Statement of Purpose and Goals for the Theme Program:
N
ATIVE
A
MERICAN
T
HEME
P
ROGRAM
M
ISSION
S
TATEMENT
Theme programs have played a powerful role in creating positive residential campus communities. The mission of the Native American Theme Program is to promote a livinglearning environment through academic integration, personal and community development of Native American undergraduate students. The program promotes the philosophy of providing its students with the opportunity to explore the Native American experience at Cal, live in a culturally supportive environment and receive the transitional and academic support necessary for a successful collegiate career. Students who have a personal or academic interest in areas relative to Native American culture, community, history, arts and politics will have the opportunity to experience a broader definition of pedagogy through active participation in an academic seminar, cultural events and activities that supports this unique living-learning environment.
N
ATIVE
A
MERICAN
T
HEME
P
ROGRAM
2009-2010 G
OALS
1.
Establish a Permanent Theme Program with the Office of Student Development by the end of the Spring 2010 semester.
2.
Establish a collaborative working relationship between the Native American Advisory
Council and the Office of Student Development for the inclusion of Native American students, staff and faculty in programmatic operations of OSD.
3.
Continue to cooperatively develop OSD media for the Native American Theme Program, which will be used for outreach to new students.
4.
Develop an evaluation process for the progress of the Theme program.
Sponsoring Academic Department:
Native American Studies (Ethnic Studies Department), with collaborative support from
Native American Advisory Council
Proposed Theme Program Seminar:
In the Fall of each academic year, all NATP residents will enroll in the NAS 98 seminar
(syllabus attached) developed specifically for the Theme Program. The following Spring, all residents who have not yet taken NAS 20B – Introduction to Native American Studies II:
Cultural Practice, Art, and Identity – will be strongly encouraged to enroll in this 4-unit course, in which they will be able to develop special class projects relevant to their residential community experience.
1

Faculty serving as Academic Coordinator and Seminar Instructor:
Diane Pearson, Ph.D., Lecturer, Native American Studies
Faculty Bio:
Following a career in corporate America, Diane Pearson earned an M. A. in American Indian
Studies with a focus on tribal administrations and governments, and in 2001, received the first Ph. D. in American Indian Studies awarded by the American Indian Studies Program at the University of Arizona, Tucson. This is a triple-major doctorate with concentrations in
American Indian Law and Policy; Societies and Cultures (Social and Cultural Anthropology), and American Indian Education. Her master’s thesis and dissertation concentrated on
American Indians and the politics of disease.
Dr. Pearson since has expanded her dissertation research into Imperial Medicine, the politics of disease and American Indians from 1797 through the 20th century, and she is preparing to publish a two-volume set of books that advance the Imperial Medical Model and American Indians during that time. She also supports two other research venues: one which involves the Nez Perce Indians and their incarceration in Oklahoma prison camps following their war with the United States in 1877; and the other which addresses 19th and
20th century American Indians, political economies, land-loss, and the American West.
These research venues enabled her to perform applied fieldwork through the Office of
Community Development (University of Arizona) for both the Navajo and Hopi nations. She also continues as an advisor to the Nez Perce Trail Foundation and the Cowboy and Western
Heritage Museum in Oklahoma City.
Courses that she has taught and developed include Research Methods, Theories, and Ethics in Native America; Gender in Native America; Disease, Demography and Politics in Native
North America; Tribal Governments and the Dynamics of Self-Governance; Images of
American Indians in Art, Photographs, and Film; American Indian Philosophies; American
Indian Religions and Spirituality; Indigenous Films and Filmmakers; Critical Histories of
American Indians, Black Indians and Black Slaves in American Photography; Race and
Ethnicity in American Film and Media; the History of American Indian Education; American
Indian Oral Traditions, and various other courses in Native American Studies. Dr. Pearson also has developed skill-based programs, individual learning plans, and courses for collegelevel learning disabled students, summer bridge students, and learning disabled American
Indian students.
In addition to an active professional-presentation venue, Dr. Pearson publishes in the
Journal of Northwest Anthropology , the American Indian Studies journal Wicazo Sa Review , the Journal of the Southwest , the International Journal of Business and Globalisation ; and the International Journal of Entrepreneurship and Small Business . Her edited and authored publications include: “Final Report: Impact Evaluation of STOP Grant Program for Reducing
Violence Against Women Among Indian Tribes,” prepared by the Tribal Law and Policy
Program, AIS Programs, University of Arizona, Tucson; the Remembering Archie Phinney edition of the Journal of Northwest Anthropology (with Dr. William Willard); and The Nez
Perces in the Indian Territory: Nimiipuu Survival .
2

Dr. Pearson’s presentations include as a Friend of the Bancroft Library, UCB; the Society for
Ethnohistory; the Graduate Theological Seminary, Berkeley, CA; the Vine Deloria, Jr.
Memorial Symposium; the Plateau People’s Conference, Washington State University; the
Nez Perce Cultural Center, Spalding, ID; the International House, Rockefeller Foundation,
Berkeley; Society for Applied Anthropology; Louisiana State University, Invited Lecture Series,
School of Social Work; Western Social Sciences Association; and the AAA.
Student Population:
We estimate that there will be 16 students in the Theme Program, approximately 10 firstyear students (may include 2-4 transfer students) and 6 returners, plus the Theme Program
Assistant. At least half of the students will likely be Pell grant recipients. Ashley Pino, who is a continuing student, has just been hired as an RA for 2009-10 and is ready to assume TPA responsibilities as soon as the Theme Program is officially approved.
Programming Plans for Residents:
Every year, the Theme Program Assistant will, with support from his/her Resident Director, assess the needs of the NATP student residents and design Academic, Community
Development, Transition and Service/Social Justice programs that address the needs of the resident student population. Past successful programs that would likely continue and/or serve as models for future programming include:
 Theme Program Open House
 Room in Through the Looking Glass/Tunnel of Oppression
 Native American movie and discussion nights
 Panels/Debates around current events relevant to Native American communities
 California Indian Day activities
 Native American Heritage Month passive programming and activities such as dancing, beading and display of traditional regalia
 Service learning and volunteerism with local Native American organizations such as
Intertribal Friendship House and American Indian Health Center (both in Oakland)
 Social and academic events with Unit 1 Resident Faculty
 Guest presentations by faculty in Native American Studies
 Recruitment and retention activities with NARRC and Bridges Multicultural Resource
Center
 Presentation by John Berry, Native American Studies Collection Specialist, Ethnic Studies
Library
 Participation in Annual UC Berkeley Pow Wow
 Ice cream social for whole floor to get to know each other
Proposed Advisory Board:
A group of faculty, staff and students has been meeting regularly since Summer 2008 to support the development of the Theme Program proposal. All members have agreed to
3

continue as an Advisory Board once the program is officially approved as a Theme Program.
Members include:
Diane Pearson, Ph.D., Lecturer, Native American Studies Department
Alex Alday, Associate Director and Academic Counselor, Student Life Advising Services
Ruth Hopper, Student Affairs Officer, Native American Studies Department
Bridget Wilson, Native American Outreach Coordinator, Office of Undergraduate Admissions
James Carroll, Assistant Director, OSD: Residential Living
Anne Marie Richard, Ph.D., Asst. Director, OSD: Academic Services
Monica Cortes Viharo, Academic Program Coordinator, OSD: Academic Services
Christen Craft (and/or Laura McDonald as designee), Cal Housing Assignments
Dana Bache, Resident Director, OSD: Residential Living
Student Representatives, Native American Recruitment and Retention Center
4

ATTACHMENT: NAS 98 Native American Theme Program Seminar, Fall 2009
Native American Seminar 98/198
Fall 2009 Syllabus
Faculty Advisor: Diane Pearson, PhD
TPA: Ashley Pino
Building A Native American Academic Community
NAS Seminar
Course Description:
This course has two main objectives:
1) Assist students living in the newly developed Native American Campus Community Theme floor with their transition to student and academic life at Cal. Guest speakers who will identify campus resources, programs and activities to promote a successful academic year will be introduced in the beginning of the semester. Students will learn to identify and improve academic learning tasks and improve study skills for a deeper understanding of their learning process.
2) Introduce students to a greater understanding of the Native American experience/culture through a political, historical and contemporary context. Through critical, analytical dialogue and research students will explore issues relative to identity, land loss, political economics and oral traditions. Interactive exercises, small/large group discussions, guest speakers and media will serve as main tools of instructions. Student and participation involvement is vital to success of the seminar.
Seminar Expectations
1.
Students are to attend each seminar prepared to discuss readings.
2.
Final Paper
3.
Homework assignments to prepare for seminars and final projects.
4.
Reflection Journals required
Requirements:
This course is graded P/NP.
2 Reflection Journals
Homework Assignments
10% (5% each)
10%
Participation and Attendance 40%
Final Project Presentation
Final Essay
20%
20%
-------
100%
Reflection Journals
Students will write two reflection journals to record their thoughts and observations about their learning experiences during the course. Instructor will provide focus questions as a framework for student to respond to with informal journal entries.
1.
First journal can be written about assign topic(s) up to Week 6.
2.
Second will be any topic between Week 6 to Week 11.
The instructor and/or Theme Program Assistant (TPA) will collect journals. If an extension is needed, please talk to the instructor at least 24 hours prior to due date. Late assignments will be docked 50% and will only be accepted within 24 hours of the due date. The journals are to be at least a minimum of one page. Journals must include the following:
5

1. Response to the questions posted (3 points)
2. Depth of thought and analysis: Did you think about topic? (3 points)
3. Met the one page minimum (2 point)
4. Effort (2 points)
Homework Assignments
Reading and Homework assignments will be assigned at the end of certain seminars to prepare students for upcoming seminars and the final project. The assignments will be graded on their completion and student effort.
Class Participation
Contributions to class discussion
Focus in class activities
Preparation and consistency in bringing required materials to class
Overall involvement in the class
Final Essay
The final essay will be a 2-3-page paper covering any or all of the topics taught in the seminar throughout the semester. Similar to the reflection journals, the papers will be graded on the depth of thought and analysis, effort, and relevance.
Final Project
Will require students to choose a topic relevant to the course materials and present it to the class in a method of their choice (i.e., film, skit, powerpoint, workshop, art exhibit). Students can form groups with students interested in similar topics. The instructor will help the students choose a topic and appropriate method of presentation in advance. Projects will be graded on content, creativity, professionalism, and most importantly effort.
Class Schedule
August 26 – Week 1
Topic: The Native American residential community at Cal
August 31 – Week 2
Topic: Active Listening strategies
September 7 - Week 3
No Class – Labor Day Holiday
September 14 - Week 4
Topic: Introduction to studying for exams
September 21 - Week 5
Topic: Preventing procrastination, selections of study groups & buddies
September 28 – Week 6
Topic: Managing time and space, creating and achieving goals
October 5– Week 7
Topic: Native American Identity Discussion
October 12 – Week 8
Topic: Native Americans Historical Identity
October 19 – Week 9
Topic: Native Americans Political Identity
October 26– Week 10
Topic: Native Americans Political Identity II
6

November 2 – Week 11
Topic: Native American Sovereignty
November 9 – Week 12
Topic: Native American Sovereignty II
November 16 – Week 13
Topic: The Oral Tradition
November 23 – Week 14
Topic: The Native American residential community at Cal
November 30 – Week 15
Final Project Presentations
Readings: None
December 7 – Week 16
Final Project Presentations
Readings: None
7