NASC OFFICIALS 2009/2010:

We wish to thank American Indian Services for providing scholarships for this years pagaent.

NASC OBJECTIVES:

1. Promote the Native American culture by providing social and educational activities for Native Americans, USU students, and the communities of Cache Valley.

2. Provide a support group for Native American students, USU students, and interested citizens of Cache Valley.

3. Schedule visits and field trips to other post-secondary institutions and educational fields of interest that benefit the NASC.

4. Arrange a forum of speakers to make educational presentations to USU students on past and current issues concerning Native American Indian cultures.

5. To support other USU clubs, Cache Valley community organizations, university and community events and national organizations.

Article II, The Constitution of the NASC

HISTORY OF THE USU NATIVE AMERICAN STUDENT COUNCIL:

by Carmelita Thomas, NASC Organization founder

1 - Native American Nations and peoples have survived throughout an earthly existence by living in harmony with the environment.  Changes beyond their control has caused these people to be in harmony with others.  Thusly, living in harmony is the mainstay of the Native American culture.

2 - Contributions have been shared, but the Native Americans' true nature is not to acknowledgement these contributions nor to to advertise their self worth to the American society.  As a result, Native American contributions and the building up  their self worth has been unexplored and under appreciated.

4 - In the 1960's Native American Nations throughout the United States jointed forces to  bring about an acknowledgement of the Native American plight in education, economic development, and adjusting to the then "American" society.  One of the result of their pan American effort was the legislation sponsored "Indian Self Determination Act of 1970.

5 - Utah State University under the guidance of the then President Stanley Cazier took advantage of federal funding supplemented by state funding to formulate a "special service" to Native American college bound students.

6 - An additional driving force was the need to supplement the higher educational needs of the Brigham City Intermountain Indian School, the Five Major Utah Native American Nations, and the recruitment of other Native American students desiring additional education. The Upward Bound Program offered by the College of Education was in full force at the Intermountain Boarding School and it was a natural change to include an higher education segment to that program.

7 - The 1970 Special Services all Native American staff, consisting of Director Bill Coffer, Choctaw: Financial Aid Advisor Douglas Young, Ogala Sioux; Advisor/ Recruiter Eric LaRose, Northern Ute: and Advisor Carmelita Red Elk Thomas, Comanche.

8 - A goodly number of Native American students representing the Northern Utes, Southern Utes, Duck Valley Nevada Shoshones, NW Shonshoes, Ft. Hall Idaho Shoshone/Bannocks, Paiutes, Navajos, Pueblos, Hopis, Sioux, Chippiwa, Comanche, Kiowa, and Wampanoags were classified as Special Service students for 1970-71.  The Special Services staff assisted in the financial aid advisement, help in their registration for classes, housing, and personal advisement. The very first Native American student organization was organized at this time.  The mission statement for this first year was to promote harmony within our varied cultures and come as one group….THE UTAH STATE UNIVERSITY NATIVE AMERIDAN STUDENT ORGANIZATION!

9 -  One main activities was to promote an awareness of our varied Native American cultures to USU faculty and staff as well as to the neighboring communities.  This was done by providing free lectures, show and tell presentations, and to encourage other campus organization to visit at the Native American home away from home center, The Harris Athletic Building.  Native American books, tapes, and other visuals were housed in an ever growing library.  Kitchen facilites made for meal preparations and refreshments.  All of these activities were done to bring harmony and understanding to those who were not of the Native American many varied and different cultures.

10 -  On an academic level, special classes were instituted.  The Psychology Department set up an adjustment to campus type of class (forerunner to the SOAR program), a motivation/goals and self help type of classes, and tutorial services.

11 - USU Financial Aid Officials were turtored on how to obtain grants from BIA and various Native American Nations for the students.  The Native American students benefited from the older university experienced Native American staff in how to apply for grants and how to effectively deal with housing, classes, and campus life.

12 - To celebrate the completion of the '71 Spring Quarter, the student organization solicted the help of their families, relatives, and friends for a time of eating, dancing, and learning more from their elders.  Hence, the first USU American Indian Week was allowed by Utah State.  The students sold badgets, t-shirts, fried bread, and obtained funds from the student organization group to pay for Native American speakers and preformers.  Part of the week's activities were basketball tournaments, races, fashion show, and selection of the first USU Native American princess.  Staff and students worked in harmony with USU officials to bring about a successful week.

13 - Many of the students who used the very first USU Native American Student Organization as their organization are now contributors to their communities.  Such as Linda Ridley, the first USU Princess, a Northern Ute educator with the Roosevelt School District;  Gary Tom, former Piaute Nation Chairman; Kenneth and Vickie Joe, Navajo Nation educators; Joann and Eldora Prank, Northern Ute Social Workers with the Northern Ute Nation;  Patty Timbimboo Madsen, Northwest Shoshone Cultural Director; and many more who have gone on to lead successful lives as Native Americans in today's society. 

The source for the following points are from Carmelita R. Thomas' Master Thesis, "Changing Curriculum to include Native American Studies" and from the 1970-1979 Special Services to Native American Students Era, according to the remembrances of Carmelita R. Thomas.