On December 8, 2024, Dr. Robert Martin (Cherokee Nation) announced his retirement as president of the Institute of American Indian Arts (IAIA) following the spring 2025 semester. Before this announcement, U.S. President Joe Biden had awarded him the National Humanities Medal in Washington, DC, for a lifetime of service in Indigenous education. Martin then returned to Santa Fe, New Mexico, where he accepted the honor of a proclamation of “Dr. Robert Martin Day” on November 17, 2024, by Mayor Alan Webber.

A LIFE OF SERVICE

Martin is an enrolled member of the Cherokee Nation of Oklahoma and received his doctorate in educational leadership from the University of Kansas and his bachelor’s and master’s degrees from Appalachian State University.

Martin has dedicated most of his professional life as a professor and president to improving educational opportunities for Indigenous students pursuing degrees in higher education. His efforts have significantly strengthened teaching and learning at tribal colleges and universities (TCUs).

Prior to joining the IAIA community, Martin was president of Southwestern Indian Polytechnic Institute (SIPI) from 1981 to 1989. When the U.S. Department of the Interior slated SIPI for closure, Martin and his leadership team mobilized a successful two-year student and community resistance. He also expanded SIPI’s mission and programs to include associate’s degrees and increased enrollment.

As president of Haskell Indian Nations University (1989-1999), Martin advanced the mission to include baccalaureate degrees, obtained congressional funding for a new residential hall that increased enrollment, and taught courses in leadership and contemporary Indian issues.

As president of Tohono O’odham Community College (2001- 2005), Martin led a successful effort to gain Higher Learning Commission accreditation within four years, secured Land-Grant status from the U.S. Department of Agriculture, and acquired funding from the Tohono O’odham Nation for a new campus.

TAKING THE HELM AT IAIA

Over the past six decades, IAIA has had a monumental influence on the art world with Martin serving as president since 2007. He has overseen unprecedented growth at the Indigenous-centered university, founded in 1962 by Lloyd Henri “Kiva” New (Cherokee Nation), Dr. George Boyce, and others. IAIA spearheaded a bold and innovative approach to arts education, which was revolutionary at the time.

During Martin’s tenure, IAIA established a Bachelor of Fine Arts degree in performing arts, as well as graduate programs in creative writing, studio arts, and cultural administration. He oversaw the construction of five new buildings, added family housing, and increased external grant funding that included $8 million in unrestricted funds from MacKenzie Scott.

“With the start of the Institute of American Indian Arts, students were encouraged to experiment,” says Martin. “The boundaries were limitless. Our students learned to develop their artistic style without being bound by tradition or history. What I’ve admired most during my tenure is observing the evolution of student creativity and seeing how they take risks and manifest leadership qualities while advancing their practice.”

Martin’s nearly 18-year tenure as IAIA president has been historic in terms of growth, change, and outreach. “I have worked with Dr. Martin as the director of the IAIA museum since 2008 and have seen how important the IAIA mission is to him,” says Patsy Philips (Cherokee Nation), director of the IAIA Museum of Contemporary Native Arts. “He deeply cares for the students, the university, and the museum, and under his leadership, the school is financially stable, the campus has grown, and new academic programs have advanced. The IAIA community and the community at large will miss him when he retires.”

In addition to his leadership role at IAIA, Martin currently serves on the boards of the American Indian Higher Education Consortium, the Lensic Performing Arts Center, and the Higher Learning Commission—a regional accreditor for colleges and universities. Martin is the recipient of the Liberty Bell Award by the Douglas County Bar Association in Kansas, bestowed on Law Day to recognize individual contributions to human rights. He was awarded an honorary doctorate from Baker University, and in 2010, he received the Tribal College President of the Year Award.

REDEFINING SUCCESS

As president of IAIA, one of Martin’s most important goals for change has been focusing on an Indigenous definition of student success. “The federal government defines student success in quantifiable measures, including retention, persistence, and completion rates,” says Martin. Such metrics fail to take into consideration institutional context and mission, especially the profile of the student body. IAIA, like most TCUs, has an open admissions policy. One size does not fit all, and, as Martin observes, institutions should be able to define success in terms of the students they serve. Qualitative measures should also be considered.

“We should understand a student’s intention to attend IAIA and that it may change while pursuing their degree. Intentionality should factor in measuring student success,” Martin says. “We should consider why students chose to attend IAIA—what do they hope to accomplish? Expanding the definition of student success is always challenging due to limited resources and staffing. However, we have implemented a tracer study project that assists in conveying students’ stories. The tracer study will assess IAIA graduates and non-graduates to evaluate the impact of their education on career success and community involvement. The study aims to expand the definition of success using an Indigenous community-based approach beyond the usual measures of retention, persistence, and graduation rates. This expanded definition better reflects IAIA’s mission.”

Martin explains that TCU students and those at larger non-Native institutions often have different ideas about why they are in college. “If you ask mainstream students why they want to earn a degree, they often answer that they want a good job. However, many Indigenous students say they plan to return home and serve their community,” Martin says. Accordingly, it may take Indigenous students more than four years to complete their programs because they may pause to return home and assist their families or communities. In some instances, this outcome for students should be considered a success, says Martin. He adds that if a student’s goal is to obtain a job in the film industry or their tribal museum in their junior or senior year, this also could be considered a success, even though they may not have completed their program.

Another major component of Martin’s philosophy for IAIA is its focus on humanities through an Indigenous perspective. “The humanities are prominent in TCUs’ mission and programs, emphasizing Indigenous cultures, languages, histories, and traditions,” says Martin. “Thus, students may further explore their identities and the historical significance of their communities. Through scholarship and research, TCUs amplify Indigenous voices relative to tribal sovereignty and the impact of colonization and promote community engagement, pride, and service. TCUs advance Indigenous knowledge from our ancestors’ vision that education strengthens our communities and cultural traditions.”

Martin stresses that IAIA aims to educate students and general society about Indigenous cultures, traditional knowledge, languages, and stories, and touch upon issues of colonialism, social justice, oppression, and identity. He notes that this approach provides a means of expressing their experiences with historical trauma and other social and health problems.

“Education can transform lives. We have witnessed significant progress in our Indigenous students’ success in higher education. In the past 50 years, TCUs have significantly improved Indigenous student success,” says Martin.

TO LEAD IS TO SERVE

In his more than 40 years serving the cause of Indigenous education, Martin has amplified the idea of leadership as service. “I am honored to have served as president of four tribal colleges in 40 years. It has been a blessing, as I have had ample opportunities to improve higher education for our people,” he says.

IAIA’s statement of a redefined Indigenous Assessment Model sums up Martin’s legacy: It is “a model deeply rooted in IAIA’s core values of respect, community, dialogue, and honoring… fostering a culture of mutual respect and shared purpose.”

Jason S. Ordaz is the chief communications officer at the Institute of American Indian Arts.