by telling me about the work your university is doing in relation to tribal nations? ○ What office is it located in? How does it fit into the University hierarchy? ○ How many people are involved in this project/initiative? ■ How many are paid staff? ■ Are there any partnerships across departments/schools? ■ Roles and responsibilities within the department? ○ When did this process first begin? ○ Have you published any reports that you can share with us? ● The TRUTH project is exploring many facets of the University of Minnesota’s history with MN’s Tribal Nations, and our group is specifically looking at the monetary value of both the land and resources that benefitted the University from the Morrill Act of 1862 through the present day. Is this similar to what your project is looking at, or are you taking a different approach? ● Which tribes originally occupied the land the university resides on? ● Are there any current initiatives being done by the university similar to the TRUTH Project (understanding legacy of land grant universities) ● What student resources are specific to tribal nations and their citizens and/or Native students? ○ Do you know how many native students attend the university? ○ How many Native staff, and faculty are at the university? ○ How is the university addressing power imbalance when conducting research with Tribal Nations, extracting knowledge, and culturally relevant topics? 39 ● Have you heard of the High Country News Article that came out in 2020 about land grant universities and has it been referenced in any work? ○ Was your project initiated after this High Country News article came out? If so, what policies were in place before-hand in your university-tribal relations, and have any new ones been implemented since the article? Evaluative Questions: ● What is the current state of the relationship between your university and tribal nations? ○ How is this relationship maintained? ○ Are there any routine/regular meetings/exchanges/events that have been established in order to continue building relationships? ● How was this process perceived by administrators? ● How was this process perceived by the public? ● What barriers exist between implementation and desired outcomes? ● Recommendations or best practices learned? ● Do you have any Native student groups and what is your perception of them? Concluding Questions ● Specific to conversation and further clarifications ● Any questions for us? ● Would you like to be identified by name, title, university in our report or unidentified? 40 Appendix 4: Tribal Nations Historically in Oregon We found that the recording of Tribal Nations who have historical connections to the land that is now Oregon fluctuated by source, which is why we reported above only the current-day federally recognized Tribal Nations. Here we list the Tribal Nations that various sources say have connection to the land66,67,68. (Current day Tribe/Confederated Tribes) → (Historical Tribes/Bands the current day consists of) Burns Paiute Tribe → The Wadatika Band of Northern Paiutes Confederated Tribes of Coos, Lower Umpqua, and Siuslaw Indians → Hanis Coos, Miluk Coos, Lower Umpqua Tribe, and Siuslaw Tribe Confederated Tribes of Grand Ronde → over 30 Tribes/Bands; include bands from the Kalapuya, Molalla, Chasta, Umpqua, Rogue River, Chinook, and Tillamook Tribes Confederated Tribes of Siletz Indians → over 30 Tribes/Bands, including Clatsop, Chinook, Klickitat, Molala, Kalapuya, Tillamook, Alsea, Siuslaw/Lower Umpqua, Coos, Coquelle, Upper Umpqua, Tututni, Chetco, Toloway, Takelma, Galice/Applegate, and Shasta peoples. Confederated Tribes of the Umatilla Indian Reservation → Cayuse, Umatilla, and Walla Walla peoples Confederated Tribes of Warm Springs → Warm Springs, Wasco, and Paiute Tribal Nations Cow Creek Band of Umpqua Tribe of Indians → Cow Creek Band of Umpqua Coquille Indian Tribe → the Coquille Indian Tribe Klamath Tribes → Klamath, Modoc, and Yahooskin-Paiute peoples 66 https://guides.library.oregonstate.edu/ld.php?content_id=63812137 Retrieved July 6, 2022 67 https://www.ctsi.nsn.us/introduction/ Retrieved July 6, 2022 68 https://www.coquilletribe.org/?page_id=49 Retrieved July 6, 2022 41 Appendix 5: Map of American Indian Reservations, Alaska Native Areas, and Hawaiian Home Lands © Encyclopædia Britannica, Inc./Kenny Chmielewski https://kids.britannica.com/kids/assembly/view/179430 Retrieved: June 1, 2022 RCP.UMN.EDU 330 HHHSPA, 301 19th Avenue South, Minneapolis, MN 55455 | 612-625-1551 The University of Minnesota is an equal opportunity educator and employer. This publication/material is available in alternative formats upon request. Direct requests to cura@umn.edu or 612-625-1551. Printed on recycled and recyclable paper with at least 10 percent postconsumer waste material.