Curriculum

"Significant accomplishments require someone's help"

Integrated Mentorship, Tutorship, Apprenticeship & Counseling Program 
Native American Integrated Mentorship, Apprenticeship & Counseling Program 
Historical 

Tribal Back Story:                                                                                                                              One could argue that the 1st Nations People were the first mentors, tutors, counselors and apprentice providers of smart education. "An intellectual can tell you that a tomato is a fruit. A smart person can tell you that you do not put it in a fruit salad." Long before modern education systems or professional counseling fields existed, mentorship, apprenticeship, and guidance were core features of Indigenous and tribal societies worldwide. Among Native American tribes in particular, these roles were not separate “programs” but woven into daily life, culture, and survival.

Mentorship & Tutorship by Elders:
Elders held a central role as knowledge keepers, historians, and moral guides. In many tribes. Elders transmitted oral histories, spiritual teachings, language, and cultural protocols. Mentorship was relational and lifelong. Young people learned not through lectures, but through storytelling, observation, and participation. Values such as respect, balance, courage, and responsibility were taught through lived example.

Apprenticeship as Skill Transmission:
Apprenticeship was the primary method of workforce and life preparation. "One best learns how to ride a horse by getting on the horse; not by reading a book on how to ride a horse." Youth learned by hunting, fishing, farming, tool-making, weaving, healing, governance, and ceremony. A young hunter might train under an experienced provider; a future healer might apprentice under a medicine person. Amongst the Elders, practical and spiritual instruction were inseparable. Skills were taught alongside ethics: how to take only what is needed, how to honor animals and land, and how to serve the community.

Counseling; Tribal Language Studies & Tribal Healing Practices:
What we now call “counseling” existed in the form of communal and spiritual support systems. Elders, medicine people, and spiritual leaders provided guidance during times of grief, conflict, illness, or transition. Practices included talking circles, ceremonies, and rites of passage. For example, vision quests, purification rituals, and seasonal ceremonies helped individuals process challenges and find purpose. These practices emphasized balance between mind, body, spirit, and community; rather than isolating and internalizing individual problems.

Holistic and Community-Based Model:
Unlike modern systems that often separate education, job training, and mental health services, tribal approaches were holistic. Mentorship, apprenticeship, and counseling were integrated:
Learning was experiential and community-centered
    Guidance was continuous, not episodic
    Identity and cultural belonging were foundational
    Responsibility to the tribe outweighed individual advancement 

Impact of Colonization:
President Thomas Jefferson’s “Manifest Destiny.” These systems were severely disrupted by colonization, particularly through policies like the Indian Boarding School Era, which removed children from their communities and suppressed language and culture. This interruption weakened intergenerational knowledge transfer and contributed to many of the social challenges seen today.

Native American Empowerment Educational Services' Modern Revitalization Solution:
Today, many tribes are actively restoring these traditional systems. Cultural mentorship programs, land-based apprenticeships, and traditional healing practices are being reintroduced alongside contemporary education and counseling models. This revitalization is seen as essential not only for cultural preservation but for addressing issues like substance abuse, identity loss, and community well-being.
 We provide this solution free of charge to any tribal student and tribal community with a hybrid combination of state of the art online educational services coupled with live professors and counselors who travel to the student as opposed to the present system which requires the students to travel to the professor.  Specifically we provide:
    Three live instruction professors and counselors
    Travel to remote, rural and frontier tribal communities; 
    100 hours per month of personalized service: [3 professors x 4 days per month x 8 hours per day = 96 hours per month + 4 hours per month of organizing and calendaring]
    Providing personal Mentorship / Understudy educational services; and,
    Personal individual & small group Tutoring; and Personal & Individual Counseling Services to any member of the Tribal Community.
    FREE of charge to any tribal member. 
Services available to all age groups of the tribal community include:
    Youth Educational Services: High school mentoring & tutoring
    College Preparation Services: College courses while still in high school.
    Counseling services available to any adult member of the tribal community.
    Elder Studies Program
Mentorship, Tutorship, Apprenticeship & Counseling are thus provided on a Yearly School Term of eight [8] Months.

The IMTAC Program is a culturally grounded, community-based initiative designed to address critical disparities in education, employment, and behavioral health among Native American populations. 

The program integrates:
    Mentorship-Understudy (personalized identity, leadership, education)
    Tutorship (one-on-one identity, leadership, education)
    Apprenticeship (workforce development and economic mobility)
     Counseling (consulting, listening, tribal healing, recovery, and resilience) 
Delivered on tribal lands and guided by tribal customs, the program will serve 50–250 participants annually, focusing on youth, young adults, and at-risk individuals.
2. Statement of Need:
Native communities face disproportionate challenges, including:
1.    Residing on remote, rural and frontier tribal communities with lack of access to many services.
2.    History has proven that there is little interest in providing the professional services set forth infra on those remote, rural and frontier tribal grounds thus forcing the tribal member from choosing between relocation to a larger community or live on their tribal grounds.
3.    NAU recognizes this conundrum and presents a solution: Send the professional to the tribe; not the tribal member to the professional.
4.    Lower high school and college completion rates     
5.    High unemployment and underemployment 
6.    Elevated rates of substance abuse and mental health concerns 
7.    Intergenerational trauma and cultural disconnection 
Existing services are often fragmented. ITMAC provides a holistic, culturally integrated pathway from mentorship to employment and long-term stability.

Program Description: 
Mentorship Component:
Goal: Strengthen identity, leadership, and educational attainment
Activities:
    Elder-led mentorship circles
     One-on-one mentor matching on tribal grounds with one of our professors.
    Tutorship (personalized subject specific education)
     Cultural education (language, traditions, governance) available through community leaders.
     Academic and career guidance via our hybrid educational system of online virtual interacting professors and live instruction assistance.

Outcomes:
    Increased school retention
     Improved self-esteem and cultural identity by being able to remain at home.
     Career pathway clarity via the vast variety of educational disciplines available on tribal grounds.
Apprenticeship Component:
Goal: Provide job training and sustainable employment pathways in the educational disciplines of:
    Associate of Arts in General Studies with Certification Programs & “High School to University Transition Program.”
    Bachelor of Arts-School of Agriculture via our “Young Farmers Program”;
    Bachelor of Arts-School of Business via our “Young Business Entrepreneur Program.”
    Bachelor of Arts-School of Health Science via our “Young Health Science Career Program”.
    Bachelor of Arts-School of Casino Resort Hotel Management via our “Hotel Management Apprenticeship Program”
    Bachelor of Arts-Environmental Studies via our “Save the Environment Apprenticeship Program.”
    Master of Arts-Native Legal Studies via our “Law Clerk Apprenticeship Program.”
Focus sectors:
1.    Construction & skilled trades;
2.    Renewable energy;
3.    Agriculture & land stewardship;
4.    Tribal enterprise operations 
Activities:
1.    Paid apprenticeships (stipends) 
2.    Certification training (OSHA, trade skills) 
3.    Partnerships with employers and tribal enterprises 
Outcomes:
1.    University degrees, industry certifications earned & information gained. 
2.    Job placement within tribal or regional workforce 
3.    Increased income stability
4.    Improvement of community lifestyle 

Counseling Component:
Goal: Promote listening, tribal healing, recovery, and mental wellness
Services:
    Physical Therapy
    Acupuncture
    Neurology
    Oncology
    Nutrition Counseling
    Individual on site Counseling;
    Group on site Counseling;
    Listening Sessions;
    Counseling with Elders;
    Traditional Healing Practices;
    Talking Circles with tribal community members;
    Life Altering Counseling including but not limited to:
1.    Addressing Drug Abuse;
A.    Illegal Drugs;
B.    Abuse of Prescription Drugs;
2.    Addressing the Opioid Crisis
3.    Addressing Alcohol Abuse;
4.    Addressing Physical & Mental Abuse;
5.    Addressing Disruptive Behavior;
6.    Addressing Obesity;
7.    Lifestyle Improvement Counseling
8.    Career Path Counseling
9.    Personal Money Management
10.    Character Building Techniques
11.    Developing & Improving Communication Skills
12.    Improving Safety, Inclusion, Positivity, Fairness & Peer Support
13.    Patient Understanding of Medicine & Medical Terminology
14.    Understanding Dyslexia’
15.    The Patient’s Understanding of the Human Body:
A.    Muscular & Skeletal
B.    Cardiovascular
C.    Respiratory
D.    Circulatory
E.    Digestive
F.    Blood, Lymphatic & Immune System
G.    Urinary & Reproductive Systems
H.    Nervous System
I.    Mathematics of Dosage & Side Effects Awareness
16.    Conservation & Preservation
17.    Ecosystems & Habitats
18.    Forests, Rivers & Streams Sustainability
19.    Wilderness Management: Plants, Animals, Fishing & Hunting
Program & Participant Outcomes:
    Interventions;
    Live instruction;
    Understanding the reasons for a Residential Rehabilitation Program;
     Improved mental health indicators;
     Strengthened family and community relationships 

Program Procedure:
    NAU would host specific, individual & confidential live events on tribal grounds as follows:
1.    NAU would provide 3 professional professors, mentors or counselors to the specific tribal community providing 100 hours per month of live Mentors, Apprenticeship & Counselor professional services. 
2.    NAU would provide these services set forth supra FREE to the tribal member.
3.    Scheduling would be on a first come-first serve basis set in advance by appointment.
4.    Most services can be accomplished by our professors. In the event further legal and / or medical services are needed; NAU would refer the potential client or patient to additional more area specific legal and / or medical specialists.
    NAU provides workshops, apprenticeships, seminars and counseling and support sessions. 
This integrated model ensures:
Engagement → Skill Development → Employment → Stability → Leadership
 

Implementation Plan (8 Month School Year):
Quarter 1:
1.    Introduce staff to tribal authorities
2.    Organize operational procedures
3.    Confirm location & facilities
4.    Establish partnerships & advertise services
5.    Recruit participants 
Quarter 2:
1.    Launch mentorship and counseling sessions
2.    Begin apprenticeship placements 
Quarter 3:
1.    Continue training and services 
2.    Monitor progress and outcomes 
Quarter 4:
1.    Job placement and transition support 
2.    Program evaluation and reporting 
6. Staffing Plan:
    Mentorship / Understudy Coordinator;
    Tutorship Coordinator 
    Apprenticeship / Workforce Coordinator
    Licensed Counselor(s) Coordinator 
    Administrative Support 
 

Operational Budget per tribe per school year ($350,000 including a $50,000 reserve account:
Personnel ($300,000):
Program Operations with tribal donation of location: 
•    Facilities/utilities Tribal Community Donation: $00,000 
•    Training & certifications: $00,000 
•    Cultural programming & events: $00,000 
•    Outreach & recruitment: $00,000 
Counseling & Health Services Reserve Account of $50,000 reserved for:
1.    Anticipated behavioral health program cost increases. 
2.    Substance abuse support program cost increases. 
3.    Traditional healing practitioners anticipated cost increases.
Administrative & Indirect Expenses: 
    Each professional is treated as an adjunct professor and independent contractor:   $00.00
    Indirect cost:   $00.00
    Insurance, compliance, reporting:   $00.00
     Fiscal management:   $00.00 
8. Evaluation & Measurable Outcomes:
Key metrics:
    50–250 participants served
    75% program completion rate
    50% Apprentice job placement rate
    70% reduction in substance abuse indicators
    Improved educational enrollment/retention 
9. Sustainability Plan:
1.    Blend of federal, state, and private funding 
2.    Tribal partnerships and cost-sharing 
3.    Workforce program reimbursements 
4.    Long-term integration into tribal education and workforce systems

 
Conclusion:
The Mentorship, Tutorship, Apprenticeship & Counseling Programs provides a culturally grounded, scalable solution to some of the most pressing challenges facing Native communities. By integrating mentorship, workforce development, and counseling, the program builds not only individual success—but stronger, healthier tribal nations.

The Founders: The Founders have been providing Mentorship, Tutorship, Apprenticeship & Counseling to the tribes for the past 15+ years completely GRATIS. There is no greater need in this country than to “pay forward”  to these rural, remote, frontier tribes “higher education on rural, remote and frontier tribal communities, FREE to the tribe and tribal member”. Throughout these past 15+ years, the Founders have been able to collect and refine the curriculum that we employ at Native American Empowerment Fund.

Courses Available to the MTAC Program; and subjects presentable by Professors & Counselors:
Environmental Studies Subjects
Earth Science
Earth’s History re: Climate
Earth’s Orbit & Tilt Impacts
Economic & Political Impact
Global Warming to Climate Change
Weather & Climate
Environment & Humanity
Environmental Science
Global Climate 
Climate: Mitigation Strategies
Climate: Human Induced Change
Climate: Factors Involved
Climate: Models & Projections
Environmental Science-Advanced
Environmental Science Exam Prep.
DSST Environ. Sci. Exam-Advanced
AP Environ. Sci. Exam-Advanced
Holt McDougal Envir. Sci.-Advanced
ICSE Environ. Sci. Exam -Advanced
“Inconvenient Truth” by Al Gore
“Inconvenient Truth” Analysis

Native Legal Studies
Conflicts of Indian Law
Federal Indian Law
Introduction to Native American Law
Tribal Government Law
Tribal Natural Resources Law
Legal Writing
Contracts
Criminal Law
Criminal Procedure
Torts
International Law
Business Law

Counseling & Career Path Tribal Community Listening Courses 
Career Development
Personal Money Management
Character Building
High School to College Transition
Agriculture Apprenticeship
Business Apprenticeship
Health Science Apprenticeship
Environmental Studies Apprenticeship
Resort Casino Employee Apprenticeship 
Native Legal Studies Apprenticeship
Developing & Improving Communication Skills
Improving Social Skills
Improving Emotional & Development
Planning & Managing the Learning Environment
Facilitating Safety, Inclusion, Positivity, Fairness & Peer Support
Addressing Disruptive Behavior
Addressing Domestic Violence
Addressing Alcoholism
Addressing Drug Addiction
Addressing the Misuse of Prescription Drugs
Addressing Student Drop-out Rates
Addressing the Opioid Crisis
Intervention
Assessing Student Behavior

Elective Courses Available to the Tribal Community-Elder Studies
Pediatrics
Acupuncture
Physical Therapy
Neurology
Oncology
Nutrition
Medical Terminology
Basic Medical Word Understanding
The Skeletal & Muscular Systems
The Cardiovascular System
Understanding Dyslexia 
The Blood, Lymphatic & Immune Systems
The Respiratory System
The Digestive & Endocrine System
The Urinary & Reproductive Systems
Glossary of Medical Terms
The Nervous System
The Integumentary System & Special Senses
Basic Anatomy & Physiology
The Chemistry of Life
Cell Structure
Cell Metabolism Mitosis & Meiosis
Tissues
The Articular System
Nutrition & the Digestive System
Pharmacology
The Mathematics of Dosage

Tribal Community Course Electives
Interactions between the Environment & Humanity
Conservation & Preservation
Ecosystems & Habitats
Forest Sustainability
Rivers & Streams Sustainability
Wilderness Management
Strategies to Reduce Solid Waste
Fishing & Hunting Practices
Renewable Energy Sources & Sustainability
Resource Extraction, Consumption & Sustainability
Balancing Act: Social, Economic & Environmental
Quality of Life Management