Relevant bibliographies by topics / Dartmouth College. Native American Program

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Dartmouth College. Native American Program'

Author: Grafiati
Published: 4 June 2021
Last updated: 27 July 2025

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Journal articles on the topic "Dartmouth College. Native American Program"

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Trimbur, John. "The Dartmouth Conference and the Geohistory of the Native Speaker." College English 71, no. 2 (2008): 142–65. http://dx.doi.org/10.58680/ce20086745.

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The 1966 Dartmouth conference has long been regarded as a landmark in the history of American college composition. Meriting new attention, however, is the role it played in affirming the notion of “the native speaker,” a concept important to the postwar Anglo-American language alliance behind the meeting.
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Monaghan-Geernaert, Pamela. "Institutional Support for Native American College Students." Journal of American Indian Education 62, no. 1-2 (2023): 149–66. http://dx.doi.org/10.1353/jaie.2023.a934668.

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Abstract: The nervousness of going away to college is universal for most young people. For Native American students, this is often exacerbated by historical responses to educational trauma, fewer people who share a similar identity, and a colonized curriculum. Higher education institutions around the country have established programs to help Native American students during their college experience. These programs vary in staffing, scope, and institutional support. This article reports on one program in a small state university in South Dakota. Qualitative and quantitative data were gathered fr
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3

Keene, Adrienne J. "College Pride, Native Pride: A Portrait of a Culturally Grounded Precollege Access Program for American Indian, Alaska Native, and Native Hawaiian Students." Harvard Educational Review 86, no. 1 (2016): 72–97. http://dx.doi.org/10.17763/0017-8055.86.1.72.

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In this article Adrienne J. Keene employs the portraiture methodology to explore the story of College Horizons. She examines this precollege access program for American Indian, Alaska Native, and Native Hawaiian students to understand how a program rooted in Native cultures and identities can not only provide a space to create knowledge surrounding the college application process but also create a college-bound Native identity. The motto of the program, “College Pride, Native Pride” embodies a duality that emerges through the program itself.
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4

Chaurette, Mathieu. "Colin G. Calloway, The Indian History of an American Institution. Native Americans and Dartmouth, Dartmouth College Press, Hanover, 2010, 256 p." Recherches amérindiennes au Québec 39, no. 3 (2009): 127. http://dx.doi.org/10.7202/045816ar.

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Clark, David Anthony. "Calloway, Ed., Our Hearts Fell On The Ground - Plains Indian Views On How The West Was Lost." Teaching History: A Journal of Methods 24, no. 1 (1999): 51–53. http://dx.doi.org/10.33043/th.24.1.51-53.

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Our Hearts Fell to the Ground follows the fate of Plains Indian people as they recoiled from, resisted, and accommodated the dramatic and devastating effects of military campaigns, forced removals, and cultural terrorism during the nineteenth century. Both a companion volume to Calloway's earlier The World Turned Upside Down: Indian Voices from Early America (1994) and a collection of native voices able to stand on its own, this latest addition to the Bedford Series on History and Culture is clearly aimed at a community college and four-year undergraduate audience and less obviously directed a
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Newmark, Kalina, Nacole Walker, and James Stanford. "‘The rez accent knows no borders’: Native American ethnic identity expressed through English prosody." Language in Society 45, no. 5 (2016): 633–64. http://dx.doi.org/10.1017/s0047404516000592.

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AbstractIn many Native American and Canadian First Nations communities, indigenous languages are important for the linguistic construction of ethnic identity. But because many younger speakers have limited access to their heritage languages, English may have an even more important role in identity construction than Native languages do. Prior literature shows distinctive local English features in particular tribes. Our study builds on this knowledge but takes a wider perspective: We hypothesize that certain features are shared across much larger distances, particularly prosody. Native cultural
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7

Teranishi, Robert. "Asian American and Native American Pacific Islander-Serving Institutions: Areas of Growth, Innovation, and Collaboration." AAPI Nexus Journal: Policy, Practice, and Community 9, no. 1-2 (2011): 151–55. http://dx.doi.org/10.36650/nexus9.1-2_151-155_teranishi.

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This policy brief aims to raise the national visibility of the Asian American and Native American Pacific Islander-Serving Institutions (AANAPISI) program and link the needs of these institutions to the hundreds of similar Minority-Serving Institutions (MSIs) (e.g., historically black colleges and universities, Hispanic-serving institutions, and tribal colleges and universities). More specifically, this brief demonstrates how and why the MSI policy strategy is an effective way to increase the success of Asian American and Pacific Islander (AAPI) college students, and how the AANAPISI program c
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8

Ward, Carol, Michael R. Cope, Kayci Muirbrook Taylor, et al. "A Culturally Responsive Math Program: A Case Study in a Rural Tribal College in the United States." Education Sciences 15, no. 4 (2025): 435. https://doi.org/10.3390/educsci15040435.

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For many Native American students, the thirty-seven existing tribal colleges improve their access to post-secondary education, especially for those living in reservation communities and surrounding rural areas. They also support tribal nations’ goals of offering accredited degree programs, as well honoring Indigenous knowledge. This is important for students enrolled in STEM courses since Native Americans are under-represented in these fields. In the early 2000s, Chief Dull Knife College (CDKC), the tribal college of the Northern Cheyenne Nation, was supported by National Science Foundation fu
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Lee, Inhye. "American College Students’ Identity Development in the Korean Study Abroad." Korean Society of Bilingualism 81 (December 31, 2020): 289–320. https://doi.org/10.17296/korbil.2020..81.289.

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This study qualitatively examines the identity development of three non-heritage Korean language learners participating in a semester study abroad program in South Korea. The data in the present study were collected through weekly journals and pre-, mid-, and post-study abroad interviews. In a narrative inquiry, the analysis indicates that the non-heritage American students developed their identity as follows: (1) first-hand experience of the target language community helped to discover and to verify participants’ identities; (2) experiences in South Korea positively influenced the ethnic iden
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Cook, Weston F. "Islamic Expressions in Art, Culture, and Literature." American Journal of Islam and Society 15, no. 2 (1998): 155–57. http://dx.doi.org/10.35632/ajis.v15i2.2191.

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The Fourteenth Annual Conference of The American Councilfor the Study of islamic Societies, held on May 2 and 3, 1997,at The Connelly Center, Villanova University, Villanova, PAThe American Council for the Study of Islamic Societies (ACSIS), isone of the oldest continuing organizations in the United States that focusesspecifically on Muslim states, societies, and the problems confrontingMuslim communities throughout the world. Composed of American andforeign scholars, non-Muslims as well as Muslims, ACSIS encompassesthe full range of humanities and social science disciplines. The representeddi
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Dissertations / Theses on the topic "Dartmouth College. Native American Program"

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Shulterbrandt, Elizabeth. "Pitzer College/WesternU's Native Youth to College Program: Curriculum Development in Urban Indian Education." Thesis, The University of Arizona, 2016. http://hdl.handle.net/10150/613382.

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College preparatory programs like Pitzer College/WesternU's Native Youth to College Program provide a unique experience for Native high school youth - weaving tether academics and culture for student success. However, there exists a gap in the literature on curriculum development of Native-serving programs as Mack et al, (2012), Tierney and Hagedorn (2002) and others have noticed. Using Brayboy's TribalCrit (2005) as the guiding theory, qualitative interviews of program staff and analysis of internal program documents are conducted. Nine core curricular elements-academics, culture, media studi
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2

Winner, Alice J. "Rationale and design for a Unitarian Univarsalist/Native American young adult intercultural service-learning program." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1993. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.P.A.)--Kutztown University of Pennsylvania, 1993.<br>Source: Masters Abstracts International, Volume: 45-06, page: 2964. Abstract precedes thesis as [1] preliminary leaf. Typescript. Includes bibliographical references (leaves [184]-199).
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Books on the topic "Dartmouth College. Native American Program"

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Calloway, Colin G. The Indian history of an American institution: Native Americans and Dartmouth. Dartmouth College Press, 2010.

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2

Calloway, Colin G. The Indian history of an American institution: Native Americans and Dartmouth. Dartmouth College Press, 2010.

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3

Calloway, Colin G. The Indian history of an American institution: Native Americans and Dartmouth. Dartmouth College Press, 2010.

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4

United States Congress Senate Committee on Indian Affairs. Native American program initiatives at the college and university level: Hearing before the Committee on Indian Affairs, United States Senate, One Hundred Seventh Congress, first session on addressing the need in Indian Country pertaining to Native American program initiatives at the college and university level, June 21, 2001, Washington, DC. U.S. G.P.O., 2001.

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5

United States. Congress. Senate. Committee on Indian Affairs (1993- ). Native American program initiatives at the college and university level: Hearing before the Committee on Indian Affairs, United States Senate, One Hundred Seventh Congress, first session, on addressing the needs in Indian Country pertaining to Native American program initiatives at the college and university level, June 21, 2001, Washington, DC. U.S. G.P.O., 2001.

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6

(Foreword), Louise Erdrich, Andrew Garrod (Editor), and Colleen Larimore (Editor), eds. First Person, First Peoples: Native American College Graduates Tell Their Life Stories. Cornell University Press, 1997.

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7

(Foreword), Louise Erdrich, Andrew Garrod (Editor), and Colleen Larimore (Editor), eds. First Person, First Peoples: Native American College Graduates Tell Their Life Stories. Cornell University Press, 1997.

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8

Indian History of an American Institution: Native Americans and Dartmouth. Dartmouth College, 2010.

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9

Indian History of an American Institution: Native Americans and Dartmouth. University Press of New England, 2010.

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10

I Am Where I Come From: Native American College Students and Graduates Tell Their Life Stories. Cornell University Press, 2017.

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Book chapters on the topic "Dartmouth College. Native American Program"

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"Charles Eastman: Indian Boyhood." In Schlager Anthology of Westward Expansion. Schlager Group Inc., 2022. https://doi.org/10.3735/9781935306641.book-part-054.

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Charles Eastman, the first Native American trained in Western medicine, was also a prolific writer and storyteller who talked about his youth and Native American culture. Eastman’s memoirs, including Indian Boyhood, published in 1902, depict his youth in the Sioux culture. His memoirs also offer insight into the Sioux male journey into adulthood as well as Sioux cultural customs, norms, and beliefs. When discussing pregnant Sioux women, Eastman includes observations of prenatal and neonatal care. He details family values and the central role of hunting in the Sioux male culture. Lastly, he dep
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2

Stoesz, David. "Up$tart." In Building Better Social Programs. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190945572.003.0012.

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Up$tart bundles applications for social benefits—Pell Grants, the Earned Income Tax Credit, and the Supplemental Nutrition Assistance Program—in order to generate income for poor students, increasing their likelihood of graduating from college. In addition to increasing student income, Up$tart indirectly raises significantly revenues for financially stressed institutions of higher education. Because poverty afflicts minorities of color disproportionately, Up$tart promises to accelerate the upward mobility of African American, Hispanic, and Native American students. Bundling benefit application
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3

Wurster, Charles F. "A New England Town Sprays Its Elm Trees with DDT." In DDT Wars. Oxford University Press, 2015. http://dx.doi.org/10.1093/oso/9780190219413.003.0006.

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The robin was twitching, tremoring, convulsing uncontrollably, and peeping occasionally. The student handed the bird to me, and in a few minutes it was dead in my hands. It was April 23, 1963, and I was in my laboratory at Dartmouth College in Hanover, New Hampshire, when the student walked in with the bird. A week earlier the elm trees of Hanover had been sprayed with the insecticide DDT to control the spread of Dutch elm disease by elm bark beetles. In the following weeks 151 dead birds filled my freezer, many of them exhibiting before they died the tremors that we later learned were typical
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Conference papers on the topic "Dartmouth College. Native American Program"

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Haga, Elizabeth. "“Bad, really really bad” ESL Learners’ Emotions and Emotion Regulation in Response to Native Speaker." In 6th World Conference on Arts, Humanities, Social Sciences and Education. Eurasia Conferences, 2024. https://doi.org/10.62422/978-81-970328-4-4-006.

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Emotions and emotion regulation are well researched in mainstream psychology. Although the study of emotions is currently receiving increased attention in the literature on second language learning, little empirical evidence is available on the emotional effect of feedback on language learning. This study investigates the emotions experienced by adult ESL learners enrolled in an English for Academic Purposes (EAP) program at an American community college, in response to feedback on their performance inside and outside of the classroom. It also investigates how these learners regulated their em
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