From Reservation to Research Lab
Jonas Oatman graduated this spring from the University of Idaho with a double major in computer science and mathematics, marking the latest success story for the school’s targeted recruitment and support programs serving tribal students across the region.
Oatman, who grew up on the Nez Perce Reservation and attended Kamiah High School, said the transition to university life proved transformative. “In high school, I never felt pushed to do anything. When I came to U of I, that definitely changed,” he said.
The University of Idaho’s Tribal Nations Student Affairs office recruited Oatman through a formal partnership with 11 regional tribes under memoranda of understanding. The office’s commitment extends beyond admission—it emphasizes sustained support and academic success for Native students navigating higher education.
During his undergraduate years, Oatman participated in the Indigenous Nations Training for Excellence Program, or INSTEP, which provides mentorship, academic resources, and cultural community for tribal students. He also engaged in the university’s cultural life, attending the annual Tutxinmepu Powwow celebrations.
AI Research and Hands-On Learning
Oatman’s academic trajectory took a specialized turn when he conducted student research using artificial intelligence and generative AI tools. His project focused on identifying strains of killer yeast through computational microbiology—work he presented at the University of Idaho’s Spring 2026 Engineering Design Expo.
The research experience reflects the university’s push to involve undergraduates in cutting-edge work, even as the institution faces budget pressures that have forced faculty reductions and larger class sizes across departments.
Oatman’s next chapter begins this fall when he enters the university’s 4+1 Master’s Program, a pathway allowing him to earn a graduate degree in computer science within one additional year—an accelerated track designed for high-achieving undergraduates.
Growing Support Infrastructure
The Indigenous Nations Training for Excellence Program has experienced rapid growth. In the 2025-26 academic year, INSTEP enrolled 52 students, including a record 22 first-year students. The program expects to grow to 75 participants by fall 2026.
Dakota Kidder, the Tribal Nations Student Affairs program coordinator and an enrolled member of the Standing Rock Sioux Tribe, emphasized the office’s core mission. “Retention is the focus of this office. We make sure they are doing OK,” Kidder said.
That support structure has proven essential. Many Native students face barriers—distance from home, financial constraints, and navigating predominantly non-Native academic environments—that can derail progress. Programs like INSTEP address these challenges through peer mentorship, tutoring, and cultural engagement.
Staying Local While Advancing
Despite pursuing advanced studies at the university, Oatman maintains ties to his tribal community. He lives in Moscow but commutes to Lapwai, where he works for the Nez Perce Tribe’s Department of Technology Services—positioning him at the intersection of tribal sovereignty and technical expertise.
His trajectory illustrates a broader goal within tribal higher education: supporting Native students not just to earn degrees, but to return skills and knowledge to their communities. The University of Idaho’s partnership with regional tribes creates a pipeline designed to serve both individual students and tribal nations seeking to build capacity in technology, management, and professional fields.
Similar hands-on STEM education is reaching younger students as well, including international experiential learning opportunities for agricultural students, demonstrating how higher education in Idaho is evolving to meet regional and tribal needs.
What Comes Next
Oatman will begin his master’s program this fall while continuing his work with the Nez Perce Tribe. The University of Idaho continues recruiting and supporting Native students through its tribal partnerships, with INSTEP enrollment expected to reach 75 students in the coming year—a 44 percent increase from the prior year’s cohort.