Creator: Hampson, Colin

Creator: Dia-Gonzalez, Maria

Creator: Treder, Kathryn

Abstract: Colin Hampson (BA History, 1991; MA International Policy Studies,1991; JD, 1994) recollects the founding and Ohlone Blessing of Muwekma-Tah-Ruk as the Native American ethnic theme house on campus. He also discusses themes of Indigeneity, belonging, and self-discovery. Hampson speaks about his time as the resident assistant of Muwekma-Tah-Ruk, joining the Stanford American Indian Organization (SAIO), and his involvement in activism for Native American Studies on campus. He concludes the interview with advice to current Stanford students.

Creator: Larimore, Jim

Creator: Bird, LJ (Leo John)

Creator: McNiel, Chase

Abstract: Jim Larimore was hired in 1985 as the assistant dean of students and director of the American Indian Program at Stanford. Along with his wife Karen, he served as the first resident fellow of Muwekma-Tah-Ruk. Larimore describes the founding of Muwekma-Tah- Ruk, his first few years as resident fellow, and the broader Native American experience on campus in the 1980s. He also speaks about his experience growing up as a Comanche and shares words of advice from his father.

Creator: McGraw, Sean

Creator: Brown, Dahkota

Creator: Jung, Yeji

Abstract: Sean McGraw (AB Economics and MS Industrial Engineering, 1988) speaks about his time as an RA for Muwekma-Tah-Ruk, Stanford's Native theme house, the house's transition from Lathrop House to Muwekma, and its demographics and layout. McGraw shares memories of his friends Joey Flies-Away and Steve Etsitty in the Native community, being part of a special graduation ceremony, hanging out in the Native American Cultural Center, and volunteering at the Stanford Powwow. He also recalls the impacts of NACC program manager Denni Woodward and assistant dean of students and resident fellow Jim Larimore and reflects on how he felt very welcomed and supported by this community despite not being Native himself.

Creator: Chun, Ian Nui

Creator: Marum, Caelin

Abstract: Dr. Ian Nui Chun (AB Human Biology, 1999) speaks about his family background, upbringing in Hawai'i , and relationship to his grandparents. He discusses his first encounter with Stanford and transitioning to the university as a freshman. Chun describes his grandfather's wisdom about finding his Indigenous ohana (his extended Indigenous family and community), writing "The Hawaiian Guy" column in the Coming Voice newsletter, and increasing Native Hawaiian involvement in Indigenous spaces. He explains why he launched Hui o' Hawai'i , a club that explores Indigenous Hawaiian culture, heritage, and history; the different relationships between the Native Hawaiian community and the AAPI and Native American communities at Stanford, and his experience designing a special educational program to bring students to Hawai'i during spring break in connection with the Haas Center. Lastly, he reflects on how his experiences at Stanford contributed to his life and career, and his vision for the community in the next fifty years. 

Creator: Hannahs, Neil Kaho'okele

Creator: Marum, Caelin

Abstract: Neil Kaho'okele Hannahs (AB Political Science and Government, 1973; MA Secondary Education and Teaching, 1974) reflects on being a Native Hawaiian student at Stanford, his career at Kamehameha Schools, and the founding of the First Nations' Futures Institute. Hannahs explains his choice to apply to Stanford and the imposter syndrome he experienced when he arrived. He explains his journey to activism, discussing the paper "Proposal for Hawaiian Awareness" that he wrote with Marianne Holu, advocating for more diversity on college campuses. He describes the positive impact of the paper, including the Hawaiʻi Study Group SCIRE seminar that resulted from it. After graduating, Hannahs explains how he returned home to Hawaiʻi to work with Kamehameha Schools. He reflects on the harmful capitalist and paternalistic attitudes that initially influenced the Schools' goals and how they changed over time. He then describes his work with Stanford faculty member Peter Vitousek and the Woods Institute for the Environment to start the First Nations' Futures Institute and fellowship program. Finally, he articulates his hope for the future of Native land use and leadership.

Creator: Jones, Laura

Creator: Marum, Caelin

Abstract: Laura Jones, Executive Director of Heritage Services and University Archaeologist for Stanford University, speaks about her family background, her decision to attend UC San Diego as an undergraduate, and the circumstances that led her to Stanford for graduate study in anthropology. She recalls how encountering a Native burial site during an excavation led her to meet Muwekma Ohlone Tribal Chairwoman Rosemary Cambra, and how she later worked with the tribe to convince the Stanford Anthropology Collections Committee and the university to allow Indigenous descendants to determine the disposition of their ancestral dead. She describes how her advocacy for the repatriation of Native remains initially negatively impacted her career, but eventually led to her job as Stanford's archaeologist. She reflects on how her experience with the Muwekma Ohlone Tribe has shaped her approach to archaeology, her work with the Serra Renaming Committee, and her vision for the relationship between campus archeology and the Native communities at Stanford in the next fifty years.

Creator: Larimore, Jim

Creator: Marum, Caelin

Abstract: Jim Larimore reflects on his time at Stanford as the director of the American Indian Program, assistant dean of students, and resident fellow of Muwekma-Tah-Ruk. He describes his family background and the journey that led him to join the Stanford staff, and he explains his goal of building a close-knit, accessible, inter-tribal community at Stanford. He recalls how he and others worked to form a cohesive and hospitable Native community and the strategies they used to advocate for funding and resources from the university. He discusses working to ensure Native voices were well represented on the University Commission on Minority Issues, the difficult path to getting the Native theme dorm (now Muwekma-Tah-Ruk) housed on the Row, and the experience of living there with his wife as a resident fellow. He also describes advocating to shift student advising functions from the Advising Center to the community centers and speaks about getting his PhD at Stanford while assisting the Provost's Office resolve issues related to students of color. Finally, he describes his vision for the Indigenous community at Stanford.

Creator: Smith, Carson

Creator: Marum, Caelin

Abstract: Carson Smith (BA Political Science, 2019) speaks about her family background, how she learned about Stanford through the College Horizons program, and her decision to attend Stanford. Smith shares memories of her freshman year, including what it was like living in Muwekma, playing Werewolves with SNIP for the first time, the Band Run with Muwekma, and visiting Alcatraz for the first time with other Indigenous students. She discusses her roles as a resident assistant in Muwekma and co-chair in SAIO. Smith explains her involvement in the university's renaming committee that grappled with whether to rename campus places bearing the name of Junipero Serra, discussing issues that created conflict and how peacemaking principles were used near the end of the process to allow the voices of Native students to be heard. Lastly, she shares her vision for the Native community in the next fifty years.

Creator: McCabe, Sheila

Creator: McCabe, Franklin

Abstract: Sheila McCabe (BS Engineering, 1994) reflects on her experience as a resident assistant for the American Indian Summer Immersion Program (AISIP) during the summer of 1992 after completing her sophomore year at Stanford University. She discusses her impressions of the incoming freshman class of Native American students and how she felt serving as a peer mentor for students who were beginning their Stanford journey. She shares fond memories of AISIP social activities and excursions, recalls student efforts to spur the recruitment of Indigenous faculty, and offers tribute to the staff of the Native American Cultural Center for creating a welcoming space for the Native community.