winds of change media national sales director - pohlyco.com · winds of change is published...

Winds of Change is published exclusively by The Pohly Company for AISES Publishing, Inc.

Greetings,

Please find attached a sampling of 8 pages pulled from our 2012-2013 Top 200 Special College Issue published last fall. Our entire issue was printed with a total of 80 pages – however these few pages enclosed represent the key content from our full issue. In the following pages you will find for your review:

A Student Profile Sample

An overview of how we qualify our Top 200 Schools each year

Two pages of sample college listings and key advertising adjacencies

A sample of college profiles with key advertising adjacancies

I look forward to reviewing this with you over the phone and will give you a call soon to

discuss.

Best, Candace McDonough Winds of Change Media National Sales Director 617-969-2137 [email protected]

mailto:[email protected]

windsof change

Expanding OppOrtunitiEs fOr amErican indians and alaska nativEs

PLUS

* Picking the Winner — Which coLLege ShoULd yoU chooSe?

* coLLege ProgramS create commUnitieS for native SchoLarS

* StUdentS teLL their StorieS

aises.org

2012–2013 19th AnnuAl SpeciAl college iSSue

200the top

coLLegeS for

native americanS

College prepared Jacob Swaney for a career in environmental

stewardship

Working With The

Land

Win

ds

Of c

ha

ng

E

2

01

2–

20

13

cO

llEg

E is

su

E

19

th a

nn

ua

l

aises.org 2012–2013 COLLEGE ISSUE • WINDS OF CHANGE 1

Contents

Columns/ Departments

WELCOME FROM AISES

3 Pamala Silas, AISES Chief Executive Officer, on what to look for in this year’s special College Issue

GETTING IN

5 Applying to college is as easy as 1-2-3

THE STUDENT BODY

9 Students share their stories and tips for success that they learned along the way

COLLEGE PROFILES

59 Featuring several schools that represent a variety of campuses across the country

ADVERTISER INDEX

76 A listing of advertisers in this issue

Features

18 Creating Communities for Native Scholars Campus programs help indigenous students flourish educationally and socially By mOlly ROSE TEukE

23 Picking the Winner your top colleges have accepted you, but there are several factors to consider before you make your final decision and send in a deposit By S. C. BIEmESDERFER

SPECIAL COLLEGE

ISSUE

FaCtS aNd FIGUrES ON FOUr-yEar COLLEGES aNd UNIvErSItIES

BEGINS ON PAGE 29

200The

CO

vER

: RO

y R

ITC

hIE

; Th

IS P

Ag

E: C

Ou

RTES

y O

F h

AR

vAR

D u

nIv

ERSIT

y n

ATIv

E A

mER

ICA

n P

RO

gR

Am

LIST


ThE STUdEnTS prOfILEd In ThIS ISSUE SharE ThEIr jOUrnEy and ThE TIpS ThEy’vE pICkEd Up aLOnG ThE way. ThESE SChOLarS

arE frOm dIvErSE baCkGrOUndS, and SOmE havEn’T TakEn ThE TradITIOnaL rOUTE TO EdUCaTIOn. yOU mIGhT SEE yOUr

STOry rEfLECTEd UpOn ThESE paGES: wITh ThE SUppOrT Of famILy, frIEndS, and aISES, ThESE STUdEnTS — and yOU — arE On

ThE paTh TO SUCCESS.

BO

DYStudentThe

I grew up in Chevak, Alaska, a coastal village of about 900 people that is accessible only by small plane. My high school, Chevak High School, has a population of about 100 stu-dents, and my siblings and I all graduated with valedictorian or salutatorian honors. I think our parents, who both attended boarding school out of the village for high school, had important roles in inspiring and encouraging us. Growing up, our mom always reminded us of the importance of helping others, a concept that is now one of my core values, and my dad always encouraged us to do our best.

adjusting to CampusBecause there is no road system connected to my village, educational and career opportuni-ties are limited. So when I decided to study civil engineering, I really had no idea of what I was getting myself into. At the time, I hadn’t even heard of anyone from my village studying for a degree in engineering, much less graduat-ing with one. This made my first few semesters of college at the University of Alaska Anchor-age very tough. Before attending college, I had never taken a chemistry or physics course, so I was put into classes that were two years behind typical engineering students. I failed my chem-istry and math courses multiple times during

Michael UlroanQISSUnamIUT TrIbE (Cup’ik Eskimo Tribe) •�University of alaska anchorage•�anchorage, alaska•�Civil Engineering


Turn to our list of 200 colleges and universities to research where American Indian students are going to school in significant numbers and where the community, Native programs, and support are strong enough that these students stay to enjoy college and graduate. Unlike most “top colleges” guides and lists, the focus of this list is on the Native community and support system as well as student success. This Winds of Change list also clearly reflects Native population demographics, with the Southwest, the Northwest, Oklahoma, California, and the Great Lakes states heavily represented. In contrast to most lists, the East, South-east, and Midwest are relatively underrepresented.

HOw DID wE SELECt tHESE 200 SCHOOLS?We reviewed information on four-year colleges available from the U.S. Department of Education, using statistics on enrollment and graduation rates over the past four years to look for colleges that have

the nucleus of a good American Indian community for support, with a focus on colleges that graduate a good percentage of their Native undergrad-uates. These two parameters — the Native community and retention — were the major criteria for selection. We have mostly focused on schools with more than 40 American Indian undergraduates (or at least 2 percent) and those that award five to 10 bacca-laureate degrees per year to Native students. We look carefully at the percentage of American Indians in the freshman class and then at

the percentage of graduating seniors.

HOw IS tHE InfOrma-tIOn PrESEntED?In the double-page format, the left-hand page contains the

descriptive information you would expect from any college guide. The material has been drawn from various sources, including the Integrated Post Secondary Education Data System, a program of the National Center for Education Statistics.

The right-hand page contains information that is specific to American Indian students, in three sections: the first describes the

school’s American Indian community — the total number and the percentage of Native students, the number of full-time undergraduates, the average freshman class, the average number of baccalaureate degrees, and the number of graduate students. This section provides a snapshot of the Native community on campus and an indication of retention rate.

The second section lists specific programs for American Indians, grouped into sections: financial, academic, and support. The last column provides contact information and the admis-sions office website.

For a key to the codes and abbreviations used, turn to the last page of this section — the page following the tables. You’ll also find more specifics about the information in the tables.

In summary, we provided information that is straightfor-ward. It is all you should need to create a starter list of schools for more in-depth consideration. We hope it is easy to use, and we hope it is helpful to you. »

See page 56

for Legend — How to

read tHe

tabLeS

the

200LiSt

OUr UnIqUE COmPILatIOn Of InfOrmatIOn On 200

fOUr-yEar COLLEGES anD UnIvErSItIES IS SPECIfICaLLy

GEarED tOwarD natIvE amErICan StUDEntS.

34 WINDS OF CHANGE • 2012–2013 COLLEGE ISSUE aises.org

The 200 List

School Name Difficulty type DegreeS eNrollmeNt % pt f/S ratio # appS Sat top 25% t&f Nr rm & BD % aiD top 3 majorS all Stu ft ugD avg fr B-DegS graD Support programS for americaN iNDiaNS aDmiSSioNS coNtact

city, State religioN SettiNg % WomeN % oS ft faculty % acc act top 10% t&f r #rm campuS avg $ % % % % % fiNaNcial acaDemic Support orgS phoNe/WeBSite

CONNECTICUT

54 University of Connecticut Storrs

Moder Pub—

B/M/DSuburb

17,34549%

4% —

1:181,408

22,14254%

595/62527

— —

$26,880$10,416

$10,78212,500

80%$10,232

55 Yale University New Haven

Most Priv—

B/M/DUrban

5,31050%

1%93%

1:61,354

26,0038%

750/74032

100%97%

$38,300$38,300

$11,5004,600

66%$35,316

56 Florida State University Tallahassee

Very Pub—

B/M/DUrban

31,41855%

10%10%

1:261,854

26,03760%

595/60526

71%31%

$19,682$5,238

$8,0906,155

96%$5,381

57 University of Central Florida Orlando

Moder Pub —

B/M/DSuburb

47,67954%

24%5%

1:311,624

32,87646%

580/60026

77%35%

$20,500$5,021

$8,7657,761

97%$4,972

58 University of Florida Gainesville

Very Pub—

B/M/DUrban

32,66055%

7%—

1:213,246

26,51243%

620/64528

— —

$27,321$5,044

——

99%$5,827

59 University of South Florida-Main Campus Tampa

Moder Pub—

B/M/DUrban

30,91456%

24%—

1:281,440

29,18245%

560/57025

— —

$16,007$5,198

$9,0005,556

99%$6,913

60 University of West Florida Pensacola

Moder Pub—

B/M/DUrban

9,56558%

28%—

1:23338

4,75069%

525/51524

— —

$17,483$4,602

$7,7491,801

91% $5,760

FLORIDA

61 Hawaii Pacific University Honolulu

Min Priv—

B/MUrban

7,05856%

43%—

1:15243

3,77778%

505/51523

— —

$15,800$15,800

$11,648211

56%$7,818

HAWAII

62 Boise State University Boise

Min Pub—

B/M/DUrban

17,34954%

27%11%

1:21631

5,84565%

515/52523

34%12%

$14,756$5,300

$6,2402,200

85%$3,962

63 Idaho State University Pocatello

Min Pub—

B/M/DUrban

10,48454%

26%5%

1:16665

— —

——

33%13%

$15,916$5,416

$5,2741,246

81%$4,951

IDAHO

Oracle the world’s most complete, open, and integrated business software and hardware systems company, believes that workforce diversity is a valuable asset. Oracle has created an inclusive, creative work environment that unites diverse people around a common goal.

Explore our exciting career opportunities at:

Oracle.com/careers

Oracle Supports Workforce Diversity and is an Equal Opportunity Employer.

PRODUCTION ONLY -- Winds of Change Winter Issue12/06/20101734983-PHPC68543

ORACLE7.25” x 4.62”Jaclyn Bautista v.2


School Name Difficulty type DegreeS eNrollmeNt % pt f/S ratio # appS Sat top 25% t&f Nr rm & BD % aiD top 3 majorS all Stu ft ugD avg fr B-DegS graD Support programS for americaN iNDiaNS aDmiSSioNS coNtact

city, State religioN SettiNg % WomeN % oS ft faculty % acc act top 10% t&f r #rm campuS avg $ % % % % % fiNaNcial acaDemic Support orgS phoNe/WeBSite

Not all support programs are listed.Check with individual colleges for more information.

54 Psych, LibArts, PolSci 55—

39—

60%

200%

160% — — —

860-486-2000admissions.uconn.edu

55 PolSci, Econ 32—

23—

81%

101%

90% — NA Culture Ctr. —

203-432-1333yale.edu/admissions

CONNECTICUT

56 Invest, English, Psych 3041%

2651%

521%

571%

391% — — —

850-644-2525admissions.fsu.edu

57 Psych, Teach 138—

125—

240%

390%

130% — — —

407-823-2000ucf.edu/admissions

58 Psych, Busns, Invest 149—

119—

230%

350%

300% — — —

352-392-3261admissions.ufl.edu

59 Psych, LawEnf 110—

93—

151%

290%

170% — — —

813-974-2011usf.edu/Admission/index.asp

60 Psych, SpecEd 551%

521%

81%

171%

31% — — — 850-474-2000

uwf.edu/uwfmain/admissions

FLORIDA

61 Psych, Busns 401%

371%

41%

101%

30% — — —

808-544-0200hpu.edu/admissions

HAWAII

62 Busns, Psych 1501%

1411%

271%

191%

91% — — —

208-426-1011admissions.boisestate.edu

63 Teach 1351%

1252%

232%

131%

101% — Shoshoni Lang. —

208-282-2700 isu.edu/enroll/admissions

IDAHO

The Difference that Matters.

NA

U is

an

Eq

ual

Op

po

rtu

nit

y/A

ffirm

ativ

e A

ctio

n In

stit

uti

on

/UM

_08.

12

Source: Diverse: Issues In Higher Education analysis of U.S. Department of Education reports submitted by institutions.

Through a wide variety of services and guidance, you will be provided with the support you need to thrive.

Committed to Native American student success, the university is ranked among the top 4 awarding masters degrees, and top 12 awarding doctorate degrees to Native Americans.

In addition, Northern Arizona University is among the top universities in the nation awarding baccalaureate degrees to Native Americans:

Number 2 in Natural Resources and Conservation, and Physical Sciences

Number 6 in Engineering

Number 9 in Biomedical and Biological Science

To learn about these degree programs and more, visit nau.edu

At Northern Arizona University,

your success is our goal.

co

urtes

y o

f d

artm

ou

th

co

lleg

e


ProfilesThE COLLEGES and UnIvErSITIES fEaTUrEd In ThIS SECTIOn arE jUST a SmaLL SampLE Of SChOOLS In ThE UnITEd STaTES.

ChOOSInG an InSTITUTIOn Of hIGhEr LEarnInG IS a bIG dECISIOn, bUT OnCE yOU wEIGh faCTOrS SUCh aS fIELd Of STUdy,

fInanCES, and GEOGraphIC LOCaTIOn, ThaT hard dECISIOn bECOmES EaSIEr. SO rEad aLL ThE InfOrmaTIOn yOU Can, dISCUSS

wITh famILy and frIEndS, and vISIT aS many SChOOLS aS pOSSIbLE. bECaUSE SOmETImES, a pLaCE jUST fEELS rIGhT.

College

74 WINDS OF CHANGE • 2012–2013 COLLEGE ISSUE aises.org

For 125 years, Gonzaga University has provided a unique spiritual aspect to education for its students. GU is a private liberal arts college dedicated to Jesuit and humanistic ideals of educating the mind, body, and spirit of each person. Lo-

cated on the north bank of the Spokane River in Washington, GU emphasizes education, service, and faith and educates almost 5,000 undergraduates every year.

academic Offerings with Spiritual rootsThe heart of Gonzaga’s liberal arts education is its core curriculum, which focuses on philosophy, theology, history, math, literature, and the natural and social sciences. Students in all disciplines develop writing skills. With an average class size of 23 and an 11:1 student to faculty ratio, all students have access to the resources they need.

Gonzaga University offers 75 fields of study and programs in six undergraduate colleges and schools. In the College of Arts and Sci-ences, students can choose to study in a wide variety of fields, in-cluding art, biology, international studies, math, music, religious studies, physics, gender studies, and more. The School of Engineer-ing and Applied Science provides six separate degree programs. GU engineering students have the opportunity to study mechanical, electrical, civil, and computer engineering, as well as engineering management and computer science.

At Gonzaga University, students learn to integrate science and art, faith and reason, and action and contemplation. The principles of Jesuit education emphasize critical thinking and disciplined studies, with a goal of positively influencing the intellectual, moral, social, and religious formation of the whole person. This educa-tional philosophy focuses on addressing students’ backgrounds and the best ways of engaging and assessing them, as well as effectively promoting student reflection and action.

diversity OfferingsThe Diversity Office at Gonzaga offers support to ethnically diverse students in a variety of forms, including providing cultural activi-ties in collaboration with the Spokane community. GU also has targeted academic programs, such as the Tribal Law Program of-fered in collaboration with the Native American Law Students As-sociation (NALSA), which promotes the study of Native American law and provides support to students. Additionally, the American Indian Entrepreneurship MBA program, offered through the Gon-zaga School of Business, prepares students to work with sustainable businesses on tribal lands. — Elizabeth Perry

College Profiles

Gonzaga UniversitySpOkanE, waShInGTOn ■ GOnzaGa.EdU

For more information, please contact Stacey Chatman at (800) 986-9585 ext. 4622 or [email protected]

winds of change media national sales director - pohlyco.com · winds of change is published...

Documents